FN Clarivate Analytics Web of Science VR 1.0 PT J AU Vlacholia, M Vosniadou, S Roussos, P Salta, K Kazi, S Sigalas, M Tzougraki, C AF Vlacholia, Maria Vosniadou, Stella Roussos, Petros Salta, Katerina Kazi, Smaragda Sigalas, Michael Tzougraki, Chryssa TI Changes in visual/spatial and analytic strategy use in organic chemistry with the development of expertise SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE LA English DT Article ID SPATIAL THINKING; CONCRETE MODELS; REPRESENTATIONAL COMPETENCE; GENERAL-CHEMISTRY; MENTAL ROTATION; SEX-DIFFERENCES; SCIENCE; EDUCATION; ABILITY; ACHIEVEMENT AB We present two studies that investigated the adoption of visual/spatial and analytic strategies by individuals at different levels of expertise in the area of organic chemistry, using the Visual Analytic Chemistry Task (VACT). The VACT allows the direct detection of analytic strategy use without drawing inferences about underlying mental processes. The first study examined the psychometric properties of the VACT and revealed a structure consistent with the hypothesis that it consists of two sub-scales: visual/spatial and analytic. The second study investigated the performance of 285 participants with various levels of expertise in organic chemistry on the VACT. The results showed that the adoption of analytic strategies in organic chemistry, and specifically in molecular structure, was difficult and was systematically used only by the more expert participants. The implications of this research for the teaching of chemistry are discussed. C1 [Vlacholia, Maria; Salta, Katerina; Tzougraki, Chryssa] Univ Athens, Dept Chem, Athens 15784, Greece. [Vosniadou, Stella] Univ Athens, Dept Philosophy & Hist Sci, Athens 15771, Greece. [Roussos, Petros] Univ Athens, Dept Psychol, Athens 15784, Greece. [Kazi, Smaragda] Pante Univ Athens, Dept Psychol, 136 Syngrou Ave, Athens 17671, Greece. [Sigalas, Michael] Aristotle Univ Thessaloniki, Dept Chem, Thessaloniki 54124, Greece. [Vosniadou, Stella] Flinders Univ S Australia, Sch Educ, GPO Box 2100, Adelaide, SA 5001, Australia. RP Tzougraki, C (reprint author), Univ Athens, Dept Chem, Athens 15784, Greece. EM tzougraki@chem.uoa.gr RI Salta, Katerina/G-6066-2011 OI Salta, Katerina/0000-0003-3814-9540 FU European Union (European Social Fund - ESF); Greek national funds through the Operational Program " Education and Lifelong Learning'' of the National Strategic Reference Framework (NSRF); Thales; European Social Fund FX This research has been co-financed by the European Union (European Social Fund - ESF) and Greek national funds through the Operational Program " Education and Lifelong Learning'' of the National Strategic Reference Framework (NSRF) - Research Funding Program: Thales. Investing in knowledge society through the European Social Fund. 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PD OCT PY 2017 VL 41 IS 5 BP 657 EP 666 DI 10.1177/0309132516650352 PG 10 WC Geography SC Geography GA FI7WK UT WOS:000412210000007 DA 2018-03-07 ER PT J AU Garnier, B Chang, M Ormand, C Matlen, B Tikoff, B Shipley, TF AF Garnier, Bridget Chang, Maria Ormand, Carol Matlen, Bryan Tikoff, Basil Shipley, Thomas F. TI Promoting Sketching in Introductory Geoscience Courses: CogSketch Geoscience Worksheets SO TOPICS IN COGNITIVE SCIENCE LA English DT Article DE Geoscience; Sketching feedback; Science education; Spatial thinking; Sketching tutor; Introductory courses; Science of design ID COGNITIVE SCIENCE; SPATIAL THINKING; GEOLOGICAL TIME; KNOWLEDGE; FEEDBACK; TECHNOLOGY; DIAGRAMS; STUDENTS; LEARN AB Research from cognitive science and geoscience education has shown that sketching can improve spatial thinking skills and facilitate solving spatially complex problems. Yet sketching is rarely implemented in introductory geosciences courses, due to time needed to grade sketches and lack of materials that incorporate cognitive science research. Here, we report a design-centered, collaborative effort, between geoscientists, cognitive scientists, and artificial intelligence (AI) researchers, to characterize spatial learning challenges in geoscience and to design sketch activities that use a sketch-understanding program, CogSketch. We developed 26 CogSketch worksheets that use cognitive science-based principles to scaffold problem