Integrating GIS Technology into Science Teacher Education: A Design-Based Research Study on Preservice Science Teachers’ Professional Digital Competence

This study addresses the need for integrated approaches to developing preservice science teachers’ (PSTs) professional digital competence, moving beyond standalone technology training which often focuses only on basic technical skills. Using a Design-Based Research (DBR) framework, the research documents a five-year iterative process aimed at refining an intervention that integrates GIS technology into a third-year science methodology course. By focusing on the final iteration, the study demonstrates the cumulative outcomes of these refinements, utilizing the PEAT (Pedagogical, Ethical, Attitudinal, and Technical) model to evaluate the development of PSTs’ professional digital competence through the creation of their own digital teaching content. Four female PSTs volunteered to participate in individual interviews, and their ArcGIS group projects were analyzed. Data from individual interviews and collaborative group projects show that PSTs progressed from initial confusion to successfully creating interactive StoryMaps aligned with Junior Cycle Science learning outcomes. While participants initially viewed ArcGIS as a sophisticated presentation tool, the intervention supported them in designing content with clear pedagogical intent, particularly in areas like sustainability and biological sciences. Challenges regarding time constraints and school-based technological equity were identified as key areas for future design cycles. The study highlights that a well-designed, purposeful intervention can support PSTs in developing digital competence and creating meaningful digital content with pedagogical intent, offering valuable insights for integrating geospatial technologies in science teacher education.