融合式研究趋势下的地理信息教学体系探索

城市研究的范式在大数据和人工智能的影响下已经发生了巨大变化。本文根据城市研究及地理信息科学的发展历程和学科脉络,提出城市空间信息学是社会和产业需求导向的一个新兴知识领域,也是融合式研究趋势下地理信息教学和研究的一个发展方向。城市规划和地理信息科学两大类专业虽然具备孵化出城市空间信息学人才的学科基础,但是其学科体系都需要较大的改变才能实现突破;从现有的学科设置的体系看,地理空间信息工程专业由于提供了同时培养学生系统思维、空间思维和计算思维的框架,具备发展城市空间信息学本科教育的入口。本文在此基础上提出了城市空间信息工程本科专业的培养方案设计思路,期望能够对城市空间信息学的学科发展以及教学研究带来讨论契机,并推动地理信息学科和城市规划学科的可持续发展。     

A Pedagogic Framework to Link GIS to the Intellectual Core of Geography

Abstract

This paper aims to develop a new pedagogic framework for teaching GIS at the college and university level using Berry's geographic matrix. By synthesizing different schools of thought, this paper argues that GIS education essentially involves two aspects—how to teach about GIS and how to teach with GIS. Berry's geographic matrix can be used to tie these dual aspects of GIS education together neatly. As an abstract representation of geographical phenomena, the geographic matrix embeds all three entities of GIS—location, attribute, time—and thus can help GIS instructors teach about GIS. As a synthesis of geographical approaches, the geographic matrix can assist GIS instructors teach with GIS. This paper demonstrates that GIS is actually an implementation of Berry's geographic matrix. Furthermore, the 10 approaches to geographical analysis, originally proposed by Berry for the geographic matrix, can be executed routinely in a GIS environment. By incorporating Berry's geographic matrix into GIS education, teachers can enable students to surpass technical issues and to appreciate the conceptual and functional linkages between GIS and geography's intellectual core.     

A National Survey to Examine Teacher Professional Development and Implementation of Desktop GIS

ABSTRACT

This article examines the results of an online national survey of K–12 educators who attended a series of GIS training workshops conducted by the authors between 1998 and 2004. Data from the self-report survey (N = 186) suggest new information about potential changes in instruction and assessment patterns following GIS training. The survey provides insight for those designing GIS-based professional development, while simultaneously describing relatively little change in instructional methodology. The survey confirms some classroom implementation constraints from an earlier national implementation survey, identifying a lack of time for teachers, variable skill levels among students, and software complexity.     

GIS In-Service Teacher Training Based on TPACK

Abstract

This article introduces the geographic information systems (GIS) in-service teacher training, focusing on the intersection of technological, pedagogical, and content knowledge (TPACK) for successful implementation of GIS in the classroom. Eleven social studies teachers in Georgia learned GIS technologies, inquiry-based learning, and social studies so that they could create technology-enhanced and inquiry-based lessons using GIS technologies. This article reports participating teachers’ opinions and attitudes of the TPACK-based GIS training. It also reports useful pedagogical methods of introducing GIS technologies to students and additional support for teachers to help them use GIS in their classrooms more often.     

Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills

This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills. A total of 174 students from an urban public school district and their teachers participated in a quasi-experimental design study. Four teachers implemented a GIS curriculum in experimental classes over six weeks while three teachers continued with regular teaching in control classes. Both groups completed pre- and post-tests measuring spatial ability and map-analysis skills. Students in the GIS classes demonstrated more growth over time in spatial ability and map-analysis skills than did their peers in the control classes.     

