Towards a holistic framework for delivering quality GIS education within and across disciplines
Towards a holistic framework for delivering quality GIS education within and across disciplines
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DOI：
10.1111/tgis.12773
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发表时间：
2021-07
影响因子：
2.4
通讯作者：
P. Hodza;Margo E. Berendsen;J. Hamerlinck
中科院分区：
文献类型：
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作者：
P. Hodza;Margo E. Berendsen;J. Hamerlinck
当前的GIS教育框架存在差距、被低估的要素和分散的组成部分，使得难以有效地联系、教学、学习和评估学科内和跨学科的学习关键结构。基于对多学科文献的批判性综合、分析和扩展，我们开发了一个以学生为中心的框架，该框架将2D学习GIS空间置于由认知、情感和心理学习领域定义的更广泛的3D教育空间中。GIS学习的方式进行了讨论的背景下，“圈的GIS思维，”“三角形的GIS实践，”和“三角形的情感GIS。”该框架表明，全面的GIS个人拥有通过思考、实践和感觉学习获得的硬和软（非）地理空间知识、技能和能力。它是连贯的，直观的，可扩展的，并与现代GIS的观点和知识同步，以及掌握这一主题的多模式方式。我们展示了框架如何通知设计和内容的考虑混合思想上，动手，和“身体上”的课堂评估，反映了GIS的性质。我们的结论是，该框架显示出相当大的潜力，以促进一致和持续提供优质的GIS教育。
The current GIS education framework has gaps, undervalued elements, and decentralized components that make it difficult to effectively relate, teach, learn, and assess learning key constructs within and across disciplines. Building upon critical synthesis, analysis, and extension of multidisciplinary literature, we develop a student‐centered framework that places the 2D learning GIS space within the broader 3D educational space defined by cognitive, affective, and psychomotor domains of learning. The modalities of GIS learning are discussed in the contexts of the “circle of GIS thinking,” “triangle of GIS practice,” and “triangle of affective GIS.” The framework suggests that well‐rounded GIS individuals possess hard and soft (non‐)geospatial knowledge, skills, and abilities gained through learning by thinking, doing, and feeling. It is coherent, intuitive, extensible, and in sync with modern GIS perspectives and knowledge, and multimodal ways of mastering this subject. We demonstrate how the framework informs design and content considerations for hybrid minds‐on, hands‐on, and “body‐on” classroom assessments that mirror the nature of GIS. We conclude that the framework shows considerable potential to facilitate consistent and persistent delivery of quality GIS education.