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

Perugini, Sam; Bodzin, Alec M.

doi:10.1080/00221341.2019.1710764

Cited by 14 publications

(13 citation statements)

References 32 publications

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“…Collins (2018) also found that teaching geography incorporating Google Earth software promoted students' geospatial thinking. Similar studies have shown that geospatial thinking helps students understand geographical data and influences the acquisition of geospatial knowledge (Perugini and Bodzin, 2020). And beyond that, individuals with strong geospatial thinking tend to succeed in the study (Carbonell-Carrera et al, 2020).…”

Section: Geospatial Thinkingmentioning

confidence: 76%

“…Meanwhile, students with strong geospatial thinking perform better in geography (Lee and Bednarz, 2009;Klonari and Likouri, 2015;Gold et al, 2018). A possible explanation for this is that geospatial thinking helps to understand and apply geographical knowledge, geographical data (Perugini and Bodzin, 2020). Also, Carbonell-Carrera et al ( 2020) demonstrated that good geospatial thinking facilitates students to apply geographic knowledge in solving geographic problems, which is beneficial to their academic achievement in geography (Huynh and Sharpe, 2013).…”

Section: Discussion Of the Resultsmentioning

confidence: 99%

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The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

Zhang

Su²,

Liang³

et al. 2023

Front. Psychol.

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PurposeFamily environment has the major impact on children’s academic development. The aim of this study was to research the relationship between family capital and academic achievement in geography. Further, geospatial thinking, as a form of spatial thinking focusing on the scale of the geographical environment, is closely related to family environment and academic achievement in geography. Thus, the study was more specifically to apply a mediation model to explore the potential mediating role of geospatial thinking.MethodsA total of 1,037 upper-secondary-school students in Western China were surveyed using t the Family Capital Questionnaire and the Geospatial Thinking Test Questionnaire. SPSS (version 26.0) was used for descriptive statistical analysis and correlation analysis. The PROCESS plug-in (version 4.0) was used to test the mediating effect of geospatial thinking.Results(1) The correlation analysis showed that family capital has a positive effect on academic achievement in geography and is related to geospatial thinking. Moreover, geospatial thinking exerts a positive effect on academic achievement in geography. (2) The results of mediation analysis indicated that geospatial thinking plays mediating and buffering roles in the relationship between family capital and academic achievement in geography after controlling for family residence and gender. The direct and indirect effects accounted for 75.32% and 24.68% of the total effect, respectively.ConclusionThe results indicated that family capital not only affected academic achievement in geography directly but also indirectly through geospatial thinking. This finding provides some ideas for the development of geography education, which suggests that geography educators need to pay more attention to the influence of the family environment on students’ geography learning in curriculum design and teaching processes. Also, the mediating role of geospatial thinking further uncovers the mechanisms underlying the academic achievement in geography. Therefore, it is necessary to focus on both students’ family capital and geospatial thinking in the process of geography learning, and carry out more geospatial thinking training to improve academic achievement in geography.

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Section: Geospatial Thinkingmentioning

confidence: 76%

Section: Discussion Of the Resultsmentioning

confidence: 99%

The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

Zhang

Su²,

Liang³

et al. 2023

Front. Psychol.

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“…Many scholars have applied it in the monitoring of natural disasters [23], including debris flow, landslide, typhoon, earthquake, tsunami, hurricane, etc. [24][25][26][27][28]. Some scholars have also established an effective EWS (Early Warning System), which can quickly determine the extent of the damage and the damage situation, and provide a basis for formulating disaster mitigation plans and assessing disaster losses.…”

Section: Advantages Of Web Gis In Natural Disaster Educationmentioning

confidence: 99%

Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students

Xia

Qin

et al. 2022

Sustainability

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The rapid development of the web geographic information system (Web GIS) has promoted new vitality in high school geography education, relieved the stress of geography teachers caused by software and technical problems, and made it possible for teachers to devote more energy to geography teaching and research activities. Natural disaster education is not only an important part of the geography curriculum, but also an indispensable aspect of education for sustainable development (ESD) for high school students. The application of Web GIS in the dynamic monitoring, forecast, and early warning of natural disasters is becoming more experienced. Therefore, the application of Web GIS in natural disaster education is quite feasible. How to build a bridge between them is the purpose of this paper. Thus, the paper selects ArcGIS Online, which is not limited by time and space, and analyzes several functions that apply it to geography teaching. These include smart mapping, story maps, 3D web maps, and mobile GIS. Meanwhile, it analyzes the knowledge structure of “natural disasters” in Chinese geography textbooks to guide the subsequent case design. Then, the Web GIS inquiry-based teaching case is formed based on “7.20 Zhengzhou Torrential Rain”. It contains knowledge about natural disasters and designs from many aspects, such as the causes, manifestations, and prevention and control of disasters. The discussion identifies a range of specific educational benefits of applying Web GIS to natural disaster education for teachers and schools. Ultimately, it can provide some reference values for geography teachers and other developers to explore curriculum resources and create quality educational models.

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“…Professional GIS applications are used to support not only the teaching and learning of geography (Fargher, 2018) and environment (Perugini & Bodzin, 2020) by mapping with tools like ArcGIS Online, but also those of history (Scarlett et al, 2019) by layering text and data onto maps with technologies such as ArcGIS StoryMaps (https://story maps.arcgis.com/). The wide-ranging applicability of GIS technologies to different higher education disciplines (Balram, 2019) often makes it challenging to ensure that students are developing geographical knowing as they use GIS applications (Pérez-delHoyo et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…The widespread accessibility of web‐based GIS such as Google Maps have enabled us to engage with geographical information in our daily lives and emerging job markets in GIS‐related professions have also boosted offerings of GIS‐related courses and degree programmes in higher education (Balram, 2019; Solem et al., 2013). Professional GIS applications are used to support not only the teaching and learning of geography (Fargher, 2018) and environment (Perugini & Bodzin, 2020) by mapping with tools like ArcGIS Online, but also those of history (Scarlett et al., 2019) by layering text and data onto maps with technologies such as ArcGIS StoryMaps (https://storymaps.arcgis.com/).…”

Section: Introductionmentioning

confidence: 99%

Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems

Tian

Koh

Ren

et al. 2021

Brit J Educational Tech

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

Cited by 14 publications

References 32 publications

The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

The mediating effect of geospatial thinking on the relationship between family capital and academic achievement in geography

Web GIS for Sustainable Education: Towards Natural Disaster Education for High School Students

Understanding higher education students' developing perceptions of geocapabilities through the creation of story maps with geographical information systems

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