Interactive Visualization Software to Improve Relief Interpretation Skills: Spatial Data Infrastructure Geoportal versus Augmented Reality

The improvement of geospatial thinking is essential for success in science, technology, engineering, and mathematics disciplines. Training based on the geovisualization and interpretation of landforms can develop the relief interpretation skill. The research reported here focuses on the study of relief visualization and interpretation, using results from a workshop performed with forty-six university students using different displays of geovisualization in a Spatial Data Infrastructure (SDI) geoportal: LiDAR digital surface model, HillShade digital terrain model, digital elevation model, slope model, high-resolution orthophoto, and topographic map. The results are compared with those of another workshop on the same topic carried out with augmented reality (AR) technology. The relief interpretation skill improvement was measured before and after each of the workshops using the Topographic Map Assessment test. The results with the SDI geoportal showed a significant gain in relief interpretation skill between pretest and posttest scores but less than the gain obtained with AR. No differences were found due to the gender of the participants in either case. Key Words: augmented reality, geospatial thinking, landform interpretation, relief interpretation skill, Spatial Data Infrastructure.     

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.     

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.     

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.     

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。     

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.     

Mobile Learning in a Human Geography Field Course

This article reports on reusable mobile digital learning resources designed to assist human geography undergraduate students in exploring the geographies of life in Dublin. Developing active learning that goes beyond data collection to encourage observation and thinking in the field is important. Achieving this in the context of large class sizes presents several challenges. Combining in situ learning with spatially accurate historical and contemporary multimedia, a set of location-aware digital mobile tools, or mediascapes, was developed. How scaffolding can be achieved in such a context, focusing on the development of students’ observational, enquiry, and thinking skills in the field was explored.     

Skills in Professional Geography: An Assessment of Workforce Needs and Expectations

This study compares the skills of professional geographers and the needs of employer organizations across major sectors of the U.S. workforce. Following a series of focus groups, two surveys were developed to explore: (1) the extent to which specific skills were performed by geographers in different professional positions, and (2) the value of and anticipated demand for those skills from the perspective of employers. Overall, respondents in the focus groups and both surveys emphasized the need for general skills ranging from time management and writing ability to information management and computer literacy. Employers also cited many geographic skills as being vital for enhancing the work of professionals in all types of organizations. Competency in field methods, the ability to work across disciplinary boundaries, and spatial thinking were three skill areas that characterized the work of geographic professionals irrespective of specialty.     

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.     

地理媒介与第三空间：西方媒介与传播地理学研究进展

随着近年地理媒介逐渐兴起,城市公共空间和私人生活空间中的生产与消费过程、技术物品与符号表征之间的界限日益模糊,地理学中早先存在的“虚拟/实体”二元论亟需理论革新。作为媒介研究的“空间转向”与地理学研究的“传播转向”的产物,媒介与传播地理学的发展蕴含突破二元论的张力。论文梳理了西方媒介与传播地理学的核心概念、主要议题和研究框架,以期促进国内地理学与媒介传播学者的学术对话,扩展中国人文地理学的研究领域。西方媒介与传播地理学建立在后现代和后人类思潮影响下的动态关系性媒介与空间观之上,以纹理(texture)、移动性、物质性和具身性为核心概念。既有议题主要聚焦于数字媒介与后人类媒介空间性,数字媒介表征和算法逻辑支配下的混合空间政治,以及移动媒介带来的混合空间体验。论文借用“第三空间”概念,将其作为媒介与传播地理学超越原有二元论的潜在方向,并认为物质性和具身性构成了媒介与空间的本体论联结之处,促进国内跨学科的“媒介—空间”理论建构,为媒介城市发展与建设提供理论参考。     

Understanding Space,Understanding Citizenship

Location knowledge is typically assessed using outline maps. A new set of questions reflect spatial thinking research and helps to assess student location knowledge. A small group (145) of first-year college students helped to refine the items. Question styles include: open-response, multiple-choice, listing, labeling, and sketching. Topics include: grid knowledge, world regional references, neighboring countries, neighboring features, and shapes of borders. This instrument combines spatial thinking research and expectations in geography standards.     

