This book provides an overview of the state of the art in the area where geospatial technologies and geographic education meet. The Commission on Geographical Education of the International Geographical Union wants to reach a broad spectrum of people interested not only in geospatial technologies, but also in geographic education.
The Importance of This Book
The Process of Selecting Topics to Discuss Central Ideas
The decision to treat teacher education as the third part of the book did not generate any debate. This is the question that the assessment and evaluation in our fourth part of the book will answer.
The Sequential Presentation of Chapters
Chapter 13 assesses the use of GIS in teaching in ten countries with conditions encouraging and discouraging the integration of GIS use based on 15 research articles published mainly in the last decade. The last part of the book explores the trends in the development of GST and makes some recommendations for the future to gain more benefits and more efficient processes in the process of using GST in education.
Why GST Matters for Education
Chapter 17, the final chapter of the book, introduces a geospatial science agenda for GE for the future based on the existing and newly emerging opportunities and challenges for using GST in teaching and learning. To get education more involved in this active process, the role of teachers is crucial.
How This Book Will Be Helpful to Use GST for Education
They use it in the way they are used to when working with paper charts and school books. Modern geographers in education who ignore GSTs so far should try to eat a piece of the cake.
Challenges and Recommendations
However, the advantages of using geospatial technologies in geography education far outweigh the problems if geographical thinking is included. This contribution briefly discusses the needs and opportunities for digital geography education in the twenty-first century.
Introduction
The introduction of geospatial technologies is not always easy due to technical difficulties and rapidly changing devices, a lack of experience in teaching with geospatial technologies and a huge amount of information that can prevent students from seeing the forest for the trees. Next, we will discuss some of the opportunities and challenges we may face in geography education using geospatial technologies.
Geography Education
GSTs are increasingly the tools to help us in the process of thinking and learning about what is happening on planet earth. Geography deals with human-environment interactions in the context of specific places and locations (Haubrich1992), and with questions that have a Fig.
Old and New in GST
According to Borruso, the so-called Neogeography begins at the beginning of the twenty-first century with citizens creating their own geography. So what we see are hardware innovations, a rapidly growing set of readily available data and recently more and more communities of users who are also creating and presenting their own data.
New Opportunities and Challenges for Geography Education
Kerski points out that asking questions and being curious are critical to the successful use of web maps and GIS in education: "Through the use of these web mapping technologies, instructors can help students begin to analyze" why where" - the essence of geography. investigation". Although many researchers, teachers and students report very positively about the use of GSTs, there are some questions.
Conclusion
The growth, expansion and power of GST require a citizenry with well-developed spatial thinking skills. The chapter concludes with a summary of the current state of spatial thinking in education and with recommendations for further research.
Spatial Thinking in Education: Concepts, Development, and Trends
First, we briefly discuss the definitions of spatial thinking and four conceptualizations of how spatial thinking develops in individuals. Second, we describe the political, social, and technological factors driving interest and research in spatial thinking in education.
Definition of Spatial Thinking
Technological factors, including the explosion of location-based geospatial technologies (GST), such as geographic information systems (GIS), and political and social forces, have combined to stimulate a renewed awareness of and interest in spatial thinking. In the third section, we examine efforts to assess spatial thinking, which can provide evidence to guide curriculum decisions regarding the teaching and learning of spatial thinking.
Conceptualizations of Spatial Thinking
Interest in Teaching Spatial Thinking
Technological Advances Driving Sociocultural and Political Change
The current twist in the spatial revolution is driven by the pervasive nature of GST. Any educational emphasis on spatial thinking will be influenced by support from public authorities and policy makers.
Educational Applications
Classroom-based research has found that the use of GST, specifically GIS, improves knowledge of spatial concepts and the ability to think spatially. Working with elementary students, Shin (2006) used qualitative analysis to demonstrate a positive relationship between the use of GST and students' learning and cognitive strategies.
