Mapping a Difference: The Power of Geospatial Visualization

Abstract:

Geospatial Technologies (GST), such as GIS, GPS and remote sensing, offer students and teachers the opportunity to study the “why” of where. By making maps and collecting location-based data, students can pursue authentic problems using sophisticated tools. The proliferation of web- and cloud-based tools has made these technologies broadly accessible to schools.

In addition, strong spatial thinking skills have been shown to be a key factor in supporting students that want to study science, technology, engineering, and mathematics (STEM) disciplines (Wai, Lubinski and Benbow) and pursue STEM careers. Geospatial technologies strongly scaffold the development of these spatial thinking skills. For the last ten years, the Geospatial Semester, a unique dual-enrollment partnership between James Madison University and Virginia high schools, has provided students with the opportunity to use GST’s to hone their spatial thinking skills and to do extended projects of local interest, including environmental, geological and ecological studies. Along with strong spatial thinking skills, these students have also shown strong problem solving skills, often beyond those of fellow students in AP classes.

Programs like the Geospatial Semester are scalable and within the reach of many college and university departments, allowing strong engagement with K-12 schools. In this presentation, we’ll share details of the Geospatial Semester and research results on the impact of the use of these technologies on students’ spatial thinking skills, and discuss the success and challenges of developing K-12 partnerships centered on geospatial visualization.