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the part of a university that is concerned most directly with the individual student's responsibility to society at large" (Miller 1988, 2). After a series of historical events (including the Industrial Revolution, the Great Depression, and World War II), a new paradigm in higher education began to develop in the United States and all around the wo...
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... content of a GIS&T course can cover all five of the major topics noted in the Hart report. For example, GIS&T introduces both GIScience and geospatial technology (topic #1). Students can learn spatial literacy and geographic knowledge in real-world sce- narios via focus- group discussions, hands-on GIS exercises, and Web-based forums (topic #2). Spatial thinking methods, spatial analysis functions, and GIS models can enhance students’ skills in critical thinking and analytical reasoning (topic #3). Group projects and discussions will help students’ communication skills (topic #4). Finally, many GIS models and geographic research topics are dealing with global issues, such as ocean circulation models, earthquake locations, and world energy resources and consumption (topic #5). Spatial literacy is an ability to capture and communicate knowledge in the form of a map, understand and recognize the world as viewed from above, recognize and interpret patterns, know that geography is more than just a list of places on the earth’s surface, see the value of geography as a basis for organizing and discovering information, and comprehend such basic concepts as scale and spatial resolution . . . a set of abilities related to working and reasoning in a spatial world and to making a picture truly worth a thousand words . (Goodchild 2006, 1) As noted in the National Research Council (NRC) report, Learning to Think Spatially (2006, 1), “without explicit atten- tion to spatial literacy, we cannot meet our responsibility for equipping the next generation of students for life and work in the 21st Century.” Ultimately, spatial thinking is integral to the success of all students. Living things and their environments are situated in space, and human-environment interactions must be understood in terms of locations, distances, directions, shapes, and patterns (NRC 2006). Geographic information science and technology is founded on the idea that technology can be used to study space and spatial interactions. There are two primary domains of geographic infor- mation science and technology (UCGIS 2006) (see Figure 1). One subdomain is geographic information science (GIScience). GI- Science is multidisciplinary, addressing the nature of geographic information and the application of geospatial technologies to basic scientific questions (Goodchild 1992). GIScience draws on insights and methods from philosophy, psychology, mathematics, statistics, computer science, landscape architecture, and other fields. The second subdomain is geospatial technology (GST). GST is the specialized set of information technologies (such as aerial photography, remote sensing, surveying, and global posi- tioning systems) that support a wide variety of uses, from data acquisition to data storage and manipulation to image analysis to geovisualization display and ...
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... According to Constructivism Theory, knowledge is actively formed by the thinker rather than the student passively obtain knowledge from teacher. Students will customize any new information with their existing knowledge to form new knowledge in their minds with the help of social interaction with friends and teachers (Syah et al. 2013). ...
Technological evolution in the 21st Century Learning and Facilitation (L&F) have been significantly affirmed by the Ministry of Education Malaysia (MOE). Nonetheless, the present scenario still indicates the snag of technological development in the education system such as the application of geospatial technology in the subject of Geography in Malaysia which is not significant. Generally, Learning and Facilitation (L&F) of Geography subjects concern conventional activities that do not help much in improving the Spatial Thinking Skills (STS) and student interest. Ergo, Geospatial technology has been observed to have the potential to increase STS and student interest in Geography subjects. This study aims to develop a Geospatial technology intervention module based on the theory of Cognitive Learning, Theory of Constructivism and Bloom’s Taxonomy Theory. The formation of this module adopts Sidek Module Construction Model (MPMS) as the main motivation to complete this module. The contents of the module are also identified through a more comprehensive and analytical and extensive review of past studies done. This study creates draft modules that have four submodules namely Geography Skill, Physical Geography, Human Geography and Area Geography. The module is anticipated to be implemented as an effective L&F material especially in enhancing STS and attracting students to Geography subjects.
... Thus, the same coordinates, when plotted using different datums, show different locations of the earth's surface (Iliffe & Lott, 2008). If indeed spatial thinking is integral to the success of all scholars, as opined by Tsou and Yanow (2010), then the impacts of these spatial errors in circulation could be grievous in the future because they would experience wide circulation and use. The occurrence and circulation of these errors in articles also imply the low level of importance authors, reviewers and editors attached to spatial information and its literacy. ...
... The importance of spatial literacy instruction in higher education has been emphasized in recent years as it is perceived to be a valuable skill for employment (Tsou and Yanow 2010), and because of a proliferation of geospatial data and easy-to-use viewing and analysis software, such as Google Earth (Bednarz and Kemp 2011;King 2006;Maclachlan et al. 2014;Newcombe 2006;Youngblood 2006). The ubiquity of geospatial data and expectation for their use in diverse applications requires both academic and private sector professionals to have a practical understanding of spatial literacy concepts in order to effectively communicate their work to each other and the general public (Kim 2011). ...
