The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking

Favier, T.T.; Schee, J.A. van der

doi:10.1016/j.compedu.2014.04.004

Cited by 69 publications

(38 citation statements)

References 33 publications

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“…Besides, many studies have suggested that incorporating Google Earth into classroom can help promote spatial thinking from the perspective of curriculum design and implementation (Bodzin & Cirucci, ; Guertin & Neville, ; Kulo & Bodzin, ; Patterson, ). However, empirical evidence that verifies the learning effects of using Google Earth in secondary education is scarce, especially when it is concerned with specific strands of spatial thinking skills (Baker et al , ; Demirci, Karaburun, & Kılar, ; Favier & van der Schee, ). Existing research has justified the positive effect of utilizing Google Earth on developing two strands of spatial skills, spatial relational thinking (Clagett, ) and spatial visualization skills (Giorgis, ), but it is unknown whether and how students' thinking about space and time can be affected by the use of Google Earth.…”

Section: Introductionmentioning

confidence: 99%

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This schoolbased research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio-temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. Describing changesIdentifying change z = À0.205, p = 0.838 z = À3.091, p** = 0.002 Describing changes in property z = À1.076, p = 0.282 z = À2.422, p* = 0.015 Representing changes z = À0.408, p = 0.683 z = À1.413, p = 0.158 Analyzing changesAnalyzing changes in relations z = À2.109, p* = 0.035 z = À1.672, p = 0.095 Reasoning about dynamics z = À 0.053, p = 0.957 z = À1.432, p = 0.152 Associating with changes z = À0.045, p = 0.964 z = À2.617, p** = 0.009

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Section: Introductionmentioning

confidence: 99%

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Xiang

Liu

2016

Computer Assisted Learning

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“…There are diverse case studies that provide empirical evidence to demonstrate that web-based mapping tools could help university students develop their spatial thinking skills, provided that the tools are designed and implemented appropriately in the classroom (Hou, Yu, Wu, Sung, & Chang, 2014;Jo et al, 2016;Kim & Bednarz, 2014;Lee & Bednarz, 2009;Qiu, 2006). A suite of factors in the web-based mapping environment accounts for spatial skill development (Favier & van der Schee, 2014), for instance, the degree of scaffolding embedded in the instruction, the design features of the learning environments, and students' prior knowledge (Bodzin, 2011;Xiang & Liu, 2017). In particular, individual characteristic is one of many variables that contribute to shaping the learning outcomes in a technology-based learning environment (Salzman, Dede, Loftin, & Chen, 1999).…”

Section: Practitioner's Notesmentioning

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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“…It provides access to geospatial information through digital representations, like maps and tools for interacting with these illustrations (Favier and Schee, 2014). The most common types of spatial technologies are GPS, GIS and web-based geographic information systems (WebGIS).…”

Section: Destination Marketingmentioning

confidence: 99%

“…The most common types of spatial technologies are GPS, GIS and web-based geographic information systems (WebGIS). Hence, there are websites to display interactive maps and digital globes, such as Google Earth, and remote sensing (RS) (Chang and Caneday, 2011;Favier and Schee, 2014;Baker et alii, 2015).…”

Section: Destination Marketingmentioning

confidence: 99%

Promoción en línea de los valores del desarrollo sostenible en los parques nacionales

Lopes

Corrêa

2017

RIO

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Information and communication technologies (ICT) and geospatial technologies (GT) give support to manage protected areas, like national parks, while enhancing the visitors' experience. This study identifies some crucial tools employed to promote a sustainable development of tourism activities in pioneers' national parks.A literature review and a website analysis of five parks (Yellowstone National Park, Royal National Park, Banff National Park, Tongariro National Park, and Kruger National Park)

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The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking

Cited by 69 publications

References 33 publications

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

Understanding ‘change’ through spatial thinking using Google Earth in secondary geography

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

Promoción en línea de los valores del desarrollo sostenible en los parques nacionales

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