Incidental Learning of Geospatial Concepts Across Grade Levels: Map Overlay

Battersby, Sarah E.; Golledge, Reginald G.; Marsh, Meredith

doi:10.1080/00221340608978679

Cited by 45 publications

(12 citation statements)

References 9 publications

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“…The use of GIT in science learning can enable primary and secondary school learners to manipulate, analyze, and synthesize spatial data in new ways (Bodzin, 2008; Hall‐Wallace & McAuliffe, 2002; MaKinster & Trautmann, in press) and can support the development of contextually rich learning environments that promote higher order thinking skills, meaningful learning, and authentic scientific inquiry (Bodzin, 2008; Bodzin & Anastasio, 2006; Tinker, 1992). However, research with map overlays, a fundamental concept in spatial analyses, has been shown to be a complex concept for a majority of middle school learners to grasp and learn incidentally (Battersby, Glolledge, & Marsh, 2006). Therefore, it is likely that explicit instruction is needed for such learners to use spatial thinking skills with RS and aerial imagery and other spatial data to investigate land cover change.…”

Section: Geospatial Information Technologies For Supporting Spatial Tmentioning

confidence: 99%

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

Bodzin

2010

J Res Sci Teach

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This study investigated whether a geospatial information technology (GIT)‐supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Findings indicated that content knowledge about environmental issues associated with LUC and spatial thinking skills involved with aerial and remotely sensed (RS) imagery interpretation increased for all learners. In most content and skill area clusters, effect sizes were larger for lower and middle track learners than for upper track learners. Achievement for spatial thinking items increased for all ability level tracks. The curriculum implementation appeared effective for enhancing spatial thinking skills involved with RS image interpretation to identify objects and investigate ground cover features. Learners at all ability levels had difficulty interpreting time‐sequenced images. Influencing learning contexts including curriculum design principles and instructional strategies are discussed. The findings from this study provide support that spatial thinking can be learned, can be taught formally to all students in an urban middle school, and can be supported by appropriately designed tools, technologies, and curriculum. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 281–300, 2011

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Section: Geospatial Information Technologies For Supporting Spatial Tmentioning

confidence: 99%

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

Bodzin

2010

J Res Sci Teach

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“…The students then were shown a second Mylar with a detailed footprint digitized from an orthophoto image showing the schoolyard features. This overlay approach allowed students to reconcile discrepancies between their mental maps and the digitized image of their schoolyard (Battersby, Golledge, and Marsh 2006).…”

Section: Curriculum Description and Implementation Of Gps And Gis In mentioning

confidence: 99%

Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine

Perkins¹,

Hazelton

Erickson

et al. 2010

Journal of Geography

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Spatial literacy is a new frontier in K-12 education. This article describes a place-based introductory GIS/GPS middle school curriculum unit in which students used measuring tools, GPS units, and My World GIS software to collect physical and spatial data of trees to create a schoolyard tree inventory. Maine students completed "memory maps" of their schoolyards as a pre/post exercise assessment. A statistically significant increase in students' spatial awareness was documented. A technology-based curriculum can significantly increase students' spatial awareness especially in a place and context relevant to each student.

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“…Synthesizing current research base from the point of view of the terminology used for the skills participants employs when using or drawing maps has proven difficult. Some authors do not use any specific terms at all, because they place these skills within a broader group of skills, e.g., geographical skills, geospatial thinking skills, spatial (reasoning) skills (Battersby, Golledge, & Marsh, 2006;Beatty & Tröster, 1987;Kelly, Kelly, & Miller, 1987;Liben, Myers, Christensen, & Bower, 2013;Logan, Lowrie, 369 & Diezmann, 2014). Other authors admittedly distinguish between these skills, but do not further specify their terminology, making comparisons impossible (Bein, 1990;Bein, Hayes, & Jones, 2009;Henrie, Aron, Nelson, & Poole, 1997;Lim, 2005;Livni & Bar, 2001;Nelson, Henrie, Aron, & Poole, 1996;Scevak & Moore, 1998;Shin, 2007).…”

Section: Differences In Terminology and Definition Of Map Skillsmentioning

confidence: 99%

Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors

Havelková¹,

Hanuš²

2019

Review of International Geographical Education Online

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For a few decades, map skills stay at the forefront of not only geographers' and geographic educators' research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As nonuniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.It is possible to designate basic categories of factors (i.e., independent variables) which may influence map skill level and its development based on the concept of cartographic communication (Koláčný, 1969; Wood, 1972) or eventually on the concept of cartographic interaction (Roth, 2012). Although the concept of cartographic communication has already been superseded in terms of the mediation of cartographic information, the categorization of factors influencing map skills is still appropriate.This involves factors associated with the map itself (map characteristics) on the one hand and factors, i.e., attributes, associated with the map user (user characteristics) on the other hand. These two categories should be supplemented with a third, which includes the characteristics of the social, learning, etc. environment (external factors). As the cartographer's creation of a map and, particularly, the map user's work with a map can be impeded or promoted by them (e.g., home environment, familiarity with the area, teacher's learning style). . Spatial thinking in geographic information science: Students' geospatial conceptions, map-based reasoning, and spatial visualization ability.

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Incidental Learning of Geospatial Concepts Across Grade Levels: Map Overlay

Cited by 45 publications

References 9 publications

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking

Place-Based Education and Geographic Information Systems: Enhancing the Spatial Awareness of Middle School Students in Maine

Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors

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