Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology

Metoyer, Sandra; Bednarz, Robert S.

doi:10.1080/00221341.2016.1175495

Cited by 75 publications

(52 citation statements)

References 35 publications

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“…Geography is a school subject that can develop character and skills in the face of global competition and the industrial revolution 4.0. Skills in geography learning teach students to have geography literacy and map literacy skills (Sugiyanto, Maryani, & Ruhimat, 2018;Wiwik Sri Utami, Sumarmi, Ruja, & Utaya, 2016a;Wiwik Sri Utami, Zain, & Sumarmi, 2018) and spatial intelligence (Kim & Bednarz, 2013;Metoyer & Bednarz, 2017;Mulyadi, Yani, Ismail, & Rosita, 2018;Yani, Mulyadi, & Ruhimat, 2018). However, in the reality, it was found that learning outcomes, skills and geography literacy of high school students are low (Homoki & Sütő, 2013;Utami et al, 2018), including low spatial ability (Metoyer & Bednarz, 2017;Sudatha, Degeng, & Kamdi, 2018), spatial intelligence (Mulyadi et al, 2018), and low spatial thinking (Fleming & Mitchell, 2017;Yusup, Santoso, & Istifarida, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

Aliman

Budijanto

Sumarmi

et al. 2019

JBSE

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Geography learning is meaningless if it is not followed by the development of students' spatial thinking ability. Research aimed to 1) determine the effect of earthcomm learning and conventional learning on geography learning outcomes, 2) find out the effect of spatial thinking ability on geography learning outcomes, 3) find out the interaction between the application of earthcomm learning and spatial thinking ability on geography learning outcomes. Research used a quasi-experimental non-equivalent control group design. The research sample was taken from three high schools in Malang City, Indonesia. Geography learning outcomes data were obtained from paper-based test and spatial thinking ability data obtained from spatial thinking test instruments. Data were analyzed using Two Way ANOVA test using SPSS devices. The results of the research, 1) there is an effect of the application of learning to students’ geography learning outcomes, 2) there is an influence of the ability of spatial thinking on geography learning outcomes, 3) there is no interaction between the application of learning and spatial thinking on geography learning outcomes. Efforts to improve learning outcomes and spatial thinking ability are needed by students to face the challenges of global competition. Keywords: Earthcomm learning model, geography learning, geography learning outcome, quasi experimental, spatial thinking ability.

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Section: Introductionmentioning

confidence: 99%

The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

Aliman

Budijanto

Sumarmi

et al. 2019

JBSE

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“…Further, 3D technologies such as Augmented Reality (AR) may support teaching, although this technology also presents some limitations for its implementation [11]. Specifically, research has been done on the potential of 3D technologies for the representation of the terrain and its impact on students in map-reading skills [16][17][18][19]. Therefore, it is necessary to consider whether traditional strategies based on exercises with 2D representations such as contour lines can be a demotivating factor for students compared to the spectacular and apparent ease of visualization offered by 3D representations.…”

Section: Introductionmentioning

confidence: 99%

2D Cartography Training: Has the Time Come for a Paradigm Shift?

Carrera

Jaeger

Shipley

2018

IJGI

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2D maps with contour lines can be difficult for students to visualize in three-dimensions to interpret relief. Despite this challenge, teaching based on 2D contour lines is still used, which could generate frustration/motivation problems among students. Recently, strategies based on 3D technologies such as Augmented Reality (AR) have proven to be motivating for students. Has the time come for a paradigm shift in the teaching of land interpretation/representation? The present paper shows the results of an experiment in which 41 engineering students of the subject Cartography performed an activity with 2D contour lines. The impact on students' motivation was compared with AR. In addition, data about efficiency, effectiveness and user satisfaction were assessed. Results showed that traditional 2D contour line activities were less motivating for students, compared to AR. However, students perceived that doing 2D exercises made them more competent than with AR, although they reported that the 2D exercises required more effort. In terms of participant's spatial reasoning acquisition, 2D strategies offered results similar to AR. Overall, these results suggest that 2D teaching methodologies are still effective and can be complemented by the use of innovative 3D visualization technologies.

