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.     

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。     

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.     

2021年度自然科学基金申请书关键词透视地理科学研究前沿热点与发展方向

地理科学是提升人类对地球表层认知、探索人地关系、解决资源、环境、发展所面临的复杂问题的重要支撑。引领科学发展,支撑领域人才队伍的建设与培育,是国家自然科学基金委员会的使命与职责。追踪地理科学领域前沿,优化学科布局并开展战略引导是基金委地理科学学科工作的重要任务。以2021年国家自然科学基金地理科学领域4 479项申请书为样本,运用词云分析方法,对申请书的关键词进行统计分析,剖析了地理科学及各分支学科的研究热点。结果表明：“深度学习”“气候变化”“生态系统服务”“高光谱遥感”“青藏高原”“可持续发展”等是2021年地理科学研究内容与方法的热点关键词。在分支学科间交叉融合方面,信息地理学与人文地理学的共现关键词主要有“空间分析模型”“地理信息系统”“遥感”“机器学习”等;自然地理学与人文地理学的共现关键词主要有“生态系统服务”“土地利用”“土地利用变化”“可持续发展”“情景分析”等;自然地理学与信息地理学的共现关键词主要有“遥感监测”“尺度效应”“机器学习”“数字土壤制图”等。未来,国家自然科学基金委员会将从关键词设置、学科间交叉融合等途径入手,进一步从战略层面优化地理科学研究布局,引导科学家聚焦地理学基础理论与热点前沿问题,服务碳中和、乡村振兴等国家重大战略需求。     

人文地理学科学化的总体目标与实现路径

当代人文地理学的发展呈现出多元化的发展态势,但无论如何,科学化应是人文地理学的基调,是中国人文地理学未来发展的基本选择和必由之路.无论是学科属性还是我国经济社会建设需求,人文地理学科学化不仅不是一个被动的目标而应该成为我们的主动追求.其基本目标有2 个:一是构建一个相对完整的区域空间结构理论体系,需要进一步发现新的区域空间结构模式、构建中心地等级体系演化模型,以及从类型学和发生学2 个角度梳理不同空间结构模式之间的内在逻辑关系等;二是构建一套相对成型的空间分析方法.将区域分为均质区域和功能区域,并进一步分解为点状、线状和面状3 大要素,寻找处理这3 大要素各自及相互之间内在空间耦合的表达技术,成为本文展开人文地理学空间分析理论框架的基本思路.其中,可达性分析技术的拓展、计量经济模型与空间分析技术的融合、综合性时空谱系空间分析方法体系的构建、依赖于空间概念拓展的新的空间分析技术的出现等,则是未来人文地理学空间分析的重要领域.为实现上述目标,需要树立科学的思维方式、融合资源环境基础、基于发生学视角的历史过程的长时段分析,以及充分利用现代分析技术等.     

全球变化视角下人地系统研究面临的几个问题探讨

围绕全球变化问题，国际科技界从20世纪80年代以来已组织了4个大型国际研究计划，即WCRP、IGBP、IHDP、DIVERSITAS，在此基础上又形成了众多核心研究计划或支撑研究计划。随着这些研究计划的酝酿、实施和推进，其明显发展趋势是越来越强调人类社会对全球环境变化的影响、响应与适应问题研究。全球变化研究不仅为以“人地关系地域系统”为核心的地理学提出了新的科学命题，同时也为地理学与其它科学领域的融合、交叉提供了广泛途径。在分析全球变化国际研究计划进展基础上，指出入地关系地域系统研究面临5个关键问题。     

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.     

Geographic perspectives on urban sustainability: past,current, and future research trajectories

ABSTRACT

The 21st century has been called the “century of the city” and compounded concerns that current development pathways were not sustainable. Calls for scholarship on urban sustainability among geographers cites strengths in the human-environment and urban subfields that positioned the discipline to make unique contributions to critical research needs. This special issue reflects on the contributions that geographers have made to urban sustainability scholarship. We observe that that integration across human-environment and urban subfields reflects broader bifurcations between social theory and spatial science traditions in geography. Piggy-backing on the rise of sustainability science, the emergence of urbanization science compels geographers to reflect upon the ways in which we are positioned to make unique contributions to those fields. We argue that those contributions should embrace systems thinking, empirically connect social constructs to biophysical patterns and processes, and use the city as a laboratory to generate new theories.     

Cyber Literacy for GIScience: Toward Formalizing Geospatial Computing Education

The unprecedented availability of geospatial data and technologies is driving innovation and discovery but not without the risk of losing focus on the geographic foundations of space and place in this vast “cyber sea” of data and technology. There is a pressing need to educate a new generation of scientists and citizens who understand how space and place matter in the real world and who understand and can keep pace with technological advancements in the computational world. We define cyberliteracy for GIScience (cyberGIScience literacy) and outline eight core areas that serve as a framework for establishing the essential abilities and foundational knowledge necessary to navigate and thrive in this new technologically rich world. The core areas are arranged to provide multiple dimensions of learning ranging from a technological focus to a problem solving focus or a focus on GIScience or computational science. We establish a competency matrix as a means of assessing and evaluating levels of cyberGIScience literacy across the eight core areas. We outline plans to catalyze the collaborative development and sharing of instructional materials to embed cyberGIScience literacy in the classroom and begin to realize a cyberliterate citizenry and academe. Key Words: big data, computational thinking, geographic education, GIS, spatial thinking.     

