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Geospatial Technology in Geography Education Read chapter Read first chapter

2015 | OriginalPaper | Chapter

3. Spatial Thinking in Education: Concepts, Development, and Assessment

Authors : Sandra K. Metoyer, Sarah Witham Bednarz, Robert S. Bednarz

Published in: Geospatial Technologies and Geography Education in a Changing World

Publisher: Springer Japan

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Abstract

Spatial thinking has always been a fundamental cognitive skill for competency in geography. However, interest in it has increased in recent years as technological advances have driven political and societal changes producing a renewed awareness of its importance. This is especially true in the context of geospatial technologies (GST). The growth, expansion, and power of GST demands a citizenry with well-developed spatial thinking skills. But research exploring spatial thinking in an educational context is scant.
This chapter explores the current position of spatial thinking in education. First, we describe existing research in spatial thinking. We focus on advances in technology which have led, in part, to the increased interest in the topic. The roles of spatial thinking and GST in curricula are explored. Promising methods for assessing students’ spatial thinking are reviewed in order to provide guidance for curriculum decision-making. The chapter concludes with a summary of the current state of spatial thinking in education and with recommendations for further research.

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Metadata
Title
Spatial Thinking in Education: Concepts, Development, and Assessment
Authors
Sandra K. Metoyer
Sarah Witham Bednarz
Robert S. Bednarz
Copyright Year
2015
Publisher
Springer Japan
Book
Geospatial Technologies and Geography Education in a Changing World

Print ISBN: 978-4-431-55518-6

Electronic ISBN: 978-4-431-55519-3

Copyright Year: 2015

DOI
https://doi.org/10.1007/978-4-431-55519-3_3

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