solving of spatially complex geoscience problems and report observations of an implementation in an introductory geoscience course where students used CogSketch or human-graded paper worksheets. Overall, this research highlights the principles of interdisciplinary design between cognitive scientists, geoscientists, and AI researchers that can inform the collaborative design process for others aiming to develop effective educational materials. In their paper Promoting sketching in introductory geoscience courses: CogSketch geoscience worksheets,- Garnier and colleagues provide details on how an interdisciplinary team used CogSketch to produce Sketch Worksheets in undergraduate geoscience education. In a field trial over a semester they were able to increase the frequency in which sketching assignments were set (as they no longer needed to be hand marked). Moreover, they were able to design exercises which permitted student interactions with their sketches in ways that are beneficial and not possible with pen and paper. C1 [Garnier, Bridget; Ormand, Carol; Tikoff, Basil] Univ Wisconsin, Dept Geosci, 1215 West Dayton St,Room 273, Madison, WI 53706 USA. [Chang, Maria] IBM Corp, TJ Watson Res Ctr, New York, NY USA. [Ormand, Carol] Carleton Coll, Sci & Educ Resource Ctr, Northfield, MN 55057 USA. [Matlen, Bryan] WestEd, STEM Program, San Francisco, CA USA. [Shipley, Thomas F.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. RP Garnier, B (reprint author), Univ Wisconsin, Dept Geosci, 1215 West Dayton St,Room 273, Madison, WI 53706 USA. EM bridget@wisc.edu FU NSF [SBE-0541957, SBE-1041707] FX We sincerely thank the professors at University of Wisconsin-Madison for accommodating this study in their introductory geology classrooms. The research was funded through the NSF-sponsored SILC (Spatial Intelligence Learning Center: SBE-0541957 and SBE-1041707). CogSketch and paper worksheets will be available on the Science Education Resource Center (SERC) website, http://www.serc.carleton.edu, once revised. 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Remote Sens. Mag. PD SEP PY 2017 VL 5 IS 3 BP 8 EP 18 DI 10.1109/MGRS.2017.2710054 PG 11 WC Geochemistry & Geophysics; Remote Sensing; Imaging Science & Photographic Technology SC Geochemistry & Geophysics; Remote Sensing; Imaging Science & Photographic Technology GA FH6HP UT WOS:000411276300003 DA 2018-03-07 ER PT J AU Congram, D Kenyhercz, M Green, AG AF Congram, Derek Kenyhercz, Michael Green, Arthur Gill TI Grave mapping in support of the search for missing persons in conflict contexts SO FORENSIC SCIENCE INTERNATIONAL LA English DT Article DE Forensic anthropology; Forensic archaeology; Spatial analysis; Geographic Information Science; Forensic Humanitarian Action ID GEOGRAPHIC INFORMATION; BURIAL AB We review the current and potential uses of Geographic Information Software (GIS) and "spatial thinking" for understanding body disposal behaviour in times of mass fatalities, particularly armed conflict contexts. The review includes observations made by the authors during the course of their academic research and professional consulting on the use of spatial analysis and GIS to support Humanitarian Forensic Action (HFA) to search for the dead, theoretical and statistical considerations in modelling grave site locations, and suggestions on how this work may be advanced further. (C) 2017 Elsevier B.V. All rights reserved. C1 [Congram, Derek] Univ Toronto, Munk Sch Global Affairs, Global Justice Lab, 315 Bloor St West, Toronto, ON M5S 3K7, Canada. [Kenyhercz, Michael] POW MIA Accounting Agcy, Dept Def, Cent Identificat Lab, 590 Moffet St,BLDG 4077, Joint Base Pearl Harbor, HI 96853 USA. [Kenyhercz, Michael] Univ Pretoria, Dept Anat, Private Bag 10323, ZA-0007 Arcadia, South Africa. [Green, Arthur Gill] Univ British Columbia, Dept Geog, 1984 West Mall, Vancouver, BC V6T 1Z2, Canada. 