Spatial Thinking in the Curriculum
The findings indicate that spatial thinking can and should be learned by everyone (NRC2006; Bednarz and Bednarz 2008). Teacher preparation and professional development are therefore key to improving spatial thinking (Jo and Bednarz2014).
Assessment
The Spatial Thinking Ability Test has been widely used in many countries for various subjects. For additional applications of STAT and a call for additional research on spatial reasoning assessment, see Lee and Bednarz (2012) and Kim and Bednarz (2013).
Conclusion
Spatial thinking by young children: Neurological evidence for early development and "educability". Journal of Geography. Development of pre-service teachers' pedagogical content knowledge for teaching spatial thinking through geography.Journal of Geography in Higher Education.
Introduction
Space and Citizenship
Probably, people would have known the importance of places since the first world maps (Babylonian, Ptolemaic). This feature clearly allows you to relate your personal abilities to the terrain (eg the steepness of the slope).
Citizenship and Digital Spatial Information
A Basic Concept of Spatial Citizenship
The argument was close to another line of thinking that developed with GIScience's reaction to criticisms made especially by socially conscious GIS scientists (Pickles1995; Schuurman2000): they developed the collaborative use of geographic information systems (Elwood2006). Ability to reflect on others' spatial representations as well as reflect on one's own use of geomedia.
Theoretical Background
Basic Competence Dimensions for Spatial Citizenship
Technology and methodology for dealing with geomedia Participation in the process of spatial communication requires technological competencies, including the ability to actively deal with geomedia of the period in question. However, technical competencies cannot be regarded as the end goal of training for active Spatial Citizenship.
Discussion: Reception of the Spatial Citizenship Approach
This approach not only goes beyond the Learning Spatial Thinking approach by incorporating principles of spatial citizenship such as the social construction of spaces, but clearly turns this idea on its head by proposing that geomedia could become a support system for learning in general (Vogler et al. 2012). All these receptions of the original concept suggest that spatial citizenship can be a very useful basic concept for education in the spatial and political sphere, which needs further clarification and empirical work.
A Curriculum: Teacher Training for Spatial Citizenship Education
This approach should allow for an individual handling of the learning content in accordance with the specific needs and interests of engagement in special competence areas of Spatial Citizenship. Description The aim of this module is to introduce the learner to the concepts of citizenship education that are essential to understanding the core values of spatial citizenship.
Conclusion
Abstract This chapter describes theory, research, and practice specific to middle school geospatial technology integration. The unique pedagogical and curricular strengths and limitations of middle school geospatial technology integration place geospatial thinking and learning in the context of young adolescent development.
Introduction
Integrating these practices with the developmentally appropriate activities for middle school students has yielded in our results and the far-reaching results of others. Therefore, in our own and others' results, integrating these practices with middle school students' developmentally appropriate activities has yielded far-reaching results.
Twenty-First Century Middle School Students
Our goal for the chapter is to take a constructivist approach starting with middle and high school age students from a more developmental perspective. From studies of middle school-aged students using the GST, we will discuss both cognitive and problem-solving skills as important outcomes for the age group.
Pedagogical and Theoretical Frames
Although we may not assume that all young people participate in online or telecommunications networks, due to economic, geographic and other constraints, we recognize the likelihood that they may participate with these and GST. This becomes more relevant when we consider recent findings regarding the effects of geographic integration and GST integration in middle school immigrant and ESL/ELL students (Hinde et al. 2011; Goldstein and Alibrandi 2013).
GST in Middle and Intermediate School Practice
GST in the Middle School Curriculum
Alibrandi and colleagues formulated a comparison of spatial and linguistic cognition, and conceptualized GIS practice as an interdisciplinary educational technology (Alibrandi2003; Thompson et al.2000; Alibrandi et al.2002).
Remote Sensing to Digital Globes
GIS, GPS and Geocaching
As middle-level students integrated GIS, GPS, and geocaching, all perfectly aligned with their adolescent development, their engagement and increased competence was essentially inevitable.
