Effects of a GIS Course on Three Components of Spatial Literacy
Effects of a GIS Course on Three Components of Spatial Literacy
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发表时间：
2012-02
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通讯作者：
Minsung Kim
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作者：
Minsung Kim
GIS课程对空间素养三个组成部分的影响。（2011年12月）Minsung Kim，B.A.，首尔国立大学;硕士，首尔国立大学咨询委员会联合主席：Robert Bednarz博士Sarah Bednarz博士本研究调查了完成GIS入门课程是否会影响大学生的空间素养，这些空间素养包括空间思维习惯、空间概念和思维技能以及批判性空间思维。本研究采用空间思维习惯量表、空间概念与技能测验、批判性空间思维口语测验三个测验来测量学生在这三个要素上的表现。此外，本研究还探讨了各成分之间的关系。在2010年秋季学期的开始和结束时进行了前后测试，德克萨斯A&M大学的本科生参加了这项研究。研究了以下四个问题。第一个研究问题调查了GIS学习是否改善了空间思维习惯（n = 168）。空间思维习惯的五个子维度（模式识别，空间描述，可视化，空间概念使用和空间工具使用）。总体而言，GIS学生的空间思维习惯得到了增强。然而，当考虑到学生的表现维度时，存在差异。
Effects of a GIS Course on Three Components of Spatial Literacy. (December 2011) Minsung Kim, B.A., Seoul National University; M.A., Seoul National University Co-Chairs of Advisory Committee: Dr. Robert Bednarz Dr. Sarah Bednarz This research investigated whether completing an introductory GIS course affects college students’ spatial literacy as defined by spatial habits of mind, spatial concepts and thinking skills, and critical spatial thinking. This study employed three tests (spatial habits of mind inventory, spatial concepts and skills test, critical spatial thinking oral test) to measure students’ performance on these three elements. Furthermore, this research investigated the relationship among the components. Preand post-tests were conducted at the beginning and the end of the 2010 fall semester, and Texas A&M undergraduate students participated in the research. The following four research questions were examined. The first research question investigated whether GIS learning improves spatial habits of mind (n = 168). Five sub-dimensions of spatial habits of mind (pattern recognition, spatial description, visualization, spatial concept use, and spatial tool use) were identified. Overall, GIS students’ spatial habits of mind were enhanced. However, variations existed when considering students’ performance by dimension.