共查询到20条相似文献，搜索用时 862 毫秒
1.
Toru Ishikawa 《The Professional geographer》2013,65(4):636-646
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. 相似文献
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Gaurav Sinha Thomas A. Smucker Eric J. Lovell Kgosietsile Velempini Samuel A. Miller Daniel Weiner 《The Journal of geography》2017,116(4):165-179
In this article, participatory GIS (PGIS) is explored and established as a powerful platform for geographic education. PGIS pedagogy can help educators meet diverse learning objectives pertaining to: (1) local knowledge and place-based thinking; (2) community engagement; (3) field mapping with geospatial technologies; (4) mixed-methods research; and (5) fostering of critical reflexivity in students. The discussion is supported with insights from multiple student-facilitated PGIS projects organized in rural Tanzania. There also is a thorough discussion of the challenges and caveats associated with involving students in PGIS projects, and a call for new research for assessing and advancing PGIS pedagogy. 相似文献
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《The Journal of geography》2012,111(6):217-225
Abstract This article situates geospatial technologies as a constructivist tool in the K-12 classroom and examines student experiences with real-time authentic geospatial data provided through a hybrid adventure learning environment. Qualitative data from seven student focus groups demonstrate the effectiveness of using real-time authentic data, peer collaboration, and geospatial technologies in learning geography. We conclude with recommendations about geospatial technology curricula, geospatial lesson design, providing preservice teachers with geographic technological pedagogical content knowledge, and encouraging further research to investigate the impact, affordances, and pedagogical implications of geospatial technologies and data in the K–12 classroom. 相似文献
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Geospatial technologies are becoming more ubiquitous in our society; however, efforts to sustainably and effectively bring these tools to secondary education have proven challenging. An innovative program in Virginia, the geospatial semester (GSS), is described. The program offers high school students the opportunity to learn about geospatial technologies and apply them to local problems, and students can earn university credit. This article shares details of the program, along with examples of student work. Assessment of the program's impact shows that GSS students have increased spatial vocabularies and improved performance in making claims and providing evidence compared with non-GSS students. 相似文献
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《The Journal of geography》2012,111(2):60-69
Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K–12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. This article discusses the development of a systematic GST/spatial thinking course and analyzes how this course promoted student learning in these areas as well as developing problem-solving skills in other fields and applications. 相似文献
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Geospatial data and tools are key in locating lost or missing persons in as short a time as possible. In this study, we used a geographic information system (GIS) to analyze four years of search and rescue (SAR) mission data from Colorado to determine the appropriate use of GIS for volunteer-based SAR organizations with limited resources and GIS expertise. GIS can provide more sophisticated analyses of geospatial data than simple mapping technologies, but our findings indicated that complex spatial analysis might not be required on all missions, because the majority of missions were completed within six to ten hours. Instead, new technologies such as tablets with mapping software and online GIS systems that provide quick and easy access to up-to-date geospatial data such as imagery offer capabilities that could improve mission planning. Here we provide a framework in which SAR missions can apply geospatial technologies to aid with missions, identify critical “hotspots,” and enhance postanalysis and training. The work here is highly applicable for nonprofit SAR groups when deciding on what GIS technologies to consider for their areas. 相似文献
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Minsung Kim 《The Journal of geography》2019,118(4):157-168
This study examined the effects of observing and reflecting on everyday environments in the development of environmental sensitivity, defined as a holistic capability composed of predisposition, knowledge, and behavior subdimensions. We encouraged participants to use diverse sources, such as texts, photographs, and animation, to record their observations and thinking. As a result, the activity in this study was beneficial in enhancing students’ environmental sensitivity. Students’ mean scores on the environmental sensitivity questionnaire improved, and their reflective journals reported increased interest in everyday environments, enhanced knowledge about diverse environmental elements, and strengthened will to act pro-environmentally. The usefulness of the geospatial platform was also reported. 相似文献
