Resource Needs and Pedagogical Value of Web Mapping for Spatial Thinking

Manson, Steven M.; Shannon, Jerry; Eria, Sami; Kne, Len; Dyke, Kevin; Nelson, Sara; Batra, Lalit; Bonsal, Dudley B.; Kernik, Melinda; Immich, Jennifer; Matson, Laura

doi:10.1080/00221341.2013.790915

Cited by 29 publications

(17 citation statements)

References 44 publications

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Section: Discussionmentioning

confidence: 99%

“…Therefore, they requested more data resources that support an integration of spatial knowledge and more training in spatial analysis to hone higher order thinking skills. However, due to the limited spatial analytical tools available from the web (Manson et al, 2013), their learning potential was not fully realized. On the other hand, the instructor-guided sessions enabled auditory learners to absorb and process spatial information through their preferred sensory channel in a way they were not able to obtain during the web-assisted learning sessions.…”

Section: Discussionmentioning

confidence: 99%

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Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

Xiang¹,

Liu²

2018

Brit J Educational Tech

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There is a dearth of research concerning the learning effects of web‐based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web‐based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self‐rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

Xiang¹,

Liu²

2018

Brit J Educational Tech

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“…Indeed, a variety of obstacles have historically stood in the way of widespread adoption of 97 Downloaded by [University of Nebraska, Lincoln] at 19:23 27 March 2016 these technologies. Teachers often lack technical knowledge and face shortages of instructional time and curriculum materials, and schools often lack access to hardware and software (National Research Council (NRC) 2006;Doering et al 2014;Manson et al 2014). Fortunately, National Geographic's Network of Alliances for Geographic Education and other groups provide professional development programs each year that help address gaps in technical knowledge, and teachers can take advantage of new and constantly developing online tools.…”

Section: Bringing Gis Into the Ap Hg Classroommentioning

confidence: 97%

The Nature of Geography and Its Perspectives in AP^®Human Geography

Murphy

Hare

2016

Journal of Geography

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AP Human Geography students need to develop an understanding of what it means to examine the world around them from a geographic perspective. Focusing attention on geography's concern with spatial relationships, place characteristics, and geographic context helps student appreciate the nature of the discipline and the insights it offers. These core geographic concerns should be woven into discussions of the various topics covered in AP Human Geography. Drawing on GIS and related geospatial technologies can facilitate that effort-demonstrating the power and potential of geographical modes of thinking and analysis.

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“…Taking into account these difficulties posed by technologies such as GIS for the first formative stages in geospatial training, it is possible to consider the use of low-cost geospatial technologies that are better supported. A similar approach, with the objective of training that develops spatial skills, was employed by Manson et al [34], who affirmed that GIS requires more time to learn the numerous commands of the application, neglecting the improvement of geospatial thinking. In this sense, research carried out for the improvement of spatial planning with low-cost and easy-to-implement digital geotechnologies has obtained good results [17,18].…”

Section: Geovisualization Trainingmentioning

confidence: 99%

3D Landform Modeling to Enhance Geospatial Thinking

Carrera

Medler

2019

IJGI

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Geospatial thinking is essential to the visualization-interpretation processes of three-dimensional geographic information. The design of strategies for the interpretation of the Earth's surface which allow the development of students' geospatial thinking poses a challenge in higher education. In geospatial education, we often see a practical approach where students are trained in specific GIS and/or geotechnologies. However, in the first stages of geospatial education, geographic literacy and geospatial thinking processes can be supported better through easy-to-use technologies. In this paper we show the results of two workshops performed with engineering students using visuospatial displays in an easy-to-use 3D software environment. This teaching approach improved students' geospatial thinking, measured using the Topographic Map Assessment (TMA) test-a battery of seven tasks related to relief interpretation along with 18 exercises. Participants also completed a questionnaire relating to the following usability topics: operation (application), improvement, implications for education, and understanding of the concepts related to relief interpretation. The results showed mean gains between 10.7% and 12.6% of the highest score for the TMA. This, together with the results of the questionnaire, confirms the usefulness of this teaching approach using easy-to-use 3D technologies for developing geospatial thinking.

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Resource Needs and Pedagogical Value of Web Mapping for Spatial Thinking

Cited by 29 publications

References 44 publications

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

The Nature of Geography and Its Perspectives in AP^®Human Geography

3D Landform Modeling to Enhance Geospatial Thinking

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Resource Needs and Pedagogical Value of Web Mapping for Spatial Thinking

Cited by 29 publications

References 44 publications

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

The Nature of Geography and Its Perspectives in AP®Human Geography

3D Landform Modeling to Enhance Geospatial Thinking

Contact Info

Product

Resources

About

The Nature of Geography and Its Perspectives in AP^®Human Geography