... This is because spatial literacy can shape students' ability to reason and apply spatial concepts in real life (Grossner & Janelle, 2014). Also, with a solid foundation in spatial literacy, students will be better prepared to consider scientific questions and social aspects of the 21st century (Bednarz et al., 2013;Tsou & Yanow, 2010). However, the facts show that many students need help understanding how spatial concepts should be integrated into learning. ...
p style="text-align: justify;">Learning geography in Indonesia philosophically aims to develop spatial literacy. Students must improve spatial literacy to form reasoning skills and apply spatial concepts in real life. Applying Gersmehl's spatial learning can improve students' spatial literacy through syntax arranged based on spatial aspects. The use of google earth helps students to complete case studies of disaster mitigation materials without the need to go directly to the field. This quasi-experimental research refers to the posttest-only control group design by comparing the posttest of spatial literacy in the experimental and control classes. This study involved students of class XI IPS SMAN 1 Blitar City. The instrument is a five-point description test based on indicators of spatial literacy in disaster mitigation materials standardized with validity and reliability tests. The research data were analyzed using normality, homogeneity, and hypothesis tests. The data tested were in the form of posttest scores for spatial literacy in the experimental and control classes. The results of Gersmehl's spatial learning influence spatial literacy. The use of LKPD bridges the implementation of spatial learning syntax with Google Earth as a geospatial medium. The implementation of syntax in spatial learning is interrelated with spatial literacy indicators, thereby increasing students' spatial literacy based on experience and spatial recognition.</p
... El manejo de los datos adecuados refuerza un conocimiento territorial, fiable y preciso, que permite el desarrollo de las habilidades de explorar y visualizar el mundo real (cambio climático, desastres naturales y su recuperación, así como responder a la conservación de los mismos) (Tsou & Yanow, 2010). Una sólida formación espacial, en la que los Geodatos de las IDE sean un elemento esencial, facilitarán al futuro ciudadano el responder científicamente a cuestiones ambientales y sociales propias del siglo XXI. ...
Las Infraestructuras de Datos Espaciales y el conocimiento climático poseen un rol determinante en el desarrollo socioeconómico a todos los niveles de la sociedad; el presente resultado propone un diseño de una infraestructura de datos espacial para la climatología de montaña, en donde fueron examinados los marcos regulatorios existentes en lo que se refiere a los estándares y normas nacionales e internacionales. Se realizó una propuesta de metodología de diseño, desarrollo y modelado de datos con sus metadatos. Se detallaron los sistemas de gestión de datos clientes-servidor, recurriendo al Teorema de CAP. Permitió argumentar y proponer una metodología de diseño de infraestructura de Datos Espaciales y las mejores opciones para el contexto de Cuba, potenciando las de programas libres y código abierto. Se expusieron los servicios de datos geoespacial básicos que debe proveer y su relación espacial, se definieron los roles asignados a cada actor en la infraestructura, entre estos el de seleccionar mapas, ejecutar consultas predefinidas, generar y exportar productos espaciales e informes, así como modificar datos. Se establecieron requisitos de seguridad e integridad de todas las informaciones almacenadas y las buenas prácticas a cumplir en aplicaciones públicas en internet, la seguridad de los dominios y certificaciones de los servicios de funciones web, se implantaron requisitos mínimos de disponibilidad y de accesos. Se propuso las mejores soluciones tecnológicas de despliegue, los servidores y clientes de Infraestructuras de Datos Espacial, de escritorio, sistemas de gestión de bases de datos espaciales, aplicaciones de captura de datos y almacenamiento en la nube. Se propusieron indicadores de evaluación que permiten las mejoras constantes.
... The potential of geospatial information and its interest in citizenship is closely linked with decision-making and management [39], and also for professional development [40]. ...
Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 421). A mixed methodology has been implemented, with a descriptive cross-sectional approach as well as inferential analysis based on a questionnaire (α ≥ .918) and the tasks carried out by the sample. The results show a poor didactic use of technologies while confirming the acquisition of knowledge about geolocation. This corroborates the benefits of applying an improvement in the digital competence of teachers in training.
... Selain itu, (Haklay 2012) menyatakan bahawa, di alam dunia sebenar pemikiran secara ruang dapat membantu kita memahami peta berasaskan lokasi atau location based services (LBS). Di samping itu, (Tsou & Yanow 2010) juga menghujahkan bahawa pemikiran secara ruang ini tidak hanya berasaskan kepada pendidikan sistem maklumat Geografi sahaja malah ianya secara tidak langsung dapat menghubungkan Geografi dan kemanusiaan dalam menyelesaikan sesuatu masalah melibatkan ruang. ...
... Manakala (Tsou & Yanow 2010) pula menyatakan bahawa perspektif kemahiran berfikir secara ruang ini dapat membantu pelajar dalam meningkatkan pengetahuan Geografi serta membangunkan keupayaan mereka untuk meneroka dan memaparkan masalah-masalah kritikal global seperti perubahan iklim global, pemulihan isu bencana alam, dan pemuliharaan. Mereka juga mencadangkan bahawa bersandarkan asas pemikiran secara ruang dalam kalangan pelajar dapat membolehkan pelajar sains sosial abad ke-21 lebih bersedia untuk menghadapi dan membantu menyelesaikan sebarang masalah yang melibatkan ruang. ...