GST in Practice: Framing Research in Education
Case Study: Research Findings on Middle School GST Yield Standardized Test Results
All GIS students' grades in science and social studies classes improved during the GIS semester (Goldstein 2010). In fact, they were within four points of the English-speaking first-language GIS students.
Discussion: Implications and Conclusions: GST as Ontogenic Twenty-First Century Skills
Chesapeake: AACE.http://www.barbareeduke.com/. 2002). Effects of geographic information system (GIS) technologies on student attitudes, self-efficacy, and achievement in the middle school classroom. Paper presented at the annual conference of the American Educational Research Association, San Francisco, CA.http://files.
Introduction
This paper focuses on finding the examples of curricula, methodologies and practices that are particularly suitable for geospatial education in high school. The applications of these technologies and their spatial data in high school geospatial education are also addressed.
What Key Skills Are We Expecting Our High School Students to Have?
The effectiveness of GSTs on high school students' learning has been validated by much empirical research in the last decade (Patterson et al. 2003; West 2003;. The inclusion of these technologies and their spatial data in high school geospatial education is also addressed in the examples of practices.
GST in High School Curriculums
The standards of GIS application further expect students to use GIS for higher-order thinking such as problem solving or decision making (Milson and Roberts2008). For example, the national curriculum of high school geography in South Africa provides a typical case of GIS awareness.
Teaching Methods and Effective Practices
Behavioral System Family
Information-Processing Family
The students in the experimental group used ArcGIS and geographic data, including county boundaries, census data, socio-economic data and satellite images, to find the answers to the above questions. The results of this quasi-experimental study proved that the experimental group using GIS outperformed the control group without using GIS in testing higher order thinking skills.
Social Family
The interview videos of local residents are provided to them at different locations in the city via MITAR, augmented reality software. The students in the high school worked as a team to digitize all the visible buildings and roads in the satellite images.
Conclusions
Spatial thinking: The key to success in using geospatial technologies in the social studies classroom. Alibrandi (Eds.), Digital geography: Geospatial technologies in the social studies classroom (pp Building expertise: Cognitive methods for training and performance improvement.
Introduction
Summary This chapter discusses the international trends, roles and teaching of GST in higher education. Challenges facing GST in higher education include limited availability of GST study courses and student enrollment in GST programs.
Teaching About GSTs
Teaching with GST
Best Pedagogical Practices
Challenges and Prospects for the Future
Almost certainly, the future of GST in higher education will be characterized by the continuation of the trends noted above: the integration of teaching about and with GSTs, the application of GSTs in an increasing number of academic disciplines, and in forms of delivery ranging from informal to the highly quantitative and analytical with increasing use of technology to foster networking and collaborations, including those in a cloud-based learning environment. Additionally, with many schools using WiFi and tablet computers in the classroom, cloud-based applications make GSTs accessible without the use of a specialized computer lab.
GST and GP in the Field: A Case Study in Micronesia .1 Introduction and Objectives
Preparation and Implementation
In addition, the course covers theory and practice of GSTs, especially GPS and GIS. Once field GPS data is collected, students differentially correct it using post-processing with data from a temporary GPS base station.
Main Outcomes
Although over 20 projects were carried out over the duration of the programme, two examples show results of teaching with GST. The period of record and regular time step of the data set is unusual, if not unique, in Micronesia.
Conclusions
One approach to GST teaching in higher education is the Micronesia Program at Queens University of Charlotte. 2008). European project on higher education in fields related to geomatics to support the mobility of students and teachers.
Introduction
Abstract This chapter focuses on the most recurrent methods used by practitioners to practice geospatial technologies (GSTs) in informal learning. Not being new, informal learning (IL) has become a powerful mechanism for self-reliance.
Informal and Non-formal Learning: The Need for Clarification
When we enter a pre-existing curriculum but adapt it to our circumstances, we are engaging in non-formal education. However, considering that we are dealing with GST, this normally requires some expertise.
