首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 390 毫秒
1.
《The Journal of geography》2012,111(5):208-219
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.  相似文献   

2.
《The Journal of geography》2012,111(5):181-191
Abstract

The human brain appears to have several “regions” that are structured to do different kinds of spatial thinking, according to a large and rapidly growing body of research in a number of disciplines. Building on a previous review of research with older children and adults, this article summarizes the research on spatial thinking by young children. Three conclusions: brain structures for spatial reasoning are fully functional at a very early age, adult intervention can enhance both use and representational ability, and practice in early grades is an important, perhaps even essential, part of the scaffold for later learning.  相似文献   

3.
《The Journal of geography》2012,111(5):169-180
ABSTRACT

Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction.  相似文献   

4.
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.  相似文献   

5.
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。  相似文献   

6.
《The Journal of geography》2012,111(6):243-250
Abstract

Teaching students to gain a spatial perspective is one of the most difficult yet important components of geographic education. This paper presents a series of activities designed to develop a more comprehensive understanding of spatial concepts among students in introductory geography courses. The activities and content are most appropriate for high school or university undergraduate students. An evaluation of these activities demonstrates that they enhance the student's spatial perspective and their understanding of the role of spatial concepts in geography.  相似文献   

7.
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   

8.
  相似文献   

9.
Existing sensor network query processors (SNQPs) have demonstrated that in-network processing is an effective and efficient means of interacting with wireless sensor networks (WSNs) for data collection tasks. Inspired by these findings, this article investigates the question as to whether spatial analysis over WSNs can be built upon established distributed query processing techniques, but, here, emphasis is on the spatial aspects of sensed data, which are not adequately addressed in the existing SNQPs. By spatial analysis, we mean the ability to detect topological relationships between spatially referenced entities (e.g. whether mist intersects a vineyard or is disjoint from it) and to derive representations grounded on such relationships (e.g. the geometrical extent of that part of a vineyard that is covered by mist). To support the efficient representation, querying and manipulation of spatial data, we use an algebraic approach. We revisit a previously proposed centralized spatial algebra comprising a set of spatial data types and a comprehensive collection of operations. We have redefined and re-conceptualized the algebra for distributed evaluation and shown that it can be efficiently implemented for in-network execution. This article provides rigorous, formal definitions of the spatial data types, points, lines and regions, together with spatial-valued and topological operations over them. The article shows how the algebra can be used to characterize complex and expressive topological relationships between spatial entities and spatial phenomena that, due to their dynamic, evolving nature, cannot be represented a priori.  相似文献   

10.
This study investigates whether spatial learning outcomes differ with respect to different instructional media. Spatial thinking skills were tested pre- and postlesson implementation via the spatial thinking ability test as eighth grade students participated in either paper-based or digital map-based instruction. Students' attitudes toward geography, past travel experience, and demographic variables such as gender, were also examined to search for differences in spatial thinking skill development. Results of the study reveal that both paper and digital media aid in developing and improving spatial thinking skill acquisition among students.  相似文献   

11.
ABSTRACT

The importance of including a contextual underpinning to the spatial analysis of social data is gaining traction in the spatial science community. The challenge, though, is how to capture these data in a rigorous manner that is translational. One method that has shown promise in achieving this aim is the spatial video geonarrative (SVG), and in this paper we pose questions that advance the science of geonarratives through a case study of criminal ex-offenders. Eleven ex-offenders provided sketch maps and SVGs identifying high-crime areas of their community. Wordmapper software was used to map and classify the SVG content; its spatial filter extension was used for hot spot mapping with statistical significance tested using Monte Carlo simulations. Then, each subject’s sketch map and SVG were compared. Results reveal that SVGs consistently produce finer spatial-scale data and more locations of relevance than the sketch maps. SVGs also provide explanation of spatial-temporal processes and causal mechanisms linked to specific places, which are not evident in the sketch maps. SVG can be a rigorous translational method for collecting data on the geographic context of many phenomena. Therefore, this paper makes an important advance in understanding how environmentally immersive methods contribute to the understanding of geographic context.  相似文献   

12.
Abstract

Taking a clue from classic time-series decomposition, this article demonstrates a spatial filtering and search technique that permits the partitioning of a measure of marginality, here measured as the percent of the population living at less than 50 percent of the poverty level, into macro, meso, and micro components. This approach supports theory that has argued for scale-specific explanations of spatial marginality. The technique also offers promise for many other types of investigations such as disease incidence, microclimate dynamics, and consumer preferences.  相似文献   

13.
The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on five factors: major, gender, travel experience, geography courses, and experience using geographic information systems (GIS). For both outcome measures, results showed that the mean scores for elementary education majors were significantly lower than scores from secondary social studies majors and geography majors. Geography majors outperformed both groups of education majors on both measures. Implications for the preparation of geography teachers are discussed.  相似文献   