Tiada bahagian daripada terbitan prosiding ini boleh diterbitkan semula, disimpan untuk pengeluaran atau ditukarkan ke dalam sebarang bentuk atau dengan sebarang alat juga pun, sama ada dengan cara elektronik, gambar serta rakaman dan sebagainya tanpa kebenaran bertulis dari Penerbit terlebih dahulu. No part of this proceedings publication may be produced or transmitted in any form or by means, electronic, including photocopy, recording or any and any information storage and retrieval system, without prior permission in writing from the publisher. eISBN: 978-967-2224-49-5 DISCLAIMER The views, opinions and technical recommendations expressed by the contributors and authors in these proceedings are not necessarily those of the editors, the department, the faculty nor the university. While every attempt has been made to ensure consistency of the format and the layout of the proceedings, the editors and the organizing committees are not responsible for the content of the papers and the views in these proceedings.
... Selain itu, (Haklay 2012) menyatakan bahawa, di alam dunia sebenar pemikiran secara ruang dapat membantu kita memahami peta berasaskan lokasi atau location based services (LBS). Di samping itu, (Tsou & Yanow 2010) juga menghujahkan bahawa pemikiran secara ruang ini tidak hanya berasaskan kepada pendidikan sistem maklumat Geografi sahaja malah ianya secara tidak langsung dapat menghubungkan Geografi dan kemanusiaan dalam menyelesaikan sesuatu masalah melibatkan ruang. ...
... Manakala (Tsou & Yanow 2010) pula menyatakan bahawa perspektif kemahiran berfikir secara ruang ini dapat membantu pelajar dalam meningkatkan pengetahuan Geografi serta membangunkan keupayaan mereka untuk meneroka dan memaparkan masalah-masalah kritikal global seperti perubahan iklim global, pemulihan isu bencana alam, dan pemuliharaan. Mereka juga mencadangkan bahawa bersandarkan asas pemikiran secara ruang dalam kalangan pelajar dapat membolehkan pelajar sains sosial abad ke-21 lebih bersedia untuk menghadapi dan membantu menyelesaikan sebarang masalah yang melibatkan ruang. ...
... Es labor de los docentes proveer al alumnado de tales competencias para que puedan contar con una formación plena, que les permita relacionarse en el contexto educativo y laboral del siglo XXI (Delors, 1996). El potencial de la información geoespacial y su interés para la ciudadanía está vinculado, de manera íntima, con la toma de decisiones y la gestión (Muro-Medrano, 2012), y también para el desenvolvimiento profesional (Tsou & Yanow, 2010). ...
Research on training in knowledge related to geolocation with technologies shows the training potentials and limitations that these resources offer for teachers in training. This study examines the perceptions of the instructional effectiveness of mobile devices and geolocation software, by analyzing the performance in the TPACK skills dimensions of future teachers (n = 383). A mixed methodology has been implemented, with a descriptive cross-sectional approach as well as inferential analysis based on questionnaires (α ≥ .903) and the tasks carried out by the sample. The results show a poor didactic use of technologies while confirming the acquisition of knowledge about geolocation. This corroborates the benefits of applying an improvement in the digital competence of teachers in training
... From the tables that have been presented, it can be one of the solutions in applying GIS-based geography learning, but PBL-GIS used in this case is GIS with Web-based, especially the Google Earth application. The application can facilitate by displaying images in 3D form, altitude profile of a place, as well as historical imagery, [10]; in [12] for example, using the time slider on Google Earth to see an event at a time. Students can prove or match an issue with the time slider search results in Google Earth. ...
Spatial thinking skills must be mastered by students. This is very important because this concept is the main character in studying geography. On the surface of the earth, some things become problems related to natural conditions that can be solved by those who can to think spatially. This ability to think spatially can be applied by students in terms of analyzing areas prone to disasters. In principle, they must be able to understand how the characteristics of a region that has a high vulnerability to disasters. To further facilitate and sharpen their analysis, data that is capable of supporting can be used to produce the new information needed. These data can be facilitated well through image data processing software and Geography Information System (GIS). The method used in the assessment of this problem is qualitative descriptive. Based on the results, of the analysis it can be concluded that spatial thinking skills is at the core of achievement in geography learning. GIS provides an opportunity for students to explore their environment by using new technology. Therefore, in the future, it can be used increased as a critical thinking ability in a spatial. Increasing spatial thinking skills will enable students to get to know their own environment and the environment properly, which include recognizing the threat, the level of vulnerability of the region to the risk of disaster-prone, when a disaster occurs, students can help themselves, their families, and also the community.
