Thinking Spatially: The Incorporation of Geographic Information Science Across the K-12 Curriculum

空间思维：将地理信息科学纳入 K-12 课程

• 批准号: 0076284
• 负责人: Anthony de Souza
• 金额: $ 31.54万
• 依托单位: National Academy of Sciences
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-09-15 至 2005-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0076284&HistoricalAwards=false
• 关键词: Thinking; Spatially; Incorporation; Geographic; Information

A strong component of the drive for K-12 educational reform have been concerns about the capacity of Americans to compete successfully in a rapidly changing context defined by intense international competition in global markets and swift technological change. The desire to improve American global and technological competitiveness has led to calls for enhancements in the use of modern technologies at all stages of the educational process. This development coincides with increasing interest in the development of critical thinking skills that enable individuals to conceptualize problems, acquire and analyze relevant information, and use advanced technologies like geographic information systems (GISs) to make effective spatial decisions. To address these related problems, this award will provide partial support for a special study committee established by the National Research Council (NRC) to study the use of GIS and related technologies and the emerging concepts and principles of geographic information science (GIScience) across the K-12 curriculum in the U.S. The review will focus on two related questions: (1) How can current software versions of GIS and theoretical approaches of GIScience be incorporated into standards-based instruction in knowledge domains across the breadth of the curriculum? (2) How can cognitive development and educational theory be used to design age-appropriate versions of GIS software and age-appropriate GIScience curricula? The project will include a review of knowledge and current practice regarding the use of GIS and GIScience in K-12 curricula in geography, mathematics, and science. It will develop guidelines and recommendations for pre-service and in-service training programs as well as curricula for GIS and GIScience programs. It also will identify and follow through on small-scale, highly focused studies of key issues in pre-collegiate GIS and GIScience education, such as the role of collaborative learning models in instruction, patterns of GIS use as a function of gender and cognitive development levels, and interface designs to facilitate cognitive development. The review will result in a book-length final report, with additional information disseminated via the Internet. The project will contribute to the development of application guidelines and outline research needs and strategies to meet future needs for student learning, teacher training, and software development. The study will provide short-term guidance for incorporating GIS and GIScience into American schools, and it will identify longer-term research issues associated with improved design of GISs and enhanced GIScience-related instruction.

K-12教育改革的一个重要组成部分是对美国人在全球市场激烈的国际竞争和迅速的技术变革所定义的快速变化的环境中成功竞争的能力的担忧。 提高美国全球和技术竞争力的愿望导致人们呼吁在教育过程的各个阶段加强现代技术的使用。 这一发展与人们对培养批判性思维技能的兴趣日益浓厚相一致，批判性思维技能使个人能够概念化问题、获取和分析相关信息，并使用地理信息系统 (GIS) 等先进技术做出有效的空间决策。 为了解决这些相关问题，该奖项将为国家研究委员会（NRC）成立的一个特别研究委员会提供部分支持，该委员会负责研究美国K-12课程中GIS和相关技术的使用以及地理信息科学（GIScience）的新兴概念和原理。审查将重点关注两个相关问题：（1）如何将当前的GIS软件版本和GIScience理论方法纳入知识领域基于标准的教学中 涵盖整个课程的广度？ (2) 如何利用认知发展和教育理论来设计适合年龄的GIS软件版本和适合年龄的GIS科学课程？ 该项目将包括对有关在 K-12 地理、数学和科学课程中使用 GIS 和 GIScience 的知识和当前实践进行审查。 它将为职前和在职培训计划以及 GIS 和 GIScience 计划的课程制定指南和建议。 它还将确定并跟进大学预科 GIS 和 GIS 科学教育中关键问题的小规模、高度集中的研究，例如协作学习模型在教学中的作用、GIS 使用模式作为性别和认知发展水平的函数，以及促进认知发展的界面设计。 审查将产生一份长达一本书的最终报告，并通过互联网传播更多信息。 该项目将有助于制定应用指南并概述研究需求和策略，以满足未来学生学习、教师培训和软件开发的需求。 该研究将为将 GIS 和 GIScience 纳入美国学校提供短期指导，并将确定与改进 GIS 设计和加强 GIScience 相关教学相关的长期研究问题。