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PD SEP PY 2017 VL 278 BP 260 EP 268 DI 10.1016/j.forsciint.2017.07.021 PG 9 WC Medicine, Legal SC Legal Medicine GA FG3HG UT WOS:000410033100037 PM 28787668 DA 2018-03-07 ER PT J AU Lock, G Pouncett, J AF Lock, Gary Pouncett, John TI Spatial thinking in archaeology: Is GIS the answer? SO JOURNAL OF ARCHAEOLOGICAL SCIENCE LA English DT Article DE Spatial thinking; GIS; Archaeology; Concepts of space; Tools of representation; Processes of reasoning ID LANDSCAPE AB Being human embodies understandings of space and spatial relationships which are embedded within the material world and are underpinned by complex frameworks of knowledge and experience. Just as this applied to people living in the past, so it applies to those of us concerned with trying to understand those past lives through the archaeological record. Most, if not all, archaeological material has a spatial component and it is not surprising, therefore, that spatial thinking has been central within archaeological endeavour since the beginnings of the discipline. Specific forms of spatial thinking have changed with developing theory and methods and with changing analytical and technological opportunities resulting in the rich variety of approaches available to us today. Within this development, the rapid adoption of Geographic Information Systems (GIS) technology since the early 1990s has had a major impact on archaeology and related disciplines and its use is now almost taken for granted. Although the use of GIS in archaeology has always been, and still is contentious at the theoretical level, the attractions of the technology are usually seen to outweigh any restrictions or disadvantages. 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Archaeol. Sci. PD AUG PY 2017 VL 84 SI SI BP 129 EP 135 DI 10.1016/j.jas.2017.06.002 PG 7 WC Anthropology; Archaeology; Geosciences, Multidisciplinary SC Anthropology; Archaeology; Geology GA FE2UK UT WOS:000408072100012 DA 2018-03-07 ER PT J AU Mass, ES Garces, MP Gonzalez, JR AF Saenz Mass, Eliana Patino Garces, Maria Robles Gonzalez, Juana TI Development of mathematical competences in geometric thinking, through Polya's heuristic method SO PANORAMA LA Spanish DT Article DE geometric thinking; problem solving; Polya heuristic method; competencies AB This article presents the research results, whose purpose was to evaluate the effectiveness of Polya heuristic method (1981), in spatial thinking mathematical competences development. This research was developed from a quantitative approach with quasi-experimental design; a test was used to identify the performance in reasoning skills, problem solving and communication in geometric thinking in two fifth grade student's groups of Villa Cielo educational institution, municipality of Monteria (Cordoba-Colombia), before and after the intervention. A didactic strategy was applied in geometric solids matter, considering the Polya model steps of solving problems, and the cooperative work strategy. Obtained results were analyzed by means of statistical T-student test. It was evidenced that students, after the intervention, improved significantly in competencies performance, corroborating the strategy effectiveness. C1 [Saenz Mass, Eliana; Patino Garces, Maria] Secretaria Educ Municipal, Educ, Monteria, Colombia. [Robles Gonzalez, Juana] Univ Cordoba, Estadist, Monteria, Colombia. RP Mass, ES (reprint author), Secretaria Educ Municipal, Educ, Monteria, Colombia. 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H., 1985, MATH PROBLEM SOLVING Tobon S., 2006, ASPECTOS BASICOS FOR Velazquez C, 2013, THESIS NR 33 TC 0 Z9 0 U1 0 U2 0 PU INST UNIV POLITECNICO GRANCOLOMBIANO PI BOGOTA PA CALLE 57 NUMERO 3-00 ESTE BLOQUE A, PRIMER PISO, BOGOTA, 00000, COLOMBIA SN 1909-7433 EI 2145-308X J9 PANORAMA JI Panarama PD JUL-DEC PY 2017 VL 11 IS 21 BP 55 EP 68 PG 14 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA FV4QF UT WOS:000424558900005 OA gold DA 2018-03-07 ER PT J AU Kolvoord, R Keranen, K Rittenhouse, P AF Kolvoord, Robert Keranen, Kathryn Rittenhouse, Paul TI Applications of Location-Based Services and Mobile Technologies in K-12 Classrooms SO ISPRS INTERNATIONAL JOURNAL OF GEO-INFORMATION LA English DT Article DE location-based services; K-12 education; geospatial technologies; spatial thinking ID SCIENCE AB The use of location-based services and mobile technologies is increasing in K-12 classrooms. In this article, we describe the history and the current use of these tools in the innovative Geospatial Semester project in Virginia. We share a number of examples where students are creating projects of their own interest that use editable feature services, mobile data collection and other cutting-edge technologies. These projects help students build their spatial thinking and problem-solving skills, and help teachers build conceptual understanding in a variety of domains. C1 [Kolvoord, Robert] James Madison Univ, Coll Integrated Sci & Engn, Harrisonburg, VA 22807 USA. [Keranen, Kathryn; Rittenhouse, Paul] James Madison Univ, Integrated Sci & Technol, Harrisonburg, VA 22807 USA. RP Kolvoord, R (reprint author), James Madison Univ, Coll Integrated Sci & Engn, Harrisonburg, VA 22807 USA. 