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

Abstract

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

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

“…Baker and White (2003) found that the use of GIS in a twoweek problem-based learning module improved middle-level students' data analysis skills. Bodzin (2011) reported that the use of virtual globes, a more simplified geospatial technology platform, was associated with students' improved spatial thinking skills involved with aerial and remotely sensed image interpretation to identify objects and investigate ground cover features with appropriately designed curriculum learning experiences. Bodzin, Fu, Peffer, and Kulo (2013) found that students using a geospatial curriculum approach performed better on an energy literacy measure, compared to a group of students using their "business-as-usual" curriculum, and also significantly improved their GTR skills related to energy resources (Bodzin, Fu, Kulo, & Peffer, 2014).…”

“…The tectonics Web GIS learning activities were developed using a curriculum design approach for GTR that builds on prior design work for teaching and learning with geospatial technologies (Bodzin, 2011;Bodzin, Anastasio, & Kulo, 2014; U.S. Department of Labor, Employment and Training Administration, 2010). The curriculum design approach (Figure 1) incorporates design principles in each investigation to promote GTR skills.…”

“…the capacity to display dynamic maps, globes, and other representations of the Earth (Bodzin, 2011). Geospatially enabled learning technologies may enhance Earth science curriculum learning by placing emphasis on geographic space, visualization, scale, and representation.…”

A Research Agenda for Geospatial Technologies and Learning

“…Are there designs that support teachers' development of students' geospatial thinking and analysis skills, construction of explanations from geospatial data, and ability to support claims with geospatial data (Bodzin, Peffer, and Kulo 2012;MaKinster, Trautmann, and Barnett 2014). Bodzin 2011;Ebenezer, Osman, and Ebenezer 2011;Goldstein and Alibrandi 2013). Many of these studies lack theoretical descriptions of the instructional model and key design principles used in the curriculum design, gaps that limit the reliability and replicability of their conclusions.…”

“…Previous studies have had to rely on generic spatial thinking assessments derived largely from psychology, such as mental rotation or card folding tests, which may be misaligned and inappropriate for assessment of geospatial thinking. Other research has used GST-specific assessments such as the Spatial Thinking Abilities Test (STAT) (Lee and Bednarz 2012) and Spatial Habits of Mind (SHOM) (Kim and Bednarz 2013), or specific "close" outcome measures (Ruiz-Primo et al 2002) of content knowledge assessments (e.g., Demirci 2008;Huynh 2009;Hagevik 2011). Bodzin (2011 and Huynh and Sharpe (2013) also applied measures of geospatial thinking and reasoning to specific content areas, including geographical knowledge.…”