Using Webcams to Show Change and Movement in the Physical Environment

Sawyer, Carol F.; Butler, David; Curtis, Mary D.

doi:10.1080/00221341.2010.506924

Cited by 10 publications

(6 citation statements)

References 14 publications

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“…Learning geography can equip students with skills to identify patterns and trends of spatial changes, and analyse causes and impacts of the changes, which help students better respond to and live in the changing society (Xiang, ). However, learning spatial thinking skills related to changes is perceived by students as difficult (Sawyer, Butler, & Cartis, ). Geospatial technologies, an alternative to the traditional mapping methods, are regarded as tools that play a positive role in fostering spatial thinking (Chun, ; Liu, Tan, & Xiang, ).…”

Section: Introductionmentioning

confidence: 99%

“…However, classroom practice indicates that students have difficulty in acquiring and applying spatial skills of changes (Bodzin, ; Xiang, ). It has been reported that students at this level find it hard to perceive and visualize changes in space (Sawyer et al , ), possibly because they are unable to link together what had taken place to what is present. Besides, a majority of them are confronted with problems to construct the meaning of changes especially when explaining and predicting impacts of such changes (Xiang, ).…”

Section: Introductionmentioning

confidence: 99%

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Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This schoolbased research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio-temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. Describing changesIdentifying change z = À0.205, p = 0.838 z = À3.091, p** = 0.002 Describing changes in property z = À1.076, p = 0.282 z = À2.422, p* = 0.015 Representing changes z = À0.408, p = 0.683 z = À1.413, p = 0.158 Analyzing changesAnalyzing changes in relations z = À2.109, p* = 0.035 z = À1.672, p = 0.095 Reasoning about dynamics z = À 0.053, p = 0.957 z = À1.432, p = 0.152 Associating with changes z = À0.045, p = 0.964 z = À2.617, p** = 0.009

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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“…Urgensi tersebut mempengaruhi pemberlakuan penanaman dan pelatihan keterampilan berpikir spasial dalam kurikulum geografi pada siswa sekolah menengah, walaupun pada realitanya masih terdapat berbagai tantangan yang harus dihadapi dalam menanamkan keterampilan berpikir spasial. Hal tersebut karena masih banyaknya siswa yang merasa kesulitan dalam mempelajari keterampilan berpikir spasial khususnya yang berkaitan dengan perubahan spasial (Bodzin, 2011;Sawyer et al, 2011). Perkembangan era digital yang semakin gencar menyebabkan permasalahan tersebut dapat teratasi dengan bantuan teknologi geospasial.…”

Section: Pendahuluanunclassified

Pengaruh Media Pembelajaran Google Earth Terhadap Kemampuan Berpikir Spasial Siswa SMA

Santoso¹

2022

gdk

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Abstrak Penelitian ini dilatarbelakangi oleh permasalahan mengenai rendahnya kemampuan berpikir spasial siswa SMA. Penelitian ini bertujuan untuk mengkaji pengaruh media pembelajaran geografi berbasis Google Earth terhadap kemampuan berpikir spasial siswa SMA. Penelitian ini menggunakan desain penelitian eksperimen semu. Indikator kemampuan berpikir spasial meliputi: comparison (kondisi dan koneksi spasial), aura (spatial aura atau zona pengaruh objek ke sekitarnya), region, hirarchy, transition, analogy, pattern, dan association (korelasi). Data yang diperoleh melalui tes kemampuan berpikir spasial siswa. Hasil penelitian menunjukkan bahwa pemanfaatan media pembelajaran geografi berbasis Google Earth berpengaruh signifikan terhadap kemampuan berpikir spasial siswa, dengan hasil uji T-Test yang meninjukkan sig.2-tailed 0,000. Pemanfaatan media pembelajaran geografi berbasis Google Earth mampu meningkatkan kemampuan berpikir siswa, yang dibuktikan dengan kelas eksperimen memiliki skor Gain yang lebih tinggi dibandingkan kelas kontrol, yaitu 0,7 dan 0,43, dengan selisih skor Gain sebesar 0,23. Kemampuan berpikir spasial siswa setelah diberikan perlakuan dengan menggunakan Google Earth mengalami peningkatan yang signifikan.

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“…Because of their young age and limited life experiences, the time scale that the students can perceive is necessarily often very short [21]. Therefore, they frequently find it challenging to imagine things that occurred in the past [22], let alone making connections between the past and present.…”

Section: Student Learning Grounded In Spatial-temporal Cognitionmentioning

confidence: 99%

Preparing Adolescents for the Uncertain Future: Concepts, Tools and Strategies for Teaching Anthropogenic Environmental Change

Xiang

Meadows

2020

Sustainability

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Humankind is increasingly being challenged by anthropogenic environmental changes and society needs to be better equipped with knowledge, skills and values to adapt to these changes. This poses new challenges for school education. We propose a framework towards future-oriented education by addressing three issues: a) How can the school curriculum be reframed to take account of anthropogenic environmental changes? b) What difficulties do students encounter when learning about these changes? c) What learning tools and pedagogical strategies are best suited to effectively and efficiently teach about environmental changes? An example is provided, whereby secondary school students engage with the topic of deforestation using geospatial technology. This study informs curriculum makers and instructors in providing education that enhances adolescents’ understanding of the uncertain world and increases their ability to be proactive, rather than merely responding to change.

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Using Webcams to Show Change and Movement in the Physical Environment

Cited by 10 publications

References 14 publications

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Pengaruh Media Pembelajaran Google Earth Terhadap Kemampuan Berpikir Spasial Siswa SMA

Preparing Adolescents for the Uncertain Future: Concepts, Tools and Strategies for Teaching Anthropogenic Environmental Change

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