Analysis of Discourse in Collaborative Cartographic Problem Solving

Wiegand, Patrick

doi:10.1080/10382040208667476

Cited by 9 publications

(3 citation statements)

References 14 publications

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“…This connects to several recent research programs on map design. Discourse analysis of map-making strategies by students (Wiegand 2002) illustrates one method to investigate how students are thinking about making maps. Research on multi-objective decision-making in map design (Xiao and Armstrong 2012) similarly aims to "help novice map makers understand the design process and make cartographic principles more relevant to an expanding community of non-geographers."…”

Section: Discussionmentioning

confidence: 99%

Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

Howarth

2015

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This article presents a teaching model to support learning by solving problems with geographic information technology. Using the case study of a re-designed introductory course in geographic information systems, I present research from studies of expertise and Cognitive Load Theory that identify learning objectives and methods for problem-based instruction. I illustrate a general template for learning geographic technology by solving a problem based on a process of understanding the problem, developing a plan, and implementing the plan. This template also reinforces learning during practice and exam problems. The article aims to encourage future research on problem-based instruction of geographic information technologies that integrate cognitive studies of learning, spatial thinking, and problem solving.

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Section: Discussionmentioning

confidence: 99%

Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

Howarth

2015

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“…Along with a few other geography educators (e.g., Leinhardt, Stainton, & Bausmith, 1998; Owen, 2003), Wiegand (2002a, 2002b) has explored the relationship between collaborative learning—specifically the quality of student talk—and computerized map making. Using analytical linguistic tracking devices, which code moves such as “Reason” moves (those that “provide explanations for mapping behavior”) and “Question” moves (those that “invite an explanatory response”), Wiegand (2006) found that higher levels of student discourse were positively associated with map-based learning.…”

Section: Children’s Mapping and Socio-political Formationmentioning

confidence: 99%

From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking

Mitchell

Elwood

2012

Theory & Research in Social Education

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This study highlights the power of place, and reconceptualizes geography education as integral to the larger project of teaching for democratic citizenship. Using an interactive web platform, the researchers asked 29 seventh grade girls to research and map significant cultural and historical places associated with an ethnic group, or women, in the city of Seattle. The students worked in teams and commented frequently on each other’s contributions. Adopting a participatory action research method, the researchers studied the multiple ways in which a greater understanding of spatial production, such as processes of exclusion and inclusion, or mapping and counter-mapping, can give students the knowledge and will to challenge prevailing norms about the “naturalness” of a segregated urban landscape, or the inequitable allocation of resources. This approach follows recent feminist, anti-racist, and internationalist articulations of citizenship education, which advocate a social justice or emancipatory component to teaching and learning.

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“…The value of this approach as a useful complement to other methods is that it can provide insight into the interactive social process of teaching and learning, in this case helping us to better understand the process through which students gain both research and mapping skills. It is also helpful in understanding how they learn critical thinking about geographies and histories over time and in concert with others, including both their peers and their teachers (Wiegand 2002, 2006; Elwood 2009). …”

Section: Introductionmentioning

confidence: 99%

Engaging Students through Mapping Local History

Mitchell

Elwood

2012

Journal of Geography

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This article argues that the integration of local history and geography through collaborative digital mapping can lead to greater interest in civic participation by early adolescent learners. In the study, twenty-nine middle school students were asked to research, represent, and discuss local urban sites of historical significance on an interactive Web platform. As students learned more about local community events, people, and historical forces, they became increasingly engaged with the material and enthusiastic about making connections to larger issues and processes. In the final session, students expressed interest in participating in their own communities through joining nonprofit organizations and educating others about community history and daily life.

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Analysis of Discourse in Collaborative Cartographic Problem Solving

Cited by 9 publications

References 14 publications

Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

Learning by Solving Problems: Cognitive Load Theory and the Re-Design of an Introductory GIS Course

From Redlining to Benevolent Societies: The Emancipatory Power of Spatial Thinking

Engaging Students through Mapping Local History

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