The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking
The implementation of a geospatial information technology (GIT)‐supported land use change curriculum with urban middle school learners to promote spatial thinking
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与城市中学学习者一起实施地理空间信息技术（GIT）支持的土地利用变化课程，以促进空间思维
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发表时间：
2011
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通讯作者：
Alec M. Bodzin
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作者：
Alec M. Bodzin
本研究调查了地理空间信息技术(GIT)支持的科学课程是否能帮助城市中学的学生理解土地利用变化(LUC)的概念，并增强他们的空间思维。本研究以一所城市中学的五个八年级地球与空间科学班为被试，该班由三个不同能力水平的轨道组成。数据收集方法包括考试前/考试后评估、每天的课堂观察、每天的教师会议和对学生制作的人工制品的检查。研究结果表明，对于所有学习者来说，与LUC相关的环境问题的内容知识以及涉及航空和遥感(RS)图像解释的空间思维技能都有所增加。在大多数内容和技能领域集群中，中低音轨学习者的影响幅度大于高音速学习者。在所有能力水平的轨道上，空间思维项目的成绩都有所提高。课程的实施似乎有效地加强了与遥感图像解译有关的空间思维技能，以识别物体和调查地面覆盖物特征。所有能力水平的学习者都很难理解时间顺序的图像。讨论了影响学习情境的课程设计原则和教学策略。这项研究的发现支持了空间思维是可以学习的，可以正式地教授给城市中学的所有学生，并且可以通过适当设计的工具、技术和课程来支持。©2011 Wiley期刊，Inc.J Res Sci Teach 48：281-300,2011
This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Findings indicated that content knowledge about environmental issues associated with LUC and spatial thinking skills involved with aerial and remotely sensed (RS) imagery interpretation increased for all learners. In most content and skill area clusters, effect sizes were larger for lower and middle track learners than for upper track learners. Achievement for spatial thinking items increased for all ability level tracks. The curriculum implementation appeared effective for enhancing spatial thinking skills involved with RS image interpretation to identify objects and investigate ground cover features. Learners at all ability levels had difficulty interpreting time-sequenced images. Influencing learning contexts including curriculum design principles and instructional strategies are discussed. The findings from this study provide support that spatial thinking can be learned, can be taught formally to all students in an urban middle school, and can be supported by appropriately designed tools, technologies, and curriculum. © 2011 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 281–300, 2011