Development of critical spatial thinking through GIS learning

Kim, Min Soo; Bednarz, Robert S.

doi:10.1080/03098265.2013.769091

Cited by 81 publications

(63 citation statements)

References 45 publications

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“…The importance of geoinformatics and mapmaking Revolutionising geographical analysis and representation, GIScience (Goodchild, 2010), can indeed be the glue that joins physical and human geography together (Openshaw, 1991), by showcasing individual facets within a common framework and revealing interlinkages through layered representations. Using Geographical Information Systems (GIS) to inculcate spatial understanding (Madsen & Rump, 2012), foster critical-thinking ability (Kim & Bednarz, 2013) and highlight the inter-dependability of natural and cultural components can bridge the geo divide. GIS (operationally and methodologically) is, however, one viable linkage, and not a blanket solution.…”

Section: Restructuring Academic Geographymentioning

confidence: 99%

Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks

Dasgupta

Patel

2017

Geographical Research

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The physical‐human dichotomy in geography is long standing, revolving around the topics studied and outlooks adopted by the two groups of geographers. Three reasons are identified for its continuation—the present structure of academic geography, constrained interactions between physical and human geographers, and their publication strategies. Critics suggest that physical and human geography have become divergent strains because the physical environment has been accorded little relevance in human geographic studies, also putting forward the failure of physical geographers to integrate the human influence on physical processes and neglecting space in their studies. Citing examples, this paper argues that physical and human geography influence each other. It also demonstrates that physical geographers have sufficiently considered both space and time, and even space‐time, through the concepts of scale and ergodicity. Some measures have been proposed to resuscitate the links between these two branches. These are reconnecting university and school geography, merging departments, teaching courses on geographical philosophies and theory building, engaging in integrative discourses, innovative classroom strategies, joint fieldwork, using geoinformatics, and conducting collaborative research. The paper concludes that physical and human geographers must communicate with each other more and engage in cross‐disciplinary studies. Otherwise, they might undermine their responsibilities as geographers and spatial thinkers/analysts.

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Section: Restructuring Academic Geographymentioning

confidence: 99%

Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks

Dasgupta

Patel

2017

Geographical Research

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“…Autores como Kim & Bernarz [20] consideran que interpretación de mapas puede ser considerada como una componente importante del pensamiento espacial, dado que el pensamiento espacial preconiza el empleo de representaciones del espacio. Así, en el ámbito topográfico, el razonamiento espacial comprende el empleo de representaciones cartográficas, gráficos, símbolos y modelos [21].…”

Section: Introductionunclassified

Fabricación digital de maquetas para la mejora de la interpretación cartográfica y el fomento de la competencia creativa = Digital manufacturing of 3D DTM models to enhance cartographic interpretation & creative competence

et al. 2017

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ResumenEn educación superior, para las titulaciones de ingeniería y arquitectura es precisa la adquisición y desarrollo de competencias como la creatividad y la visión espacial. La competencia espacial se puede desarrollar mediante la realización de ejercicios y la creatividad mejora, si el diseño de los ejercicios permite múltiples soluciones. La comprensión del relieve topográfico es necesaria para la integración de proyectos de arquitectura e ingeniería en el entorno. Sin embargo, en la formación universitaria se han detectado carencias para la interpretación de las formas del relieve. Las maquetas de terreno, pueden ayudar a suplir esta carencia. La aparición de tecnologías de fabricación digital de bajo coste permiten la creación de maquetas de terreno y su incorporación en la docencia reglada. En este artículo se presentan los resultados de dos experiencias. En la primera, llevada a cabo durante el curso 2015-16 con 33 alumnos universitarios, se realizan maquetas topográficas utilizando secciones apiladas, con el objetivo de mejorar la interpretación tridimensional de las formas del terreno. La segunda parte de la experiencia, llevada a cabo durante el curso 2016-17 se realiza con alumnos de Máster. Se trata de una validación preliminar, con pocos alumnos, en la que se pretende incorporar aspectos creativos a la realización de maquetas de terrenos. Para medir la variación de la competencia creativa en los alumnos se utiliza el Test de Abreacción de la Creatividad (TAEC), antes y después de la experiencia.AbstractIn higher education, engineering and architecture degrees require the acquisition and development of skills such as creativity and spatial ability. Space competence can be developed by performing exercises and the creativity improves, if the design of the exercises allows multiple solutions. The understanding of topographic relief is necessary for the integration of architectural and engineering projects in the environment. However, in the university context deficiencies have been detected for the interpretation of the relief forms. Land models can help to fill this gap. The emergence of low cost digital manufacturing technologies allows the creation of terrain models and their incorporation for teaching. This article presents the results of two experiences. In the first one, carried out during the 2015-16 academic year with 33 university students, topographic models are made using stacked sections, with the aim of improving the three-dimensional interpretation of the terrain forms. The second part of the experience, performed during the 2016-17 course is carried out with Master's students. This is a preliminary validation, with few students, which seeks to incorporate creative aspects to the realization of land models. To measure the variation of creative competence in students, the Creativity Abreaction Test (TAEC) is used, before and after the experience.

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“…Typically, introductory GIS courses balance training for ‘pushing the right button’ with education for knowing that the button is correct for the situation (Unwin ). In addition to developing technical and theoretical competencies, students in introductory GIS courses also may bolster their critical spatial thinking abilities (Kim and Bednarz ), consider ethical practices (Wetherholt and Rundquist ), and learn subject‐specific content based on the interests and expertise of their instructor. The growth of GIS technologies necessitates that a GIS course teach more than a single program or process (Goodchild ).…”

Section: Introductionmentioning

confidence: 99%

Student Learning in an Introductory GIS Course: Using a Project‐Based Approach

Bowlick

Bednarz

Goldberg

2015

Transactions in GIS

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Introductory courses in Geographic Information Science (GIS) expose students to the concepts and practices necessary for future academic and professional use of GIS tools. Traditional GIS courses balance lectures in the theories of GIS with pre-built and pre-packaged lab activities to learn the practices of GIS. This article presents a case study of an experimental introductory course in which students conducted novel, independent project-based group research under the supervision of graduate or advanced undergraduate students enrolled in the course, culminating in a class presentation and publication quality paper. Surveys and interviews indicated that students reacted more positively to project-based group research than to traditional activities. Students felt the projects better prepared them for 'real world' applications of GIS, and recommend project-based group research in other GIS coursework. Additionally, our findings indicate that students appreciate interactions with peers of varying skill levels and experiences, as these broaden their capabilities to work with other GIS users.

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Development of critical spatial thinking through GIS learning

Cited by 81 publications

References 45 publications

Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks

Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks

Fabricación digital de maquetas para la mejora de la interpretación cartográfica y el fomento de la competencia creativa = Digital manufacturing of 3D DTM models to enhance cartographic interpretation & creative competence

Student Learning in an Introductory GIS Course: Using a Project‐Based Approach

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