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Internet-Based GIS in an Inductive Learning Environment: A Case Study of Ninth-Grade Geography Students 总被引：2，自引：2，他引：0
《The Journal of geography》2012,111(6):227-237
Abstract This article reports the results of a qualitative case study that explored the use of Internet-based geographic information systems (IGIS) with ninth-grade geography students. The students worked in teams to examine the geography of Africa using IGIS resources with the instructional goal of developing a presentation on a significant issue facing one region or country. The purpose of this study was to explore the use of IGIS as a tool for integrating geospatial technologies into ninth-grade geography curriculum and instruction within an inductive learning environment. The findings for this study indicate that IGIS can be a successful tool for geography education in an inductive learning environment. Based on qualitative data collected through classroom observations, focus group interviews with students, student work samples, and a teacher journal, two assertions are offered: students perceived expanded freedom as a positive aspect of this IGIS project and IGIS projects such as this can lead to gains in students' cultural awareness and empathy for distant others. 相似文献
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《The Journal of geography》2012,111(5):163-172
Abstract One of the primary missions of our university is to train future primary and secondary teachers. Geospatial sciences, including GIS, have long been excluded from teacher education curriculum. This article explains the curriculum revisions undertaken to increase the geospatial technology education of future teachers. A general education class introducing geospatial technology to the general student body has been developed, a cartography class has been modified to provide applied geospatial experience explicitly for future teachers, and a service learning partnership with local K–12 schools has been established where students are working with teachers to integrate geospatial sciences in their academic programs. 相似文献
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J.-P. de Almeida J.G. Morley I.J. Dowman 《International journal of geographical information science》2013,27(8):1514-1529
Interpretation and analysis of urban topology are particularly challenging tasks given the complex spatial pattern of the urban elements, and hence their automation is especially needed. In terms of the urban scene meaning, the starting point in this study is unstructured geospatial data, i.e. no prior knowledge of the geospatial entities is assumed. Translating these data into more meaningful homogeneous regions can be achieved by detecting geographic features within the initial random collection of geospatial objects, and then by grouping them according to their spatial arrangement. The techniques applied to achieve this are those of graph theory applied to urban topology analysis within GIS environment. This article focuses primarily on the implementation and algorithmic design of a methodology to define and make urban topology explicit. Conceptually, such procedure analyses and interprets geospatial object arrangements in terms of the extension of the standard notion of the topological relation of adjacency to that of containment: the so-called ‘containment-first search’. LiDAR data were used as an example scenario for development and test purposes. 相似文献
13.
地理空间元数据关联网络的构建 总被引：1，自引：1，他引：0
利用资源描述框架（RDF）设计地理空间元数据关联模型,根据地理空间元数据之间的语义关系和语义相关度的计算,以构建以元数据为节点、元数据之间的语义关系为边、语义相关度为权重的关联网络。在这一网络中,一个节点是一个地理空间元数据的资源描述图,包含属性特征（数据来源、空间特征、时间特征、内容）及其关系特征（元数据之间的语义关系、语义相关度）。实验及其分析表明,地理空间元数据关联网络可以有效地支持地理空间数据语义关联检索、推荐等应用,这与传统的基于关键词的元数据检索方式相比,具有更高的准确度。 相似文献
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社区教育空间布局不均衡不仅是中国面临的问题，也是全球性的问题。早在20世纪末，国外就对社区教育空间布局展开了研究，本文通过对国际上相关文献进行梳理，对比分析，发现学者主要围绕社会学及教育地理学两大学科进行讨论。具体主题包括：从空间视角探讨社会空间与教育空间的关系，社区教育资源禀赋的空间分异，社区教育空间不均衡与减贫、民族、性别之间的关系以及对社会公平正义的影响，个体情感归属与社区教育空间布局的关系、社区教育空间的外向性、地理空间技术和方法在社区教育领域的应用。结合当前我国社区教育自身发展的特点及国际研究的趋势，未来我国社区教育研究可以从社区教育对社区居民身份认同的空间塑造，对地方经济增长、社区民主、民族融合的影响；以及从时空演变的经纬度探寻社区教育资源空间布局不均衡的原因，并科学地提供均衡配置两个方面进行。 相似文献
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《The Journal of geography》2012,111(5):208-219
ABSTRACTGeography 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. 相似文献
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《The Journal of geography》2012,111(1):15-18
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. 相似文献
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地理空间数据本质特征语义相关度计算模型 总被引：1，自引：1，他引：0
关联数据是跨网域整合多源异构地理空间数据的有效方式,语义丰富的关联是准确、快速发现目标数据的关键。根据地理空间数据在空间、时间、内容上的语义关系,提出地理空间数据本质特征语义相关度计算模型。通过构建本质特征的关联指标体系,分层次逐级计算地理空间数据的语义相关度。与传统的语义相关度计算方式不同,以地理元数据为语料库,充分考虑地理空间数据的特点及空间、时间、内容在检索中不同的重要程度,分别采用几何运算、数值运算、词语语义相似度计算和类别层次相关度计算的方式,构建地理空间数据的语义相关度计算模型。该模型具有构建简单、适用于多源异构数据、充分结合了数学运算和专家经验知识等特点。实验表明：模型能够有效地计算地理空间数据本质特征的语义相关度,并具备一定的扩展性。 相似文献
18.
