By National Research Council, Division on Earth and Life Studies, Board on Earth Sciences and Resources, Geographical Sciences Committee, Committee on Support for Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curricu
Spatial pondering - a optimistic mix of techniques of area, instruments of illustration, and strategies of reasoning - makes use of area to constitution difficulties, locate solutions, and exhibit suggestions. it's strong and pervasive in technological know-how, the office, and daily life. via visualizing relationships inside of spatial buildings, we will be able to understand, take into accout, and study the static and dynamic houses of items and the relationships among items. regardless of its an important position underpinning the nationwide criteria for technological know-how and arithmetic, spatial pondering is at the moment no longer systematically integrated into the K-12 curriculum. "Learning to imagine Spatially: GIS as a help process within the K-12 Curriculum" examines how spatial pondering could be included into present standards-based guideline around the tuition curriculum. Spatial considering needs to be well-known as a basic a part of K-12 schooling and as an integrator and a facilitator for challenge fixing around the curriculum. With advances in computing applied sciences and the expanding availability of geospatial info, spatial considering will play an important function within the info- dependent economic climate of the 21st-century. utilizing properly designed aid platforms adapted to the K-12 context, spatial considering might be taught officially to all scholars. A geographic info method (GIS) bargains one instance of a high-technology help process that could let scholars and academics to perform and observe spatial considering in lots of components of the curriculum.
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Additional info for Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum
How can cognitive developmental and educational theory be used to develop new versions of GIS that are age appropriate in their design and to implement new GIS curricula that are age appropriate in their scope and sequence? 1 Snow’s 1855 map showing the areas of south London served by two water companies. Original 535 × 410 mm. 67, printed color. SOURCE: Robinson, 1982, p. 179. Reproduced by permission of the British Library. of spatial variations in the other (water sources). From this analysis, he drew a causal explanation and accounted for the differential death rates.
It could be the space of compact versus midsized cars that might be purchased, the familial relations between European languages, or the newspaper article space representing the thematic content of two issues of the New York Times (Skupin and Buttenfeld, 1996, 1997). This is cognition with space and involves thinking with or through the medium of space in the abstract. It is exemplified by the conversion of linguistic statements into spatially ordered sequences to answer questions, and therefore the process depends on representations that we develop of concepts in space.
4. How can cognitive developmental and educational theory be used to develop new versions of GIS that are age appropriate in their design and to implement new GIS curricula that are age appropriate in their scope and sequence? 1 Snow’s 1855 map showing the areas of south London served by two water companies. Original 535 × 410 mm. 67, printed color. SOURCE: Robinson, 1982, p. 179. Reproduced by permission of the British Library. of spatial variations in the other (water sources). From this analysis, he drew a causal explanation and accounted for the differential death rates.