Concept Mapping Strategies: Content,Tools and Assessment for Human Geography

Abstract

This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students’ knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. The study documents the use of concept mapping for assessment of seventh graders’ achievement of a specific lesson and for students’ human geography achievement across all implementation grades. Concept mapping results provided insight into aspects of the curriculum and instruction where appropriate modifications could better facilitate meaningful learning.     

Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course

Abstract

This article addresses the lack of outcome-based research on the integration of technology into pedagogy at the undergraduate college level. It describes a study performed at a Midwestern university, testing the relative effectiveness of paper and electronic topographic maps for teaching map-reading skills, and considers the relationship between learning styles and paper or digital map preference. Results indicate that, although student map skill performance did not differ significantly with the use of paper or electronic maps, students preferred paper maps. Neither their performance nor their preferences were related to learning style. The article discusses the significance of these findings.     

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.     

电商粉丝经济的地理格局及其影响因子探析——以抖音直播带货主播为例

直播带货是在互联网时代快速崛起的新兴电子商务业态,同时也是粉丝经济的表现形式之一,已有文献缺乏从地理学视角对粉丝经济开展研究。论文基于网络空间理论,以抖音带货主播为例,结合电子商务的影响因素及城市舒适性理论构建了影响中国带货主播空间分布的指标体系,运用区位熵、莫兰指数、冷热点分析方法,对中国带货主播的空间集聚特征进行了可视化分析,通过空间回归模型探析了影响带货主播的地理因子。研究表明： ① 带货主播在空间上呈现显著的集聚现象,且高度集中在东部沿海地区,以广州、杭州最为突出;② 以直播带货为例的粉丝经济正在重塑中国原有的城市等级体系,具有娱乐传媒、电商、旅游特色的城市(如长沙、金华、丽江),对带货主播有很强的吸引力,甚至超过部分一线城市;③ 通过空间回归分析发现,电商创业环境、文化旅游对粉丝经济生产者的空间分布具有很强的解释力,生活便利性与自然环境也具有重要影响;相比而言,人力资本影响较小,专利数量甚至对带货主播具有较明显的挤出效应,说明直播带货具有很强的草根性。研究为揭示粉丝经济的空间过程及其影响因素提供了详实的实证案例,为地方政府推进数字经济发展和制定人才引进政策提供了参考依据。     

数字经济发展对城市碳排放影响的空间效应

为探讨数字经济对城市碳排放影响的空间效应,基于2011—2017年286个城市面板数据综合测度数字经济发展水平,运用空间杜宾模型及空间DID模型分析数字经济发展对城市碳排放的影响。主要得到以下结论：① 数字经济发展存在明显的空间异质性,发展格局从“多点式”零星分布向“组团式”聚集形态转变,但各城市发展层级差距仍未改善,长三角成为重要的数字经济高水平集聚区。② 数字经济发展显著改善了城市碳排放,通过引入“智慧城市”这一外生政策冲击进行检验,发现结论具有稳健性,而且这种效应存在明显的空间异质性,东部地区数字经济发展对碳排放的负向影响作用较强,位于城市群内部的区域受数字经济的影响更大。③ 数字经济发展对碳排放的作用在不同经济圈层内有所差异,空间外溢具有边界效应,在1100km处外溢达到峰值。④ 数字产业发展、数字创新能力以及数字普惠金融是数字经济影响城市碳排放效应发挥的重要因素。     

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.     

地理学视角下数字创业生态系统的理论框架和研究展望

中国数字经济方兴未艾,推动数字创业生态系统发展成为社会各界关注的热点议题。在系统梳理有关创业研究的相关文献基础上,建构地理学视角下的数字创业生态系统研究框架,探究数字化嵌入到创业过程中各行动主体的构成,以及新要素建构创业生态系统的空间过程和机制,并且分析总结数字创业生态系统与地方发展的交互动态。最后基于中国情境,着眼于中国创业发展的地方实践,提出未来的研究展望,以期为数字化时代创业地理学研究提供新的理论视角,也为指导中国创新创业发展提供实践指引。