Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of K 12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the K 12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Table of Contents
|PART I: THE NATURE AND FUNCTIONS OF SPATIAL THINKING --2 The Nature of Spatial Thinking||23-48|
|3 Spatial Thinking in Everyday Life, at Work, and in Science||49-93|
|4 Teaching and Learning About Spatial Thinking||94-109|
|5 Responding to the Need for Spatial Thinking||110-134|
|6 Tools for Thought: The Concept of a Support System||135-152|
|PART II: SUPPORT FOR SPATIAL THINKING--7 High-Tech Support Systems for Spatial Thinking||153-165|
|8 An Assessment of GIS as a System for Supporting Spatial Thinking in the K-12 Context||166-216|
|9 GIS as a Support System for Spatial Thinking||217-226|
|PART III: SUPPORTING SPATIAL THINKING IN THE FUTURE--10 Conclusions and Recommendations||227-236|
|11 The Spatial Thinker||237-242|
|Appendix A Biographical Sketches of Committee Members and Staff||257-263|
|Appendix B Oral Presentations and Written Statements||264-265|
|Appendix C Individual Differences in Spatial Thinking: The Effects of Age, Development, and Sex||266-280|
|Appendix D The Role of Spatial Representations in Learning, Problem Solving, and Transfer||281-284|
|Appendix E Software Descriptions and Resources||285-286|
|Appendix F What Is GIScience?||287-288|
|Appendix G The Introduction of GIS into K–12 Education||289-292|
|Appendix H Seasonal Differences: A Customized Eighth-Grade GIS Module||293-297|
|Appendix I List of Acronyms||298-300|
Find relevant information like your own rough draft from among the thousands of reports available for free at NAP.edu. Copy and paste up to 8 pages of content—whether from your own draft or an outside article—and Reference Finder will recommend NAP publications related to your text.
View Reference Finder
The National Academies Press (NAP) has partnered with Copyright Clearance Center's Rightslink service to offer you a variety of options for reusing NAP content. Through Rightslink, you may request permission to reprint NAP content in another publication, course pack, secure website, or other media. Rightslink allows you to instantly obtain permission, pay related fees, and print a license directly from the NAP website. The complete terms and conditions of your reuse license can be found in the license agreement that will be made available to you during the online order process. To request permission through Rightslink you are required to create an account by filling out a simple online form. The following list describes license reuses offered by the National Academies Press (NAP) through Rightslink:
Click here to obtain permission for the above reuses. If you have questions or comments concerning the Rightslink service, please contact:
Rightslink Customer Care
Tel (toll free): 877/622-5543
To request permission to distribute a PDF, please contact our Customer Service Department at 800-624-6242 for pricing.
To request permission to translate a book published by the National Academies Press or its imprint, the Joseph Henry Press, please click here to view more information.
Loading stats for Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum...