Spatial Thinking Concepts in Early Grade-Level Geography Standards

ABSTRACT

Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.     

Implementing a High School Level Geospatial Technologies and Spatial Thinking Course

Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K–12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. This article discusses the development of a systematic GST/spatial thinking course and analyzes how this course promoted student learning in these areas as well as developing problem-solving skills in other fields and applications.     

Synthesized Model of Geospatial Thinking

Since the National Research Council (2006) report Learning to Think Spatially formalized geospatial thinking, researchers and educators have recognized the importance of investigating and understanding geospatial thinking. Conceptual frameworks have been developed and applied to individual research projects. Although useful in these contexts and potentially extendable to other related inquiries, they also overlap and conflict with one another. Moreover, the separate frameworks are built on different constructs, resulting in a disparate rather than a cohesive theoretical foundation for geospatial thinking. This article synthesizes existing frameworks and generates a model that represents conceptual advances and provides a foundation for research question generation.     

Geospatial Thinking and Spatial Ability: An Empirical Examination of Knowledge and Reasoning in Geographical Science

This study examined the relationships between geospatial thinking and spatial ability, focusing on knowledge and reasoning about fundamental concepts in geospatial science. Scores on a geospatial thinking test had low correlations with each other, compared to high correlations among scores on spatial ability tests, and the degrees of relationship between geospatial thinking and spatial ability depended on the type of geospatial thinking. Expert geospatial scientists did not outperform students on spatial ability tests, suggesting that expertise in geospatial science might not simply be explained by superiority in spatial ability. The results point to the necessity of targeted instruction for geospatial learning.     

The Impact of Paper Versus Digital Map Technology on Students' Spatial Thinking Skill Acquisition

This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward geography, past travel experience, and demographic variables such as gender, were also examined to search for differences in spatial thinking skill development. Results of the study reveal that both paper and digital media aid in developing and improving spatial thinking skill acquisition among students.     

An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking

ABSTRACT

Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz’s (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz’s (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested.     

Economic Notes

Abstract

This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied to identify underlying spatial thinking components and to evaluate the construct validity of the STAT. Spatial components identified through factor analysis only partly coincided with spatial concepts used to develop the questions that compose the STAT and with the components of spatial thinking hypothesized by other researchers.     

Spatial Thinking by Young Children: Neurologic Evidence for Early Development and “Educability”

Abstract

The human brain appears to have several “regions” that are structured to do different kinds of spatial thinking, according to a large and rapidly growing body of research in a number of disciplines. Building on a previous review of research with older children and adults, this article summarizes the research on spatial thinking by young children. Three conclusions: brain structures for spatial reasoning are fully functional at a very early age, adult intervention can enhance both use and representational ability, and practice in early grades is an important, perhaps even essential, part of the scaffold for later learning.     

Geography Education: The Glass Is Half Full and It's Getting Fuller

This article examines the recent progress of geography education as an academic subfield of geography and as an area of activity in K–12 education. Challenges to both endeavors are described. A restructuring of geography education's research program that focuses on spatial thinking and reasoning and merges applied and theoretical research is proposed.     

上海世博效应与湖北长江旅游城市群互动发展创新思考

2010年上海世博会即将开幕,从世博会角度下探讨城市群发展也成为研究的热点问题之一。本文在分析上海世博会的价值理念和四大效应的基础上,立足于湖北长江旅游城市群的发展,提出其互动发展的创新思考,对未来湖北长江旅游城市群发展具有借鉴意义。     