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PD JUL PY 2017 VL 6 IS 7 AR 209 DI 10.3390/ijgi6070209 PG 9 WC Geography, Physical; Remote Sensing SC Physical Geography; Remote Sensing GA FD4ND UT WOS:000407506900026 OA gold DA 2018-03-07 ER PT J AU Sheller, M AF Sheller, Mimi TI From spatial turn to mobilities turn SO CURRENT SOCIOLOGY LA English DT Review DE Mobilities turn; political economy; spatial turn; John Urry ID PARADIGM; SOCIOLOGY; FUTURES AB This article reflects on the contributions of the late John Urry to sociology and to its spatial turn especially by developing the new mobilities paradigm. The proposition of this monograph issue of Current Sociology is that space has not yet been appropriately incorporated into sociology. But although partially true, Urry argued that this misses the significance of the mobilities turn' that swept through and incorporated the spatial turn within sociology but also within other disciplines. Tracing the spatial turn back to the 1980s, the article describes how the new mobilities paradigm grew out of and extended emerging theorizations of space. It argues that Urry's work advanced a sociology of space though his focus on mobile spatializations and relational space. This included the distribution of agency between people, places, and material assemblages of connectivity; a broader shift in the spatial imagination of mobilities towards non-representational' social theory; the emergence of new methodologies that were more eclectic, experimental, creative, and linked to arts, design, and public policy; and lastly a renewed interest in geo-ecologies, the political economy of resource flows, and the global mobilities of energy, capital, and material objects as constitutive of spatial complexity. The new mobilities paradigm furthered the spatial turn in social sciences in many crucial ways, and John Urry's body of work on mobilities and its influence on countless adjacent research areas have spread that spatial thinking far and wide. C1 [Sheller, Mimi] Drexel Univ, Sociol, Philadelphia, PA 19104 USA. [Sheller, Mimi] Drexel Univ, Ctr Mobil Res & Policy, Philadelphia, PA 19104 USA. RP Sheller, M (reprint author), Drexel Univ, Dept Sociol, 3600 Market St, Philadelphia, PA 19104 USA. 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Sociol. PD JUL PY 2017 VL 65 IS 4 BP 623 EP 639 DI 10.1177/0011392117697463 PG 17 WC Sociology SC Sociology GA EX4PZ UT WOS:000403218400009 DA 2018-03-07 ER PT J AU Bethoney, ND Zhao, LZ Chen, CS Stokesbury, KDE AF Bethoney, N. David Zhao, Liuzhi Chen, Changsheng Stokesbury, Kevin D. E. TI Identification of persistent benthic assemblages in areas with different temperature variability patterns through broad-scale mapping SO PLOS ONE LA English DT Article ID SEA SCALLOP; PLACOPECTEN-MAGELLANICUS; GEORGES BANK; FISHERY-MANAGEMENT; CLOSED AREAS; ATLANTIC; USA; RECRUITMENT; MORTALITY; IMPACT AB Ecosystem-based management is a place-based approach that considers the relationships between system parts. Due to the complexity of ecosystems in the marine environment it is often difficult to define these relationships in space and time. Maps illustrate spatial concepts. Here we promote ecosystem-based spatial thinking by layering datasets from a larger project that mapped benthic fauna, substrate characteristics, and oceanic conditions on monthly, annual and decadal time scales along the U.S. continental shelf. By combining maps of persistent benthic megafauna and bottom temperature variability over approximately 90,000 km(2), we identified wide spread benthic animal assemblages and regional disparity in temperature variability. From a broad-scale perspective the locations of the assemblage appear to be related to sea scallop population dynamics and