Spatial Thinking and Technologies in the Undergraduate Social Science Classroom

Hespanha, Stacy Rebich; Goodchild, Fiona; Janelle, Donald G.

doi:10.1080/03098260903033998

Cited by 25 publications

(9 citation statements)

References 12 publications

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“…Individuals who have the ability to perceive the place can perceive the environment better, adapt to the place more easily and organize their lives better. Daily activities and behaviors, such as driving, organizing the house, choosing the best route to the beach, remembering where the keys were left, finding what you were looking for in shopping, are associated with the use of the ability to perceive the place (Hespanha, Goodchild, and Janelle 2009).…”

mentioning

confidence: 99%

“…For the individual to establish a spatial relationship with a place, he/she should play an active role in that place and he/she should act in it (Asar, 2013). Spatial thinking in the social sciences is a useful tool for the discovery and understanding of new knowledge (Hespanha, Goodchild, and Janelle 2009). It is important that out-of-school learning is put to work and disseminated in order to gain spatial thinking to the students.…”

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confidence: 99%

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Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Seyhan

2019

Review of International Geographical Education Online

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confidence: 99%

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confidence: 99%

Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Seyhan

2019

Review of International Geographical Education Online

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“…This is seen from the SBL syntax which is less focused on exploring creativity activities; creative thinking; and problem-solving students. Very few students describe spatial thinking when solving problems (Hespanha, 2009). Thus, it needs to be developed to fit the learning of 21st-century geography.…”

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confidence: 99%

Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning)

Silviariza

Handoyo

2020

JPG

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Problem Based Learning (PBL) is widely developed and applied to many multidisciplinary sciences. PBL in learning geography needs to be developed to fit the main characteristics of geography, namely the spatial approach. In geography learning, the Spatial Based Learning (SBL) model is often used. SBL is a model that encourages students to think in space. Integrating PBL and SBL will create learning models that are appropriate to the characteristics of geography. The purpose of this study is to develop PBL models by presenting phenomena or spatial problems. The research development design is the method of Borg and Gall (2006): (1) needs analysis, (2) planning, (3) developing initial product forms, (4) initial field testing, (5) major product revisions, (6) carrying out testing field, (7) product revision, and (8) final product revision. The research subjects were geography students and the validator was a doctor of geography education. Data from the validator in the form of in-depth interviews are used to improve product quality. Data from students in the form of questionnaire results are used to determine product eligibility. Data analysis was performed descriptively and statistically. The product of development is Spatial Problem Based Learning (SPBL) which has five steps, namely: (1) spatial problem orientation, (2) formulating spatial problems, (3) collecting and organizing spatial data, (4) analyzing spatial data and discussion, (5) communication. The results of expert validation have a score >65%. The average field test score of the five SPBL syntaxes is 93.2. Based on trials that the SPBL syntax is feasible This is an open access article under the CC-BY-SA license Tersedia secara online http://journal2.um.ac.id/index.php/jpg/

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“…Spatial thinking can be defined as a constructive combination of cognitive skills comprised of knowing concepts of space, using tools of representation, and applying processes of reasoning (NRC, 2006). Hespanha et al (2009) had explained: "Learning to think spatially means that we should have knowledge of spatial concepts, we can think and act in space and know how, where and when to use different strategies, appropriate tools and technologies to solve problems or make decisions on matters related". Location, scale, pattern, spatial association, analogy, network, and proximity are examples of spatial concepts that have been explicitly recognized by researchers (Gersmehl & Gersmehl, 2006;2007;Golledge, 2002;.…”

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confidence: 99%

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

Klonari

Passadelli

2019

Review of International Geographical Education Online

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Dyslexia is a specific form of learning disability which comes along with diverse difficulties, both in learning, social and emotional fields. It obstructs the development of the individual at all levels of education. This research investigates students' spatial and geographical thinking and whether there is a differentiation of these abilities between dyslexic and non-dyslexic ones. For this purpose, 50 questionnaires were distributed to 25 dyslexic and 25 non-dyslexic students aged 14 using opportunity sampling from different areas (rural, urban). The questionnaire included spatial thinking exercises like mental rotation, plan views, shapes folding -unfolding and mental manipulation of shapes and exercises by which geographical thinking is examined, according to the Greek geography curriculum. The results indicated that the non-dyslexic students had better performance than the dyslexic ones in all cases, except one, this of 2D 3D exercise. The most significant difference was in the section of plan views, mental rotation and folding -unfolding, whereas in the shapes mental manipulation, both children's groups faced difficulties. Although the research sample was limited, the results supported our hypothesis that non-dyslexic students would perform better on spatial and geographical thinking assessments.

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Spatial Thinking and Technologies in the Undergraduate Social Science Classroom

Cited by 25 publications

References 12 publications

Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Out-of-School Learning to Achieve the Spatial Perception Skills: A Case Study

Spatial-Problem Based Learning (SPBL) development (preliminary studies for geography learning)

Differences Between Dyslexic and Non-Dyslexic Students in the Performance of Spatial and Geographical Thinking

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