ABSTRACTTerrain feature detection is a fundamental task in terrain analysis and landscape scene interpretation. Discovering where a specific feature (i.e. sand dune, crater, etc.) is located and how it evolves over time is essential for understanding landform processes and their impacts on the environment, ecosystem, and human population. Traditional induction-based approaches are challenged by their inefficiency for generalizing diverse and complex terrain features as well as their performance for scalable processing of the massive geospatial data available. This paper presents a new deep learning (DL) approach to support automatic detection of terrain features from remotely sensed images. The novelty of this work lies in: (1) a terrain feature database containing 12,000 remotely sensed images (1,000 original images and 11,000 derived images from data augmentation) that supports data-driven model training and new discovery; (2) a DL-based object detection network empowered by ensemble learning and deep and deeper convolutional neural networks to achieve high-accuracy object detection; and (3) fine-tuning the model’s characteristics and behaviors to identify the best combination of hyperparameters and other network factors. The introduction of DL into geospatial applications is expected to contribute significantly to intelligent terrain analysis, landscape scene interpretation, and the maturation of spatial data science. 相似文献
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基于PPGIS的乡村旅游社区景观价值变化研究——以丽江束河古镇为例 总被引：2，自引：1，他引：1
景观价值是人对环境的主观感知和效用评价,景观价值变化的研究能够帮助理解旅游社区的社会现象。以丽江束河古镇为例,采用参与式制图与半结构化访谈方法调查当地居民对旅游开发前后的感知景观价值,最终获取的有效问卷与填图为293份,提取空间数据点658个。通过对访谈结果进行编码和归纳得到旅游开发前后各7种景观价值类型。采用质性分析和空间分析的混合研究路径,揭示旅游开发前后景观价值类型及空间构成变化。研究结果表明：① 旅游开发前后案例社区景观价值的重要性发生了变化,旅游开发后出现了新的景观价值类型;② 景观价值在空间上呈集聚状分布,旅游开发使得景观价值分布的景观节点类型愈加丰富,并形成了新的分布集聚区域;③ 从景观价值的空间复合分布来看,案例社区可以区分出基础价值空间和主体价值空间,旅游开发对2种空间都有改变作用。旅游开发使得研究区价值空间发生变化,出现空间置换、文化空间异化和传统价值空间的消失与社区的娱乐化现象;④ PPGIS与质性分析的结合,为社区居民表达诉求提供了一种技术手段,为规划管理者理解社区复杂话语和社会现象提供了新的途径。 相似文献
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Shifen Cheng Peng Peng 《International journal of geographical information science》2020,34(9):1849-1872
ABSTRACT Missing data is a common problem in the analysis of geospatial information. Existing methods introduce spatiotemporal dependencies to reduce imputing errors yet ignore ease of use in practice. Classical interpolation models are easy to build and apply; however, their imputation accuracy is limited due to their inability to capture spatiotemporal characteristics of geospatial data. Consequently, a lightweight ensemble model was constructed by modelling the spatiotemporal dependencies in a classical interpolation model. Temporally, the average correlation coefficients were introduced into a simple exponential smoothing model to automatically select the time window which ensured that the sample data had the strongest correlation to missing data. Spatially, the Gaussian equivalent and correlation distances were introduced in an inverse distance-weighting model, to assign weights to each spatial neighbor and sufficiently reflect changes in the spatiotemporal pattern. Finally, estimations of the missing values from temporal and spatial were aggregated into the final results with an extreme learning machine. Compared to existing models, the proposed model achieves higher imputation accuracy by lowering the mean absolute error by 10.93 to 52.48% in the road network dataset and by 23.35 to 72.18% in the air quality station dataset and exhibits robust performance in spatiotemporal mutations. 相似文献