indicate potential regional differences in climate change resiliency. These findings offer information on a scale that correlates with marine spatial planning, and could be used as a starting point for further investigation. To spur additional analysis and facilitate their linkage to other datasets, these datasets are available through public, online data portals. Overall, this study demonstrates how the growth of maps from single to multiple elements can help promote and facilitate the multifactor, ecosystem-based thinking needed to support regional ocean planning. C1 [Bethoney, N. David; Zhao, Liuzhi; Chen, Changsheng; Stokesbury, Kevin D. E.] Univ Massachusetts Dartmouth, Sch Marine Sci & Technol, New Bedford, MA 02740 USA. RP Bethoney, ND (reprint author), Univ Massachusetts Dartmouth, Sch Marine Sci & Technol, New Bedford, MA 02740 USA. EM nbethoney@umassd.edu FU Nature Conservancy from a Gordon and Betty Moore Foundation FX Funding for this research came through The Nature Conservancy from a Gordon and Betty Moore Foundation(https://www.moore.org/) grant. The funder had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript. 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The emergence of augmented reality (AR) technology for DTM representation offers a new way to develop map-reading skills. It is in the representation of the landforms (hills, dunes, depths, valleys, mountains, shapes, slopes, and elevations) where the AR allows a new way to interact with the landscape representation. Once AR technology is combined with tablet computers, the manipulation of DTM can be done by finger gestures. This paper analyzes the potential of AR as an innovative teaching tool to improve relief interpretation skill based on the results of a workshop with 73 engineering students from La Laguna University, Spain. Participants performed exercises with 2D traditional techniques of relief representation and with AR. To compare the effect with and without AR, another group of 22 students conducted the workshop with only 2D relief representations. The gain was significantly better with the AR group; students who did not use AR had also a significantly better result, but their scores were still lower. C1 [Carbonell Carrera, Carlos] Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Tenerife, Islas Canarias, Spain. [Bermejo Asensio, Luis Alberto] Univ La Laguna, Dept Ingn Agr Naut Civil & Maritima, Tenerife, Islas Canarias, Spain. RP Carrera, CC (reprint author), Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Tenerife, Islas Canarias, Spain. 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PD MAY PY 2017 VL 44 IS 3 BP 259 EP 270 DI 10.1080/15230406.2016.1145556 PG 12 WC Geography SC Geography GA EM1PP UT WOS:000395089800007 DA 2018-03-07 ER PT J AU Cohrssen, C de Quadros-Wander, B Page, J Klarin, S AF Cohrssen, Caroline de Quadros-Wander, Ben Page, Jane Klarin, Suzana TI Between the big trees: A project-based approach to investigating shape and spatial thinking in a kindergarten program SO AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD LA English DT Article ID YOUNG-CHILDREN; KNOWLEDGE; MATHEMATICS; GEOMETRY; ABILITY AB SUPPORT FOR CHILDREN'S EMERGING mathematical thinking is a characteristic of high-quality early childhood education. Young children's spatial thinking, an important component of mathematical thinking, is both innate and influenced by experience. Since spatial thinking contributes to children's mathematical thinking, it is important for children to engage in activities that support this learning. Early childhood educators are calling for guidance in how to support children's mathematical thinking in the context of an informal curriculum. In this paper, we describe how a project-based approach to mathematics teaching and learning provided a range of opportunities for children to investigate and rehearse understandings of two-and three-dimensional (2D and 3D) shapes and spatial thinking within the context of a project that was of 'real world' interest to the children. By intentionally embedding multiple opportunities for children to explore shapes and spatial thinking in a sequence of core learning experiences and complementary experiences, educators provided children with opportunities to rehearse shape and spatial concepts and related language in differing ways. Opportunities for formative assessment of children's learning are also discussed. C1 [Cohrssen, Caroline; de Quadros-Wander, Ben; Page, Jane; Klarin, Suzana] Univ Melbourne, Melbourne, Vic, Australia. 