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.     

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.     

Journal Writing and the Development of Spatial Thinking Skills

Abstract

Informal journal writing in freshman level World Regional Geography classes is discussed as an active learning method that helps students to develop their spatial perspective and gain a better understanding of the interconnected nature of geographic phenomena. In particular, students read about events in the world and write their ideas about the geographic nature and implications of those events. Thinking spatially and thinking critically by creating their own framework for interpreting the event and applying concepts learned in class means that students are actively participating in their own learning. Ongoing instructor feedback and assessment are essential to this learning activity and are discussed as part of this exercise.     

城市空间结构演变的空间过程和动力因子分析

城市空间结构是城市地理学、城市规划学的核心研究内容之一。城市空间结构的演变作为一个十分复杂的社会现象，一直受到各方面学者的关注。通过着重分析城市空间结构演变的主要空间过程：空间竞争、空间演替、空间扩散、空间均衡等，并对这些空间经济过程做出横向分析，讨论城市空间结构与城市经济运行之间的内在联系。分析城市空间结构演变的主要动力因子：包括完善的服务和基础设施、土地集约利用、城市产业的人口需求等集聚因子和环境承载力、级差地租、现代技术的发展等离散因子，从而论证集聚力和离心力的交互作用对城市空间结构演变产生深刻影响。     

Problem-Based Inquiry on World Water Problems in Large Undergraduate Classes

Abstract

This paper reports on the design and implementation of a project-based course—World Water Problems—that was introduced within the framework of introductory undergraduate geography education. The aims of the course were twofold: (1) to cultivate in students a world geographic perspective on water problems; and (2) to conduct an original research project on the search for detailed appraisals, or ex-post evaluations, of completed water projects and programs. The project involved problem-based inquiry and learning through several interrelated tasks including: hypothesis testing, systematic electronic library and database searching, corresponding with water resources experts; and synthesizing of results. Evaluation of the project, and the course more generally, was achieved through a questionnaire administered to the students and a focused in-class discussion. Overall, the students' comments about the course project demonstrate learning in the form of greater knowledge of world geographic regions and water sectors as well as enhancement of database search skills and critical thinking.     

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.     

地理表达研究进展

地理表达是地理学的一个基本问题,也是地理信息科学研究面临的一个重大挑战.从地理表达机理、内容和形式的角度,对近期地理表达研究进行了总结.本质上,地理表达是一个空间认知、信息转换与信息传输的交互过程.地理表达内容涉及地理实体及其空间关系、不确定性、地理动态及地理本体等方面.地理表达形式经历了从自然语言、地图到GIS的演变...     

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.     

2008年以来地图学眼动与视觉认知研究新进展

地图是人类日常生活中不可或缺的工具。地图认知作为研究人对地图的感知、学习、记忆、推理和决策的科学,一直以来是地图学基础理论的重要内容。作为地图认知研究的核心,近年来地图视觉认知在相关学科（如心理学、认知科学和计算机视觉）和新的研究手段（如眼动跟踪、脑电和核磁）的促进下取得了一系列新的研究成果。尤其是眼动跟踪方法作为地图视觉认知研究的重要手段之一,越来越受到研究者的关注,为地图视觉认知研究的定量化、实用化提供了有力支撑。本文系统地梳理了2008年以来眼动跟踪方法在地图视觉认知研究中取得的新进展,并将其归纳为6个发展趋势,分别包括：① 刺激材料：从静态地图到动态交互地图;② 研究范围：从地图认知到地图空间认知;③ 实验环境：从实验室环境到真实环境;④ 地图维度：从二维地图到三维地图;⑤ 个体差异：从单一维度到多维度;⑥ 研究目的：从规律探究到实践应用。本文最后总结了未来研究面临的挑战、难点和可能的解决方法,期望能在地图视觉认知研究中起到抛砖引玉的作用。     

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。     

中国昆虫生物地理学进展与展望

昆虫是地球上多样性最高的生物类群,其物种数量超过所有生物物种数量的一半,在生态系统中具有重要功能,且与人类生活密切相关。理解昆虫多样性及地理分布格局对于科学研究和人类社会发展有重要意义。基于详细的文章资料梳理,本文总结了1950—2020年中国昆虫生物地理学领域文章发表趋势,并从昆虫物种多样性调查、昆虫区系研究、昆虫群落多样性、昆虫遗传多样性格局、昆虫地理分布格局等几个方面论述了中国昆虫生物地理研究的代表性研究进展。中国昆虫生物地理学研究几十年来取得了可喜的发展,但仍需重点加强几方面的思考和工作,包括整合性思维、时空尺度、科学问题的凝练、昆虫性状生物地理学、昆虫多样性和地理分布数据共享。