Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Bodzin, Alec M.; Qiong, FU; Bressler, Denise M.; Vallera, Farah L.

doi:10.1080/07380569.2015.1004278

Cited by 10 publications

(2 citation statements)

References 24 publications

(23 reference statements)

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“…The manipulation of the Web GIS maps required for this curriculum was a new way of learning for most students as many had never used dynamic maps in other courses. Research has shown that using Web GIS embedded into a curriculum increases spatial thinking skills and helps students develop GSTR skills (Bodzin, Fu, Bressler, & Vallera, 2015;Bodzin, Fu, Kulo, & Peffer, 2014;Lee & Bednarz, 2009;Reed & Bodzin, 2016). Results from this research study supports prior findings that demonstrated significant mean differences in SHOM and GSTR skill attainment when using the geospatial curriculum approach.…”

Section: Discussionmentioning

confidence: 99%

Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach

Reed

Bodzin

2019

Pedagogy in Health Promotion

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Geospatial thinking and reasoning (GSTR) skills are currently not routinely integrated into public health curriculum for undergraduate students in colleges or universities. However, integrating GSTR skills into curriculum has been shown to increase spatial thinking skills, which leads to better cognitive thinking and problem solving skills. An Examining Vector-Borne Disease Transmission (EVBDT) curriculum unit was developed using the geospatial curriculum approach to investigate malaria, dengue fever, and zika disease spread in the environment, using patterns, data, and sociodemographic factors. The purpose of this design-based research study was to understand public health content learning and GSTR skill acquisition through use of the geospatial curriculum approach among students ( n = 95) enrolled in undergraduate public health content classes. Data sources included a classroom observation instrument; pretest and posttest measures for the Spatial Habits of the Mind survey; a pretest, Posttest 1, and delayed Posttest 2 EVBDT assessment that included public health content and GSTR skill items; and a postimplementation survey to understand students’ perceptions of geographic information systems use in the curriculum. Findings revealed significant mean differences showing growth in public health content learning and GSTR skills. The findings provide support that Web geographic information systems with appropriate curriculum design can engage students and affect both learning outcomes and GSTR skills in public health education.

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Section: Discussionmentioning

confidence: 99%

Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach

Reed

Bodzin

2019

Pedagogy in Health Promotion

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“…This research explored the possibility of using Google Maps in teaching and understanding specific Earth science concepts and the reception of its utilization among students. Earlier studies have shown that Earth science learning may be improved by geospatially-enabled learning technologies that highlight geographic visualization, scale, representation, and geospatial thinking and reasoning (Bodzin et al, 2014;Bodzin et al, 2015). Specifically, this study explored the use of Google Maps in observing and inferring the possible locations of surface features associated with faults.…”

Section: Framework Of the Studymentioning

confidence: 99%

Senior High School Students’ Perceptions and Attitudes toward the Use of Google Maps as Instructional Tool in Earth Science

Landicho

2020

TNL

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This study investigated the use of Google Maps as an instructional tool in Earth Science. A conveniently sampled senior high school class (n=34) participated in a formative online Google Map activity. The students inferred the location of landforms usually associated with faults using the Terrain view of Google Maps during the pre-lecture and intervention phase. A short lecture explaining how these land features can possibly be deduced using Google Maps followed. After the lecture, the students re-observed the maps with Google Maps, reexamined their previous answers and modified them, if necessary. After the activity, the students answered a self-evaluation form (SEF) which sought to gather their insights regarding the use of Google Maps in their Earth science class. The results revealed that the majority of the respondents expressed positive attitudes toward using Google Maps in classroom learning. They have had meaningful engagement with this online geospatial tool in their lessons in Earth science. However, challenges such as slow internet connection and limited exposure and practice were also noted by the students. Future researchers may look into the application of Google Maps in other lessons or learning competencies, a wider coverage among schools, and the integration of other geotechnologies in teaching the Earth sciences.

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Using Web-Based GIS to Assess Students' Geospatial Knowledge of Hurricanes and Spatial Habits of Mind

Perugini

Bodzin

2020

Journal of Geography

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Examining the Enactment of Web GIS on Students' Geospatial Thinking and Reasoning and Tectonics Understandings

Cited by 10 publications

References 24 publications

Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach

Studying Vector-Borne Disease Transmission in Public Health Education Using a Geospatial Curriculum Approach

Senior High School Students’ Perceptions and Attitudes toward the Use of Google Maps as Instructional Tool in Earth Science

Using Web-Based GIS to Assess Students' Geospatial Knowledge of Hurricanes and Spatial Habits of Mind

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