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Erschienen in:
Geospatial Technology in Geography Education Kapitel lesen Erstes Kapitel lesen

2015 | OriginalPaper | Buchkapitel

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

verfasst von : Sandra K. Metoyer, Sarah Witham Bednarz, Robert S. Bednarz

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

Verlag: 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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Vorheriges Kapitel Digital Geography Education in the Twenty-First Century: Needs and Opportunities
Nächstes Kapitel Education for Spatial Citizenship
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Metadaten
Titel
Spatial Thinking in Education: Concepts, Development, and Assessment
verfasst von
Sandra K. Metoyer
Sarah Witham Bednarz
Robert S. Bednarz
Copyright-Jahr
2015
Verlag
Springer Japan
Buch
Geospatial Technologies and Geography Education in a Changing World

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

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

Copyright-Jahr: 2015

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