Informal Learning: About GST and Resolving with GST
Away from Pedagogy and Near Andragogy
Instead of a closed system that depicts a pedagogical approach in formal education, Mu~niz-Solari (2014) finds a growing consensus of a wide open system accessible to people of all ages who are willing to acquire knowledge through informal learning (fig.8.1). Through interaction with their peers, young people get away from the closed system of an educational environment and get closer to real life in adulthood.
Open GST Infrastructure and the Power of Open Data
Global teams, defined as global citizens engaged in IL, take mutual responsibility to achieve common objectives. The power of open data is firmly rooted in the power of global citizens thanks to the creation of a geo-enabled world.
The Effect of the Geo-enabling World on IL
From Public Participation GIS Community to Community Integration GIS
Community-integrated GIS for land reform in South Africa (Weiner and Harris2003) is an excellent example of what it means to learn free choice and have flexible knowledge. However, the authors suggest that their experience in South Africa is not unique and that participatory GIS projects will be based on place-based fieldwork, taking into account local politics and institutional capacity.
Voluntary Participation: Citizens of World Through IL
Some more than others, but eventually all participants go through the IL process on and with GST. Mu~niz-Solari (2014) shows a sequential process of cooperation that goes from the collection of geospatial information to the involvement in the identification of geoproblems and final solutions.
A Global Example of IL. Toward Citizen Science
The Open Street Map and Some Derived Applications
Contributions to voluntary sites can be categorized as constructive or harmful (Coleman 2010, Coleman et al. 2009). The role of volunteers in supporting crisis management is mentioned by Schade et al. 2010) referring to events analyzed by different researchers: De Rubeis et al.
Conclusions
An increasing effect of monitoring occurs among environmental geographic information volunteers. Comparison of Voluntary Geographic Information Data Contributions and Community Development for Selected World Regions. Future Internet.
Introduction
Because of the increased power and customization, webGIS can now better support learning standards-oriented content in the natural and social sciences. Because of the increased power and customization, webGIS can now better support learning standards-oriented content in the natural and social sciences.
What is WebGIS in Education?
Finally, and perhaps most important, since it is the least well documented, is a discussion of the next development in webGIS, GIS as a platform.
WebGIS and Learning: Research
The Advantages of WebGIS in Education
In a multiscale data source, the data in a single data service can vary based on the scale of the map. After invasive species occurrence is mapped with the tablet, the data is transferred back to ArcGIS Online for further analysis in the mobile lab.
Challenges to Best Practices
The Future: From WebGIS to the Platform
Closing
Resource needs and pedagogical value of online mapping for spatial thinking. The Journal of Geography. Web-based GIS in an inductive learning environment: A case study of ninth grade geography students. Journal of Geography.
Introduction
The future direction of effective and useful in-service teacher training is also discussed. At the end of this chapter, the future direction of GST training for in-service teachers is discussed.
Six Models for In-Service Teacher training of GSTs .1 Project-Based Learning
- Community Partnership
- Iterative Training
- Minimal GIS
- Snowball Dispersion Model
- Online Training
Preservice teachers collected and provided GIS resources for in-service teachers, and both groups worked together to develop GIS-based lessons. This model provides a long-term perspective and plan for GIS teacher education to develop effective and useful training for in-service teachers.
Conclusion and Future Direction
Implementation and efficiency of technology and methods of geographic information systems in secondary education. Journal of Geography. Designing a structured and interactive GIS-based learning environment for high school geography education. Journal of Geography.
Introduction
This chapter explores didactic models for integrating GIS into research projects; frameworks for the competences teachers need to plan and manage such projects; and successful strategies for training these competencies. This chapter explores didactic models for integrating GIS into research projects; frameworks for the competences teachers need to plan and manage such projects; and a proposal for a model for training the necessary teacher competencies.
