Constructing Maps Collaboratively

Leinhardt, Gaea; Stainton, Catherine; Bausmith, Jennifer Merriman

doi:10.1080/00221349808978821

Cited by 24 publications

(11 citation statements)

References 13 publications

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“…There is increased student learning when students are active participants in data collection and fieldwork (Pawson and Teather 2002). When collaborative work is used in conjunction with active learning, students are more responsible for their learning and learn more Leinhardt, Stainton, and Bausmith 1998). The need for students to communicate with research teammates and defend their views helps to instill confidence in their abilities (Leinhardt, Stainton, and Bausmith 1998).…”

Section: Background and Relevant Researchmentioning

confidence: 97%

“…When collaborative work is used in conjunction with active learning, students are more responsible for their learning and learn more Leinhardt, Stainton, and Bausmith 1998). The need for students to communicate with research teammates and defend their views helps to instill confidence in their abilities (Leinhardt, Stainton, and Bausmith 1998). However, students need a strong background in research methods, not just techniques, before heading into the field (Welch and Panelli 2003).…”

Section: Background and Relevant Researchmentioning

confidence: 98%

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Simplifying Central Place Theory Using GIS and GPS

Theo

2011

Journal of Geography

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A constant struggle for teachers at all levels is finding ways to successfully teach students complex theories and concepts. Student comprehension is often enhanced by applying these theories and concepts to real world situations. This project demonstrates central place theory by examining highway billboard signs along major Wisconsin highways. In addition, the concepts of range, threshold, and intervening opportunities are demonstrated. Using global positioning systems (GPS) and geographic information systems (GIS), data were collected on the location, distribution, and type of establishment advertised.Using statistical and spatial analysis this article suggests an alternative method for teaching undergraduate students urban theories through fieldwork, GIS, and GPS.

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Section: Background and Relevant Researchmentioning

confidence: 97%

Section: Background and Relevant Researchmentioning

confidence: 98%

Simplifying Central Place Theory Using GIS and GPS

Theo

2011

Journal of Geography

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“…Sustained interaction by pairs from either age group was rare and this may have been due to the strongly goal-oriented nature of the mapping tasks. Leinhardt et al (1998) found that 7% of the time spent by their subjects was off task and 30% of their discourse was uncodable. In contrast, this study (with pairs not groups and what would appear to be a greater level of supervision than described by Leinhardt and her colleagues) was characterised by no time off task and all discourse utterances were codable (albeit with 16% of the moves and 17% of the content classified as 'other').…”

Section: The Contribution Of Collaborative Learning To Cartographic Umentioning

confidence: 98%

“…Leinhardt et al (1998) used both a didactic and constructivist approach to children's map learning involving symbols, longitude and latitude and scale. Students (aged 12-13 years) were set a map-enlarging task that required some understanding of scale, projections and symbology.…”

Section: Collaborative Learning With Mapsmentioning

confidence: 99%

Analysis of Discourse in Collaborative Cartographic Problem Solving

Wiegand¹

2002

International Research in Geographical and Environmental Educat

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“…Several studies have included students in some form of map making as part of their geographic education. Leinhardt, Stainton, and Bausmith (1998) promote the benefit of having 7 th grade students construct maps because it helps them to "form a deeper appreciation of actual content of a map and the decisions, tacit ones, that are present in any map" (p.…”

Section: Student As a Map Makermentioning

confidence: 99%

The Effects of Multiple Thematic Layers on Web Map Use by Middle School Students

Freed

2000

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Access to the to the Internet and to a variety of interactive mapping tools has increased interest among middle school teachers to use interactive maps in conjunction with learning activities. There is very little research in the area of interactive mapping in educational situations, specifically with regards to layer maps that combine multiple thematic layers on a single map. This study evaluates the relationship between the number of layers present on a web-based map and middle-school students' accuracy and timeliness using the map to answer geographic questions. Additionally, this study examines the specific effect of a hill shade on student response time and accuracy when answering questions do not require any terrain information. Tests were conducted in five Portland, Oregon area middle school classrooms using Blackboard CE8 to present maps and collect responses. The results of this research indicate no significant relationship between the number of layers present on a web map and middle school students' accuracy or response times while using the map to answer questions. The presence of a hillshade layers does not significantly impact the students' response times or accuracy while answering questions while using the map either.ii Acknowledgements

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Constructing Maps Collaboratively

Cited by 24 publications

References 13 publications

Simplifying Central Place Theory Using GIS and GPS

Simplifying Central Place Theory Using GIS and GPS

Analysis of Discourse in Collaborative Cartographic Problem Solving

The Effects of Multiple Thematic Layers on Web Map Use by Middle School Students

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