中学生地理空间思维能力提高的影响因素——基于甘肃省白银市第一中学高一学生的实证研究

地理空间思维能力是人类认识地理环境的基本能力,也是学生的地理核心素养,其影响因素及作用机制是当前迫切需要解决的基础理论问题。本文初步假设一般智力水平、生活环境特征、地理学习兴趣、地图使用习惯、地理问题关注习惯、方向敏感程度、地理专业知识等7个因素为地理空间思维能力提高的影响因素。通过样本测试取得甘肃省白银市第一中学高一年级126个学生样本的地理空间思维能力及其假设的7个影响因素数据。借助SPSS 23.0软件,运用相关分析、独立样本T检验、单因素和多元线性回归分析等方法,证实一般智力水平、地理专业知识、地图使用习惯是学生地理空间思维能力提高的必要条件,地理学习兴趣是其重要条件,上述4个因素为地理空间思维能力提高的影响因素,其作用强度从大到小依次为：一般智力水平>地理专业知识>地图使用习惯>地理学习兴趣。其中一般智力水平和地理专业知识对地理空间思维能力有较强的预测作用。此外,还发现无论地理空间思维能力还是7个假设的影响因素,均未发现有显著的男女性别差异,说明上述规律具有性别普适性。     

旅游流空间模式的基本理论及问题辨析

通过文献分析法,将旅游流空间模式基本理论梳理为圈层结构理论、核心边缘理论、空间扩散理论.并对研究中存在的若干问题给予凝视和批判式思考,以期从理论意义上深化旅游流基本问题的建构.6大问题为:[1]旅游者个体旅行行为和旅游流的社会群体行为相混淆的问题;[2]多数研究存在"二元陷阱"现象,将旅游客源地、旅游目的地割裂分别研究;[3]大多数研究往往将区域界定为仅具有出游(旅游客源地)或入游(旅游目的地)职能,这同"现实中许多区域在不同程度上既是客源地,又是目的地"相矛盾:[4]尚未辨析区域内部流和区域间流的辨证关系和各自旅游意义,部分研究甚至将区域内部流叠加到区域尺度上的旅游系统分析中;[5]旅游流空间扩散的方向性倾向仍侧重定量描述,方向性倾向的基本指向及其指向类型仍需科学的界定;⑥国内现有研究较少从动态机制上驻足空间扩散,特别是多目的地旅行行为.     

The scale of forest transition: Amazonia and the Atlantic forests of Brazil

This article adapts a general equilibrium model that provides a spatial solution for land use, labor allocation, and product markets in a two good economy. The adaptation, based on von Thünen, considers the multi-regional case, and solves for two regions, one industrial and the other, a newly opened agricultural frontier. The conceptual framework is considered with reference to Brazil, where forest recovery in the Atlantic Rainforest occurs simultaneously with forest losses in Amazonia. Simulation results of the theoretical model are given, demonstrating the impacts of comparative advantage in regional agriculture on the spatial system. The main theoretical interest of the article, aside from providing a formal spatial statement, is to define a distinction between aggregate forest transition (A-FT), when the area of all forests in a multi-regional system increases with the advent of trade relations, and regional forest transition (R-FT), when forest recovery is spatially constrained, and depends on forest losses elsewhere. Thus, the article addresses the role of scale in defining forest transition, and does so by representing spatial dynamics with a formal model. It also suggests that forest transition privileges one biome at the expense of others, and that a concept of landscape turnaround is more germane from a wildlands conservation perspective. The article closes with a discussion of Brazil, and how its forests in Amazonia and along the Atlantic will fare in the coming years.     

Future Teachers’ Spatial Thinking Skills and Attitudes

The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on five factors: major, gender, travel experience, geography courses, and experience using geographic information systems (GIS). For both outcome measures, results showed that the mean scores for elementary education majors were significantly lower than scores from secondary social studies majors and geography majors. Geography majors outperformed both groups of education majors on both measures. Implications for the preparation of geography teachers are discussed.     

On Methods of Teaching Geography

This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinking—concepts of space, using tools of representation, and processes of reasoning—more than questions in other locations within the text. Three practices are particularly recommended to help students develop spatial thinking skills through answering textbook questions: (1) utilize page-margin questions; (2) select questions around spatial representations; and (3) focus on higher-level cognitive processes.     