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“…In the literature, it is stated that GIS is also effective in developing the students' skills such as problem solving, decision-making, spatial thinking, besides their academic achievement (GENIP, 2012). In addition, it is stated in many studies that the use of GIS in education contributes to spatial thinking and spatial problem solving (Akbaş and Toros, 2017;Baloğlu Uğurlu, 2008;Bednarz,2004;Bednarz and Schee, 2006;Favier and Schee, 2014;Jo, 2011;Kerski, 2008;Keskin, 2018;Kim, 2011;Kim and Bednarz 2013;Lee, 2005;Lee and Bednarz, 2009;Metoyer and Bednarz, 2017). As a result of the literature review, observed that there is no study investigating the effects of GIS-based activities on spatial thinking skills at the 6th grade level.…”

Section: Tartişma Sonuç Ve öNeri̇lermentioning

confidence: 99%

Coğrafi̇ Bi̇lgi̇ Si̇stemleri̇ne (Cbs) Dayali Sosyal Bi̇lgi̇ler Öğreti̇mi̇ni̇n 6. Sinif Öğrenci̇leri̇ni̇n Mekânsal Düşünme Beceri̇leri̇ne Etki̇si̇

Akbaş

Sönmez

2019

Lnternational Journal of Geography and Geography Education

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Bu çalışmada Coğrafi Bilgi Sistemlerine (CBS) dayalı Sosyal Bilgiler öğretiminin 6. sınıf öğrencilerinin mekânsal düşünme becerileri üzerindeki etkisi araştırılmıştır. Araştırmada öğrencilerin CBS'ye dayalı etkinliklerle yürütülen dersler hakkındaki görüşleri de tespit edilmiştir. Araştırma,"2016-2017 eğitim-öğretim yılı Bahar döneminde, Giresun ili Espiye ilçesinde yer alan bir ortaokuldaki 6. sınıf öğrencileriyle birlikte yürütülmüştür. Araştırma, yarı deneysel yöntemin ön test-son test kontrol gruplu desenine dayalı olarak gerçekleştirilmiştir. Araştırmada" bir deney (n=20) bir de kontrol grubu (n=21) bulunmaktadır. Deney grubunda dersler CBS'ye dayalı etkinliklerle yürütülürken, kontrol grubunda ise mevcut öğretim programına dayalı olarak yürütülmüştür. Çalışmada veri toplama aracı olarak araştırmacı tarafından geliştirilen "Mekansal Düşünme Becerileri Testi" ön-test ve son-test olarak kullanılmıştır. Deney grubu öğrencilerinin yürütülen uygulamalar hakkındaki görüşleri yarı yapılandırılmış görüşme formu ile belirlenmiştir. Araştırma sonuçlarına göre deney ve kontrol gruplarının Mekansal Düşünme Becerileri Testi son test ortalama puanları arasında deney grubu lehine anlamlı farklılık tespit edilmiştir. Ayrıca, mülakat sonuçlarına göre, CBS'ye dayalı Sosyal Bilgiler derslerinin daha etkili ve kalıcı öğrenme sağladığı ve öğrencilerin derslerde bu teknolojinin kullanımı konusunda olumlu görüşlere sahip oldukları belirlenmiştir. Araştırma sonuçlarına dayanarak CBS'ye dayalı öğretim uygulamalarının Sosyal Bilgiler dersinde etkin olarak kullanımı ve mekânsal düşünme becerisinin geliştirilmesinde mekânsal teknolojilere yer verilmesi önerisinde bulunulmuştur.

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Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology

Cited by 75 publications

References 35 publications

The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

The Effect of Earthcomm Learning Model and Spatial Thinking Ability on Geography Learning Outcomes

2D Cartography Training: Has the Time Come for a Paradigm Shift?

Coğrafi̇ Bi̇lgi̇ Si̇stemleri̇ne (Cbs) Dayali Sosyal Bi̇lgi̇ler Öğreti̇mi̇ni̇n 6. Sinif Öğrenci̇leri̇ni̇n Mekânsal Düşünme Beceri̇leri̇ne Etki̇si̇

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