14.
ABSTRACT

Movement patterns of intra-urban goods/things and the ways they differ from human mobility and traffic flow patterns have seldom been explored due to data access and methodological limitations, especially from systemic and long timescale perspectives. However, urban logistics big data are increasingly available, enabling unprecedented spatial and temporal resolutions to this issue. This research proposes an analytical framework for exploring intra-urban goods movement patterns by integrating spatial analysis, network analysis and spatial interaction analysis. Using daily urban logistics big data (over 10 million orders) provided by the largest online logistics company in Hong Kong (GoGoVan) from 2014 to 2016, we analyzed two spatial characteristics (displacement and direction) of urban goods movement. Results showed that the distribution of goods displaceFower law or exponential distribution of human mobility trends. The origin–destination flows of goods were used to build a spatially embedded network, revealing that Hong Kong became increasingly connected through intra-urban freight movement. Finally, spatial interaction characteristics were revealed using a fitting gravity model. Distance lacked substantial influence on the spatial interaction of goods movement. These findings have policy implications to intra-urban logistics and urban transport planning.  相似文献   

15.
Abstract

Questioning is an important teaching skill. Teachers should be able to ask ‘thinking’ questions as well as ‘memory’ questions and they should be able to ask questions about ideas as well as facts. To assist teachers with development of their questioning skills, two dimensions of a question — the intellectual processes involved in answering it and the form of knowledge constituting the content — are reviewed. The dimensions are then combined into a matrix illustrating thirteen types of cognitive questions.  相似文献   

16.
  相似文献   

17.
ABSTRACT

Modelling changes in biodiversity have become a necessary component of smart urban planning practices. However, concepts such as biodiversity are often evaluated using area-based composite indices, the results of which are heavily reliant on specific parameters chosen. This paper explores the design and implementation of a butterfly biodiversity index by comparing two widely accepted modelling techniques: principal component analysis and spatial multi-criteria decision analysis (MCDA). A high degree of scale dependency has been demonstrated in previous studies exploring the use of area-based composite measures. To evaluate the impact of scale, each model was assessed at two different spatial resolutions. The outcomes were analyzed, mapped and compared using ordinary least squares, geographically weighted regression and global Moran’s I to evaluate relative biodiversity patterns across the City of Toronto, Canada. Findings indicate that the impact of spatial scale was significant, whereby the coarser resolution models were found to be more highly correlated with biodiversity, compared to the finer resolution models. The results of this study contribute to a growing body of literature that explores key conceptual questions regarding the robustness of GIS-based MCDA, the impact of scale in urban ecology studies, and the use of composite indices to manage spatial ecological data.  相似文献   

18.
ABSTRACT

The article presents the changes in the discipline of geography over 60 years as experienced both in fieldwork and in practice by a Norwegian geographer. Based on diaries and collections of memoirs, the author, Arild Holt-Jensen, presents his life story and how it has been impacted by people, places and special events. His intention is to show how geography and his own work reflect social, political and intellectual changes since the late 1950s. Initially, a regional geography approach was adopted in the fieldwork for his master’s thesis but the approach was challenged by new ideas and methods from both the spatial science school and model thinking. As a young lecturer in 1968, the author was shocked by the positivism debate and critical philosophy, and his spatial science and quantitative approach in his PhD project had to be adapted. His political engagement and interest in planning led him to research social exclusion in European neighbourhoods. His need to trace the identity of geography as a discipline resulted in a textbook that throughout the years has been updated by following up on research trends to the present. Thus, the book and the article show Holt-Jensen’s shifts in disciplinary identity and research practice.  相似文献   

19.

Spatial barriers to employment limit women's job opportunities, but their effects differ among racial/ethnic minority groups. This study evaluates the degree of spatial mismatch for minority women and men by comparing the commuting times of African American, Latino, and white workers in the New York metropolitan region. Using Public Use Microdata for 1980 and 1990, we perform a partial decomposition analysis to assess the role of spatial mismatch in lengthening commuting times for minority workers. The results show that African American men and women living in the center of the region have poorer spatial access to employment than their white counterparts. In the suburbs, African American women and Latinas suffer no spatial mismatch; rather, their longer commuting times reflect greater reliance on mass transit. Comparison with 1980 findings reveals little change in spatial mismatch over time despite significant economic and social restructuring in the 1980s. Spatial barriers still limit employment prospects for the majority of minority women living at the core of the region.  相似文献   

20.
《The Journal of geography》2012,111(5):210-211
Abstract

This study aims to theoretically investigate the notion of critical thinking for a more just understanding of self and “others” in global geographical learning. It focuses on the kinds of injustice in the world which are driven by our relationships with “others.” By drawing on the literature of critical education, philosophy of education, and geography education, this study reveals how universal notions of criticality tend to easily undermine those perceived as global others and may highlight, in deficit mode, their perceived differences. Instead, the study presents the imperative of deconstructive thinking for a more just world. The article concludes by proposing a teaching strategy for alternative criticality which strives for justice in school geography.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号