Simplifying Central Place Theory Using GIS and GPS

Theo, Lisa

doi:10.1080/00221341.2010.511244

Cited by 6 publications

(4 citation statements)

References 17 publications

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“…This does not mean that we recommend that life sciences students be able to write complex software applications or be trained to develop graphical user interfaces, but being able to write short programs and run command-line programs gives them flexibility in analyzing data and, perhaps more importantly, provides them with a better understanding of the data itself. The pedagogical literature from a variety of fields is clear that students learn more when they engage with data more deeply, as opposed to entering data into a “black box” and reporting the results [ 16 , 40 – 44 ]. Thus, as with any laboratory technique—e.g., PCR, dissection, or microscopy—bioinformatically-literate undergraduates don’t need to be experts but should be expected to have basic skills in these areas when they graduate.…”

Section: Discussionmentioning

confidence: 99%

Bioinformatics core competencies for undergraduate life sciences education

et al. 2018

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Although bioinformatics is becoming increasingly central to research in the life sciences, bioinformatics skills and knowledge are not well integrated into undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of biology faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent’s degree of training, time since degree earned, and/or the Carnegie Classification of the respondent’s institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of the syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate biology students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula.

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Section: Discussionmentioning

confidence: 99%

Bioinformatics core competencies for undergraduate life sciences education

et al. 2018

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“…With regards to GIS content and teaching at the high school level, geospatial technologies can be integrated to assist students with comprehending various subjects that include geography, science, technology, engineering, mathematics and economics [1,[24][25][26][27]. However, the most relevant subject is geography [11].…”

Section: Related Workmentioning

confidence: 99%

Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa

Mkhongi

Musakwa

2020

Education Sciences

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Geographic Information Systems (GIS) education in South Africa and elsewhere has been envisioned to be a strategy that can contribute to new ways of teaching, learning and understanding. However, very few studies have assessed how GIS is taught in South African high schools. Consequently, this study aims to analyze GIS education dynamics and perspectives in uMgungundlovu District, KwaZulu-Natal Province, South Africa. A survey with both open and close-ended questions was conducted with geography educators and geography students. Questions focused on GIS content, how the content is taught, challenges in GIS education, educators’ GIS proficiency and GIS education perspectives. The sample was guided by purposive sampling that intentionally selected schools with the desired qualities. From the results, it was evident that GIS is progressively taught in secondary schools. However, the full potential of GIS education has been restricted by challenges such as inadequate resources and limited exposure of students to GIS’s practical uses. Subsequently, the study recommends that GIS education in South African schools should be accompanied by appropriate hardware, software and opportunities for exposing students and educators to practical methods of teaching and learning GIS. Furthermore, educators should also be trained to be able to adequately equip students with GIS skills and knowledge.

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“…This does not mean that we recommend that life sciences students be able to write complex software applications or be trained to develop graphical user interfaces, but being able to write short programs and run command-line programs gives them flexibility in analyzing data and, perhaps more importantly, provides them with a better understanding of the data itself. The pedagogical literature from a variety of fields is clear that students learn more when they engage with data more deeply, as opposed to entering data into a "black box" and reporting the results (16,(38)(39)(40)(41)(42). Thus, as with any laboratory technique-e.g., PCR, dissection, or microscopy-bioinformatically-literate undergraduates don't need to be experts but should be expected to have basic skills in these areas when they graduate.…”

Section: Discussionmentioning

confidence: 99%

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

Wilson¹,

Hauser

Sierk

et al. 2017

Preprint

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Bioinformatics is becoming increasingly central to research in the life sciences. However, despite its importance, bioinformatics skills and knowledge are not well integrated in undergraduate biology education. This curricular gap prevents biology students from harnessing the full potential of their education, limiting their career opportunities and slowing genomic research innovation. To advance the integration of bioinformatics into life sciences education, a framework of core bioinformatics competencies is needed. To that end, we here report the results of a survey of life sciences faculty in the United States about teaching bioinformatics to undergraduate life scientists. Responses were received from 1,260 faculty representing institutions in all fifty states with a combined capacity to educate hundreds of thousands of students every year. Results indicate strong, widespread agreement that bioinformatics knowledge and skills are critical for undergraduate life scientists, as well as considerable agreement about which skills are necessary. Perceptions of the importance of some skills varied with the respondent's degree of training, time since degree earned, and/or the Carnegie classification of the respondent's institution. To assess which skills are currently being taught, we analyzed syllabi of courses with bioinformatics content submitted by survey respondents. Finally, we used the survey results, the analysis of syllabi, and our collective research and teaching expertise to develop a set of bioinformatics core competencies for undergraduate life sciences students. These core competencies are intended to serve as a guide for institutions as they work to integrate bioinformatics into their life sciences curricula. Significance StatementBioinformatics, an interdisciplinary field that uses techniques from computer science and mathematics to store, manage, and analyze biological data, is becoming increasingly central to modern biology research. Given the widespread use of bioinformatics and its impacts on societal problem-solving (e.g., in healthcare, agriculture, and natural resources management), there is a growing need for the integration of bioinformatics competencies into undergraduate life sciences education. Here, we present a set of bioinformatics core competencies for undergraduate life scientists developed using the results of a large national survey and the expertise of our working group of bioinformaticians and educators. We also present results from the survey on the importance of bioinformatics skills and the current state of integration of bioinformatics into biology education.

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Simplifying Central Place Theory Using GIS and GPS

Cited by 6 publications

References 17 publications

Bioinformatics core competencies for undergraduate life sciences education

Bioinformatics core competencies for undergraduate life sciences education

Perspectives of GIS Education in High Schools: An Evaluation of uMgungundlovu District, KwaZulu-Natal, South Africa

Bioinformatics Core Competencies for Undergraduate Life Sciences Education

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