A study of systematization and promotion of spatial thinking with GIS

本研究的目的是从行为地理学和认知心理学的角度系统化空间思维的要素，并探讨利用GIS促进空间思维的方法。通过将这一主题分为三个次主题，得出了以下结论。(1)关于空间思维的系统化，我们整理了它的三个要素（即，概念、表示和推理）和相关概念（e.例如，在一个实施例中，空间知识和空间能力）。通过对方向感和空间思维问卷的因素结构分析，证明了空间能力和空间思维与多个独立因素有关。(2)在空间思维课程方面，分析了日本国立大学入学考试中心举办的高考地形图试题的内容。研究结果显示，地理教育所要求的阅读地形图的能力，在课程大纲的推动下，已发生改变。此外，对大学生口头报告的定性分析表明，阅读地形图的认知过程因问题和地图的类型而异。(3)关于促进GIS的空间思维，我们为地方政府的业务开发了GIS教材，并测试了其对市政雇员的有用性。然而，我们无法确认GIS对促进空间思维的效果。

The aim of this study was to systematize the elements of spatial thinking and to explore the methods for promoting it with GIS based on behavioral geography and cognitive psychology. By dividing this theme into three subthemes, the following findings were obtained.(1) Concerning systematization of spatial thinking, we arranged the relationship between its three elements(viz., concepts, representation, and reasoning) and related concepts(e. g., spatial literacy and spatial abilities). An analysis of the factor structure through the questionnaire of sense of direction and spatial thinking proved that several independent factors are concerned with spatial abilities and spatial thinking.(2) Concerning the curriculum related to spatial thinking, we analyses the contents of the test questions with topographic maps used in the entrance examination held by the National Center for University Entrance Examination of Japan. The result showed that the skill of reading topographic maps demanded by geography education has changed according to the government curriculum guidelines. In addition, qualitative analysis of the verbal reports obtained from the subjects of university students revealed that the cognitive process of reading topographic maps varied with the types of questions and maps.(3) Concerning the promotion of spatial thinking with GIS, we developed teaching materials of GIS for the business of local government and tested its usefulness for municipal employees. However, we could not confirm the effect of GIS on the promotion of spatial thinking.