Facilitating spatial thinking in world geography using Web-based GIS

Jo, İnjeong; Hong, Jung Eun; Verma, Kanika

doi:10.1080/03098265.2016.1150439

Cited by 66 publications

(48 citation statements)

References 35 publications

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“…Several publication about the improvement of spatial ability skills through using media has done by [27] who was using GIS media to inprove students' spatial ability, she argues that there is a relationship between GIS media learning levels and the level of spatial thinking, a higher GIS learning level which means more GIS learning achieved, leads to better spatial abilities achieved by the students [27], Similar things are revealed by [28] and [22] who saw media as an instructional tool to support spatial thinking in other geography courses and media is an effective means to improve student comprehension of map symbols and geographic data types. From the present findings it can be concluded that the media/multimedia was very beneficial for improve students' motivation and spatial ability.…”

Section: Discussionmentioning

confidence: 63%

Earthcomm-based Multimedia Learning of Geography in Improving Learning Motivation and Spatial Ability of the High School Students

Hidayaht¹,

Sarwono²,

Yusup³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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This research aimed to analyze the needs of EarthComm-based learning multimedia of geography, the effectiveness of the multimedia to improve students' motivation and spatial ability; and analyze the feasibility of multimedia utilization in two public high schools in Surakarta by using ADDIE development model. The data of learning multimedia needs were collected by distributing questionnaires to the targeted correspondents (2 teachers and 30 students). Meanwhile, regarding the effectiveness of the multimedia in improving students' spatial ability and motivation, the data were collected by utilizing Spatial Thinking Ability Test (STAT) and questionnaires. The assessment of feasibility was done by distributing experts' validation sheet and students' assessment. The data analysis tool used was one-way ANOVA. The result of the need analysis shows that >75% of students have medium level of motivation, >90% of students have low spatial ability, and >80% of the students need a more innovative geography lesson. After implementing EarthComm-based geography multimedia learning, it is known that the multimedia is effective to improve the students' motivation and spatial ability which is shown by the significance value gained (0.00<0.05). Furthermore, based on the experts' judgment and small-scale trials done, it is concluded that the EarthComm-based geography multimedia learning is feasible to be implemented.

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Section: Discussionmentioning

confidence: 63%

Earthcomm-based Multimedia Learning of Geography in Improving Learning Motivation and Spatial Ability of the High School Students

Hidayaht¹,

Sarwono²,

Yusup³

2017

Proceedings of the International Conference on Teacher Training and Education 2017 (ICTTE 2017)

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“…ArcGIS Online is a cloud-based GIS platform that allows teachers to create, view, interrogate and display spatial data very easily (Walshe, 2016). Building on the desktop version of ArcGIS, much of the functionality of ArcGIS Online can be used free of charge by creating an individual user account; as such, it presented us with the opportunity to avoid issues of potentially problematic and expensive installation of software into school IT suites, and offered trainees the opportunity to work with GIS in a range of settings (Jo, Hong & Verma, 2016). ESRI 4 provided full licenses for partnership schools across the year.…”

Section: Training Programmementioning

confidence: 99%

“…Story maps were most frequently referenced as something trainees felt confident with creating; for example, Tristan suggests "I could definitely make a story map from scratch ... and design a lesson around that." Many trainees commented that the use of web-based GIS provided them with a much simpler interface than desktop versions they had previously worked with, thereby allowing them to devote their time to teaching and learning, rather than grappling with the technical functionality of the software (as suggested by Jo, Hong and Verma, 2016). However, despite this, Oone commonly stated reason for the persistence of a lack of confidence at the end of the year persisted aswas that of technical issues relating more widely to computer use (rather than to specific GIS functionality); for example, Lucinda explained "I'd say I'm not very confident in letting the pupils use it themselves, because any technical problems they would come across I would probably struggle to fix".…”

Section: "I Think It Was Quite Daunting Because Every Session Was Jusmentioning

confidence: 99%

“…Despite the consensus that the use of web-based GIS has made it significantly more accessible than its deskbased counterparts (Jo, Hong and Verma, 2016), Aat its simplest, the physical environment in the form of computer access and wifi reliability persisted to be a problem within some schools. 13 of the trainees identified these as significant issues impeding their use of GIS; for example, Lucinda commented "Technology [is] the greatest barrier".…”

Section: The Role Of Schools In the Teacher Training Partnershipmentioning

confidence: 99%

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Developing trainee teacher practice with geographical information systems (GIS)

Walshe

2017

Journal of Geography in Higher Education

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There is general agreement that Geographical Information Systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees' understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. However, not all trainees embraced GIS as a pedagogical tool and the study raised several key issues for geography teacher education, including the knowledge culture within schools in the teacher training partnership, and the importance of trainee self-efficacy towards GIS.

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“…This set of cognitive skills is essential for success in academic achievements, workplaces and everyday settings, particularly in the contemporary information age (National Research Council, ). Developing ways to enhance spatial thinking skills of university students has been a focus in recent research (Jo, Hong, & Verma, ). Empirical evidence from many studies reveals that integrating geospatial technology, such as geographical information system (GIS) into classroom is a pedagogically powerful approach to support the complex learning process of spatial thinking (Lee & Bednarz, ; Qiu, ).…”

Section: Introductionmentioning

confidence: 99%

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

Xiang¹,

Liu²

2018

Brit J Educational Tech

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There is a dearth of research concerning the learning effects of web‐based mapping tools on students with different learning characteristics. This study investigates the extent that different learning styles exert an influence on spatial thinking of students within a web‐based GIS mapping environment. Thirty six sophomores utilized the tools over one semester in a course guided by a blended learning approach. A learning style inventory, a self‐rating questionnaire and a survey were administered to these students to examine their learning styles, the development of their spatial thinking skills as well as factors influencing the enhancement of their spatial thinking skills. Results show that all learners have improved their spatial thinking skills after interacting with the GIS mapping tools. However, the visual and auditory learners have improved significantly more than the kinaesthetic learners (p = 0.024). The survey result from students shows that such differences may be attributable to the design of the web interface that matches the learning styles of the visual and auditory learners better than with that of the kinaesthetic learners. Our findings contribute to the current debate on students’ learning styles as well as to help instructional designers and educators optimize learning in spatial thinking through personalized learning design.

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Facilitating spatial thinking in world geography using Web-based GIS

Cited by 66 publications

References 35 publications

Earthcomm-based Multimedia Learning of Geography in Improving Learning Motivation and Spatial Ability of the High School Students

Earthcomm-based Multimedia Learning of Geography in Improving Learning Motivation and Spatial Ability of the High School Students

Developing trainee teacher practice with geographical information systems (GIS)

Exploring and enhancing spatial thinking skills: Learning differences of university students within a web‐based GIS mapping environment

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