Supporting Inquiry-Based Geography Education with GIS
However, it is not easy for teachers to integrate GIS into the curriculum because developing skills in teaching with GIS involves more than just learning to use the software. Teachers should learn to use GIS as a tool to develop students' geographic knowledge and skills by designing and conducting research projects with GIS.
The Competencies that Teachers Need to Teach with GIS
The Pedagogical and Content Components
Knowledge in the first subcomponent, 'geographical knowledge for use in educational settings', includes knowledge of geographical issues and geographical research methods that are transformed to make them accessible to students. Knowledge in this subcomponent includes: (1) declarative knowledge about how students learn about task design and instruction in geography classrooms, (2) procedural knowledge about how to design geographic inquiry tasks and coach students when these tasks are conducted in classrooms, and (3) strategic knowledge of what types of geographic research tasks and exercises are appropriate to achieve specific learning goals.
The Technological Components
The second sub-component is called 'students' GIS-supported research learning processes related to tasks and training'. Declarative knowledge in this sub-component refers to the knowledge that students learn when working on GIS tasks. It also includes procedural knowledge on how to design good GIS tasks and how to provide good guidance, support and reflection.
Challenges Faced During Inquiry-Based Education When Teachers Lack the Required Competencies
TCK includes declarative knowledge about geodata characteristics and GIS structure, procedural knowledge about using GIS tools, and strategic knowledge about which sequence of tools to use to answer a specific geographic question. It includes declarative knowledge about common problems, such as the fact that students rarely turn off irrelevant map layers, making it more difficult to analyze representations.
A Recommended Model for Improving Teachers ’ Competencies
The Collaborative Inquiry Model
When these five principles are included in the conceptual framework for professional development, it increases the effective implementation of GIS in the classroom. The institute's activities included the use of Mapping our World Using GIS (Palmer et al. 2008), data collection in the field, and partnerships with local agencies to inform the development of the inquiry-based lessons.
Impacts of the Collaborative Inquiry Model on Teachers
Both of these methods differ greatly in terms of developing the skills needed for students to learn how to ask their own geographical questions and are dependent on the developmental stage of the learners themselves. Depending on the objectives of the lesson, teachers will weigh the value of data collection differently (Bryant2010).
Recommendations for Teacher Professional Development
Education for sustainability: An approach to teacher professional development. European Journal of Teacher Education. Changing research practices and beliefs: The impact of an inquiry-based professional development program on beginning and experienced science teachers. International Journal of Science Education.
Introduction
While a large majority of the literature highlights many different benefits of GST for education, some studies raise concerns about its effectiveness by addressing the need to find the right methods for its implementation. While a vast majority of literature highlights many different benefits of GST for education, some studies raise concerns about its effectiveness by addressing the need to find the right methods for its implementation.
Potentials of GST for Teaching and Learning
All these functions of GST help students think spatially (Lee and Bednarz 2009), ask spatial questions (Nellis 1994), gain spatial awareness (West 2008), and finally solve spatial problems (Audet and Paris 1997 ; Demirci et al. 2013a). Students practicing GST can understand geography more effectively (Demirci 2008) by exploring geographic issues and problems (Bednarz and van der Schee 2006; Lemberg and Stoltman 2001; Liu and Zhu 2008) with real-world relevance to the subject (Baker et al. 2009).
Are Geospatial Practices Actually Effective in Teaching and Learning?
The studies aimed at measuring the effectiveness of geospatial practices for teaching and learning increased in number in the early 2000s. Different questions and concerns have been raised in subsequent years about the effectiveness of GST for education.
Conclusion
Integration of GIS into the middle school curriculum: Impacts on diverse students' standardized test scores.Journal of Geography. GIS for elementary students: An investigation into a new approach to learning geography. Journal of Geography.
Introduction
Summary The current research study is to provide an assessment of the use of GIS in teaching. A general evaluation of current literature was conducted to draw a global landscape of GIS in education.
