Doctoral Dissertation Research: The Impact of Paper Versus Digital Map Technology on Students' Spatial Thinking Skill Acquisition

这个博士论文研究项目认为，在地理教育中使用更传统的纸质地图相比，越来越多地使用基于数字的地图对空间思维技能的影响。空间思维能力对于理解自然和文化现象至关重要。关键业务、应急准备、情报和国际关系决策等都取决于空间思维。空间思维能力使人们能够以多种方式认识和理解关系，并以静态和动态的方式记住它们。该项目比较了数字地图与传统纸质地图的使用，并考虑了它们如何影响K-12学生空间思维技能的发展。尽管一再建议，地理信息系统和虚拟地球仪是无与伦比的能力，从事K-12学生在更高层次的空间思维技能，几乎没有经验证据表明，纸质地图，或其他传统的低技术教学交付，票价更差。这项研究的动机是：1）美国学生缺乏地理内容和技能的熟练程度; 2）不注意数字地图的教育用途; 3）迫切需要提高K-12学生的空间思维能力。本研究提出两个研究问题：1）空间思维技能的发展是否在纸上和数字地图教学交付之间存在差异？2)空间思维技能的发展是否会因对地理的态度、过去的旅行经验或性别等人口统计变量而有所不同，它们之间是否存在与教学方法相关的交互作用？该项目使用两个课程组成部分：南卡罗来纳州地图和航空摄影系统，基于标准的跨学科中学课程，旨在提高空间思维能力，以及谷歌地球，一个经常更新的计算机应用程序，提供机会，看到地球的各种地理从全球到街道水平的看法范围内的比例。参与的教师将接受这两种课程的培训，学生将完成一份基本问卷和态度调查。空间思维技能的发展将被衡量为学生参与无论是基于纸张或数字地图为基础的教学。空间思维能力将通过空间思维能力测试在课前和课后进行测试。研究问题采用准实验（非随机）设计，涉及8年级的中学生班。这项研究的结果将通过调查传统纸张与数字技术的方法来推进K-12学习，最适合提供提高空间思维技能的内容。该研究项目旨在预测未来教师面临的技术变革和挑战，并就促进有效学习所需的最佳教学方法提供指导。这项研究进一步加深了我们对如何最好地接近和培养学生这些技能的理解，并最终创建课程和材料来实现这些目标。作为博士论文研究改进奖，该奖项还将提供支持，使有前途的学生建立一个强大的独立的研究生涯。

This doctoral dissertation research project considers the impact on spatial thinking skills of the increased use of digitally-based maps compared with the use of more traditional paper maps in geographic education. The ability to think in spatial terms is essential to the understanding of natural and cultural phenomena. Critical business, emergency preparedness, intelligence, and international relations decisions, among others, depend on spatial thinking. Spatial thinking skills allow people to recognize and understand relationships in multiple ways and to remember them in both static and dynamic representations. This project compares the use of digitally presented maps with traditional paper maps and considers how they impact the development of spatial thinking skills in K-12 students. Despite repeated suggestions that geographic information systems and virtual globes are unmatched for their ability to engage K-12 students in higher-level spatial thinking skills, there is little empirical evidence to suggest that paper maps, or other traditional low-tech instructional delivery, fare worse. This research is motivated by 1) a lack of student proficiency in geography content and skills in the United States; 2) inattention to the educational uses of digital maps; and 3) the overwhelming need to improve spatial thinking skills among K-12 students. Two research questions are posed: 1) Does spatial thinking skill development differ between paper and digital map instructional delivery? 2) Does spatial thinking skill development differ based on attitudes toward geography, past travel experience, or demographic variables such as gender, and are there interaction effects among them related to the instructional method? This project uses two curriculum components: South Carolina Maps and Aerial Photographic Systems, standards-based interdisciplinary middle school curriculum designed to enhance spatial thinking skills, and Google Earth, a frequently updated computer application that provides opportunities to see the Earth's varied geography from scales that range from global to street-level views. Participating teachers will be trained in both curricula and students will complete a basic questionnaire and attitudinal survey. Spatial thinking skill development will be measured as students participate in either paper-based or digital map-based instruction. Spatial thinking skills will be tested pre- and post-lesson implementation via the Spatial Thinking Ability Test. The research questions are investigated using a quasi-experimental (non-random) design involving classes of 8th grade middle school students. The results of this study will advance K-12 learning by investigating the methods, traditional paper versus digital technology, best suited for delivering content that improves spatial thinking skills. This research project is designed to anticipate technology changes and challenges facing teachers in the future and to provide guidance on the best instructional delivery methods necessary to promote effective learning. This research furthers our understanding of how best to approach and foster these skills with students and ultimately create curriculum and materials to achieve those goals. As a Doctoral Dissertation Research Improvement award, this award also will provide support to enable a promising student to establish a strong independent research career.