Use of Geospatial Data and Technology for Wilderness Search and Rescue by Nonprofit Organizations

Geospatial data and tools are key in locating lost or missing persons in as short a time as possible. In this study, we used a geographic information system (GIS) to analyze four years of search and rescue (SAR) mission data from Colorado to determine the appropriate use of GIS for volunteer-based SAR organizations with limited resources and GIS expertise. GIS can provide more sophisticated analyses of geospatial data than simple mapping technologies, but our findings indicated that complex spatial analysis might not be required on all missions, because the majority of missions were completed within six to ten hours. Instead, new technologies such as tablets with mapping software and online GIS systems that provide quick and easy access to up-to-date geospatial data such as imagery offer capabilities that could improve mission planning. Here we provide a framework in which SAR missions can apply geospatial technologies to aid with missions, identify critical “hotspots,” and enhance postanalysis and training. The work here is highly applicable for nonprofit SAR groups when deciding on what GIS technologies to consider for their areas.     

GIS in the K-12 Curriculum: A Cautionary Note

Two qualitative case studies, one focusing on K-12 teachers and the other on middle school students, explore key factors associated with using Geographic Information Systems in the classroom. In both studies, access to appropriate hardware is a critical barrier. Time is another critical barrier—time to learn the GIS software and time in the curriculum to incorporate GIS as a learning experience. In both case studies, learning the technology at the expense of learning spatial analysis was a danger, suggesting the need for conscious focus on the goal of using GIS to learn how to “do geography.”     

Implementation and Effectiveness of GIS-Based Projects in Secondary Schools

This study aims to provide an understanding of the main obstacles to conducting GIS-based projects in secondary schools and to determine the effects of these projects on students, teachers, and schools. The study was conducted in three public high schools in Turkey. The students first surveyed over 4,015 people in their school districts to understand the main social, environ- mental, and economic problems in their area, then conducted nine different GIS-based projects to help design solutions to these problems. As seen in the study, GIS is a very important teaching and learning tool for secondary schools; however, its effective use depends on planning, motivation, support, resources, time, and enthusiasm, especially for teachers.     

Integration of Geospatial Science in Teacher Education

Abstract

One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs.     

An Approach to leaching Applied GIS: Implementation for Local Organizations

Abstract

Geographic information systems (GIS) is a fairly new and evolving curriculum area within geography and other disciplines at colleges and universities in the United States. The challenge of teaching underlying concepts of GIS functionality, the details of computer operation and software interfaces, as well as the contexts of various applications can be a difficult one. At Indiana University of Pennsylvania, a teaching strategy—Client-Life Cycle GIS Project Learning—has been introduced in which students in an upper level GIS course work with local organizations, faculty from other university departments, and governmental entities. This allows students with some GIS background to work with real clients; utilize and operationalize the concepts of the GIS Project Life Cycle; make the connection between data development, analysis, and applications development; provide expertise and needed data to local organizations; and see the utility and impact of their work. A group pilot project from the spring semester of 1998 is discussed to illustrate how students responded to this method of teaching GIS.     

Assessing Place Location Knowledge Using a Virtual Globe

Advances in the Google Earth virtual globe and the concomitant Keyhole Markup Language (KML) are providing educators with a convenient platform to cultivate and assess one’s place location knowledge (PLK). This article presents a general framework and associated implementation methods for the online testing of PLK using Google Earth. The proposed framework and associated implementations can be easily exported to other applications that help assess geographic knowledge, engaging users with content from the physical environment and human systems at both local and global scales in a 3-D virtual-globe environment.     

The Global Landscape of GIS in Secondary Education

This study analyzes the status of GIS in schools in thirty-three countries and proposes recommendations for advancing the implementation and effectiveness of GIS in secondary education from an international perspective. Thirty-three countries have been evaluated in the study to assess the global landscape of educational GIS by analyzing how GIS is recognized, approached, and used across the world with chief challenges, opportunities, and case studies. As the study revealed, the current global landscape of GIS remains small for secondary education; however, the convergence of citizen science, emphasis on spatial thinking, mobile devices, open data, and Web-based map services could cause a significant increase in the numbers of schools, educators, and students teaching and learning with GIS.     