土地管理三维思维与土地空间资源认知

基于城市发展的三维理念轨迹及土地立体化利用趋势,采用文献检索与综合分析法,剖析土地管理重视三维思维的原因,辨析土地的空间特质,提出土地空间资源的概念内涵,初探土地空间资源管理制度和技术,以促进土地领域实践问题解决。结果显示：① 土地管理三维思维符合社会发展和土地利用趋势,是基于土地管理实践而衍生的创新需求。② 土地作为资源的本质属性之一是空间性,具备三维空间特质;土地空间资源是土地资源概念的外延,是以土地表层为基底或脱离土地表层的可利用的三维空间存在。③ 土地空间资源的提出,能引发土地管理领域在理念、制度和技术上进行三维思维化的重构与创新,具有科学意义和实践价值。     

我国山区农业发展急需转变战略思维

我国山区已基本解决温饱问题并向小康方向前进。山区农业发展急转变战略思维去适应新的形势；从因地制宜到因市制宜，从关心空间距离到关心时间距离，从农户经营以农庄规模经验，从重数量到重质量，从抓粮食到挣钱，从生存农业到生态农业，从经验到科学，从单一思想到复合思维。     

Teaching Spatial Thinking and Geospatial Technologies Through Citizen Mapping and Problem-Based Inquiry in Grades 7-12

Our project introduced students in grades 7 through 12 to spatial thinking and geospatial technologies in the context of challenges in their community. We used a mix of levels of inquiry to advance learning from teacher- to student-guided through a citizen mapping group activity. Student-suggested problem-based topics included parks and community gardens, crime, housing, and youth employment opportunities. Qualitative methods were used to evaluate students’ knowledge of spatial thinking and geospatial technologies, including map interpretation, a case study, daily exit slips, and interviews. Overall, the students’ awareness of their community, spatial thinking, and geospatial technologies increased as a result of participation.     

美丽中国与国土空间规划关系的地理学思考

美丽中国是社会主义新时代生态文明建设的新目标愿景,满足人民群众对美好生活向往的现实需求。国土空间规划是国家统筹涉及空间各类规划的重大部署。美丽中国是国家第二个一百年发展新的引领目标,其内涵不仅是“生态美丽”,也是“经济—政治—文化—社会—生态”综合的大美丽,美丽中国建设要因地制宜构建差异化的评估指标体系。美丽中国和国土空间规划有着密切联系,美丽中国为国土空间规划指引了重要方向,国土空间规划则为美丽中国建设提供了重要途径和空间保障。国土空间规划编制需要加强人地关系地域系统、点—轴系统、主体功能区划、可持续发展与资源环境承载力、新型城镇化、乡村地域多体系统等深入探讨。本文提出了地理学视角下国土空间规划编制的思路框架,科学分析国土空间的自然地理条件、经济社会发展基础、国土空间相互联系,结合美丽中国目标,谋划国土空间的目标、愿景与路径,鼓励公众参与与开展动态评估,构建智能系统平台等,为国土空间规划编制实施提供思路借鉴。     

美丽中国与国土空间规划关系的地理学思考

The concept of‘Beautiful China'is a new goal of ecological construction in the new era of socialism and aims to meet the needs of people as they strive for a better life.National land spatial planning is one major component of the Chinese state's overall planning for various spatial types.The concept of‘Beautiful China'is thus a leading goal of Chinese development in the second centenary.The background of this concept aims for‘ecological beauty'as well as the combined beauty of‘economy-politics-culture-society-ecology.'The construction of‘Beautiful China'therefore necessitates a differentiated evaluation index system that is built on the basis of local conditions.This concept is intimately related to land spatial planning and the idea of Beautiful China guides an important direction for this planning which itself provides an important mechanism and spatial guarantee for construction.The establishment of land spatial planning nevertheless needs to strengthen further discussion of the regional system of human-land relationship,point axis system,main functional division,sustainable development,resources and environmental carrying capacity as well as new urbanization,and the rural multi-system.The aim of this paper is to summarize current thinking in land spatial planning,scientifically analyze the natural geographical conditions,the socioeconomic development,the interrelationship of the land space,plan the goal,vision and path of land space,encourage the public to participate in and carry out dynamic evaluation,build an intelligent system platform for land and spatial planning to realize the goal of‘Beautiful China'from a geographical perspective.And they can also present key ideas relating to the compilation and implementation of land spatial planning.