Purpose of Study
The use of GIS in the various countries also exemplifies what the authors call the three Cs of connecting students to their communities, to citizenship education and to meaningful careers (ibid: 237). In some cases, teachers also engage with the community and invariably form links with local institutions, universities and agencies (Meaney 2006).
Encouraging Factors Leading to Successful Implementations of GIS in Schools
Finally, government and industry also play important roles in promoting and improving the use of GIS through partnerships directly and indirectly with schools. The social science and natural science departments in the school also make active use of GIS in their various projects.
Discouraging Factors or Constraints to GIS Implementation in Schools
- Hardware
- Software
- Teacher Training
- Teacher ’ s Time
- Tight Curriculum
The use of GIS is not seen as effective when teachers try too hard to cover a narrow curriculum. Limited teaching hours and limited curriculum time were the main barriers to using GIS in Taiwan (Wang and Chen2013).
Conclusion
Forum: Issues affecting the adoption of GIS in Australian and New Zealand schools. International research on geographic and environmental education. As an evaluation of the use of geographic information systems (GIS) in the teaching of geography in Singaporean schools. Journal of Geography.
Introduction
With this context in mind, the results of an online survey of the geospatial thinking assessment practices of teachers involved in secondary geography education from around the world are presented. Findings from the research are then summarized in the third section of the chapter to identify common and notable practices and identify key challenges and ways forward in assessing geospatial thinking in secondary geography classrooms.
Literature
Examples in human geography include the use of concept mapping (Wehry et al. 2012) and diary writing (Hooey and Bailey2005; Warkentin2011). The only indication for a study is on professional development and learning retention after training (e.g. Baker et al. 2009).
Method .1 Objectives
A Survey of Geospatial Thinking Assessment Practices, Concepts and Challenges
Profile of Survey Respondents
Findings
Assessment Practices
The results of the online survey suggest that the use of standardized assessment tools is not widespread. However, only four respondents reported using any of these standardized assessment tools.
Assessment of Geospatial Concepts
Another respondent provided a link to website developed to apply geospatial skills in environmental problem solving.8 In general, however, the more sophisticated, inquiry-based techniques such as problem-solving activities using GIS, and field-based problem-solving using GPS was the least frequently reported type of assessment practice. In addition, some teachers suggested that the survey tended to overemphasize concepts rather than the application and skills in map reading, geographic thinking, environmental interpretation, and the framing of geographic questions.
Challenges to Geospatial Assessment
Discussion and Conclusions
Producing websites for assessment: A case study from a level 1 fieldwork module. Journal of Geography in Higher Education. Textbook questions to support spatial thinking: Differences in spatiality by question location.Journal of Geography.
Three Converging Global Trends
Compare a few hundred cartographers and geographers through the 1980s examining aerial photographs with the number of maps and images that have been seen by the public in the time it takes to read this chapter. However, the largest part of this sensor network is the general public - over 7 billion strong.
Connecting Global Trends to GST in Education
The geographical perspective is related to 'spatial thinking' and has to do with a way of looking at the world. Because of the geo-facilitation of everyday things, people with a geographical perspective and skills need to be involved in discussions about the wise use of today's deluge of data.
The Landscape of Geotechnologies in Education
The Technological Landscape: Opportunities
SaaS-based data, tools, and capabilities can be accessed and interacted with on any device and operating system. GST is becoming easier to justify for instructors as it is increasingly seen as essential to and connected to other 21st century tools and skills.
The Instructional Landscape: Opportunities
The Body of Knowledge (BoK) builds on the previous Core Curriculum in GIScience by providing a framework upon which to build courses, and its revision will continue to do so (DiBiase et al. 2008). Academy of Sciences report Learning to Think Spatially (2006) and the NSF-funded Geography Roadmap project (Wertheim et al. 2013).
The Societal Landscape: Opportunities
The Landscape of Geotechnologies in Education: The Rugged Terrain of Challenges
The Technological Landscape: Challenges