Teaching Geography's four traditions with Poetry

Abstract

Poetry is a powerful form of writing that has received relatively little attention from geography educators. However, most poetry is imbued with explicit and vivid references to physical and human phenomena over space, and is thus a source of information that may help illustrate a variety of geographic concepts. This article uses William Pattison's four traditions of geography as a framework for illustrating the explicitly spatial concepts present in selected poetry. Through the poetry of authors like Walt Whitman, Robert Frost, and Maya Angelou, this work introduces a new perspective from which to teach and to learn familiar geographic themes.     

An Assessment of the Use of Geographical Information Systems (GIS) in Teaching Geography in Singapore Schools

Abstract

In 1998, geographical information systems (GIS) were introduced to secondary schools in Singapore as a tool for teaching geography at the secondary and junior college levels. However, general observations and feedback from school teachers suggested that only a small number of secondary schools and junior colleges in Singapore were actually using GIS to support the teaching and learning of geography. The present research study was designed to establish the level of GIS usage and to investigate the reasons for the slow integration of GIS in the Singapore secondary schools. This article presents the findings of this research and provides some insight into the use of GIS in Singapore secondary schools.     

发展时态GIS的可操作性时空数据模型

当前GIS广泛采用的空间数据模型不足以满足时态GIS发展的需要。该文探讨时态GIS所需的、可操作性时空数据模型,并且以土地利用和交通发展的时空相互作用为例,说明如何设计和实施相关的时空数据模型,用于支持发展时态GIS。     

The Pedagogical Benefits of Participatory GIS for Geographic Education

In this article, participatory GIS (PGIS) is explored and established as a powerful platform for geographic education. PGIS pedagogy can help educators meet diverse learning objectives pertaining to: (1) local knowledge and place-based thinking; (2) community engagement; (3) field mapping with geospatial technologies; (4) mixed-methods research; and (5) fostering of critical reflexivity in students. The discussion is supported with insights from multiple student-facilitated PGIS projects organized in rural Tanzania. There also is a thorough discussion of the challenges and caveats associated with involving students in PGIS projects, and a call for new research for assessing and advancing PGIS pedagogy.     

Topographic solar radiation models for GIS

Abstract

Incident solar radiation at the Earth's surface is the result of a complex interaction of energy between the atmosphere and the surface. Recently much progress has been made towards the creation of accurate, physically-based solar radiation formulations that can model this interaction over topographic and other surfaces (such as plant canopies) for a large range of spatial and temporal scales. In this paper we summarize our current work on solar radiation models and their implementation within both GIS and image processing systems. An overview of the effects of topography and plant canopies on solar radiation is presented along with a discussion of various options for obtaining the data necessary to drive specific solar radiation models. Examples are given from our own work using two models, ATM (Atmospheric and Topographic Model), a model based within an image processing framework, and SOLARFLUX, a GIS-based model. We consider issues of design, including GIS implementation and interface, computational problems, and error propagation.     

多维统一GIS构建与实现的几何代数方法

针对时空GIS发展所面临的时空表达不统一,高维扩展困难等问题,基于以多维统一和坐标无关为特征的几何代数理论,建立多维统一GIS构建的层次体系与方法。利用几何代数对象构造中几何维度与Grassmann维度的一致性,实现整合维度结构与几何关系的多维地理对象自适应表达。利用几何代数算子的特征内蕴与结构明晰特性,构建多维统一计算模型以及可支撑复杂地理计算的多维统一分析框架,进而建立基于几何代数的多维统一GIS系统架构与实现方案。对上述关键技术加以实现并进行了相关应用案例分析。结果显示,基于几何代数构建的多维统一GIS有望突破现有时空GIS的不足,可为以多维统一表达与运算为特征GIS的发展提供新的数学工具与实现途径。     

The Trade and Industries of Western South America

Abstract

This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the students face using GIS.

Findings from the study suggest that using GIS in the classroom helps students improve their geographic knowledge and maps skills. In addition, this study found that the students' geographic content knowledge tended to improve gradually and the knowledge transferred to the subsequent lessons, while certain map skills tended to develop in a more specific manner.