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PD MAR PY 2017 VL 42 IS 1 BP 94 EP 104 DI 10.23965/AJEC.42.1.11 PG 11 WC Education & Educational Research SC Education & Educational Research GA ES6ZV UT WOS:000399700200012 DA 2018-03-07 ER PT J AU Cayton, C Hollebrands, K Okumus, S Boehm, E AF Cayton, Charity Hollebrands, Karen Okumus, Samet Boehm, Ethan TI Pivotal teaching moments in technology-intensive secondary geometry classrooms SO JOURNAL OF MATHEMATICS TEACHER EDUCATION LA English DT Article DE Geometry and geometrical and spatial thinking; Teacher education inservice/professional development; Technology; High school education; Questioning ID MATHEMATICAL THINKING; NOTICE; VIDEO AB This study investigates three teachers' uses of a dynamic geometry program (The Geometer's Sketchpad) in their high school geometry classes over a 2-year period. The researchers examine teachers' actions and questions during pivotal teaching moments to characterize mathematics instruction that utilizes technology. Findings support an association between teacher-tool relationships, predominant teacher actions, and questioning. C1 [Cayton, Charity] East Carolina Univ, Greenville, NC 27858 USA. [Hollebrands, Karen; Okumus, Samet] North Carolina State Univ, Raleigh, NC 27695 USA. [Boehm, Ethan] Preparatory Acad, Nansha Coll, Nansha, Peoples R China. RP Cayton, C (reprint author), East Carolina Univ, Greenville, NC 27858 USA.; Hollebrands, K; Okumus, S (reprint author), North Carolina State Univ, Raleigh, NC 27695 USA.; Boehm, E (reprint author), Preparatory Acad, Nansha Coll, Nansha, Peoples R China. 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Math. Teach. Educ. PD FEB PY 2017 VL 20 IS 1 BP 75 EP 100 DI 10.1007/s10857-015-9314-y PG 26 WC Education & Educational Research SC Education & Educational Research GA EP2PI UT WOS:000397225200005 DA 2018-03-07 ER PT J AU Dasgupta, R Patel, PP AF Dasgupta, Rajarshi Patel, Priyank Pravin TI Examining the physical and human dichotomy in geography: existing divisions and possible mergers in pedagogic outlooks SO GEOGRAPHICAL RESEARCH LA English DT Article DE geography; physical; human; dichotomy; geographer; teaching; education; pedagogy ID HIGHER-EDUCATION; SPACE-TIME; LANDSCAPE SENSITIVITY; SOCIAL VOLCANOLOGY; UNITED-STATES; FLOOD RISK; SCIENCE; DISCIPLINE; STUDENTS; MANAGEMENT AB The physical-human dichotomy in geography is long standing, revolving around the topics studied and outlooks adopted by the two groups of geographers. Three reasons are identified for its continuation-the present structure of academic geography, constrained interactions between physical and human geographers, and their publication strategies. Critics suggest that physical and human geography have become divergent strains because the physical environment has been accorded little relevance in human geographic studies, also putting forward the failure of physical geographers to integrate the human influence on physical processes and neglecting space in their studies. Citing examples, this paper argues that physical and human geography influence each other. It also demonstrates that physical geographers have sufficiently considered both space and time, and even space-time, through the concepts of scale and ergodicity. Some measures have been proposed to resuscitate the links between these two branches. These are reconnecting university and school geography, merging departments, teaching courses on geographical philosophies and theory building, engaging in integrative discourses, innovative classroom strategies, joint fieldwork, using geoinformatics, and conducting collaborative research. The paper concludes that physical and human geographers must communicate with each other more and engage in cross-disciplinary studies. Otherwise, they might undermine their responsibilities as geographers and spatial thinkers/analysts. C1 [Dasgupta, Rajarshi] Vidyasagar Coll, Dept Geog, Kolkata, W Bengal, India. [Patel, Priyank Pravin] Presidency Univ, Dept Geog, Kolkata, W Bengal, India. [Dasgupta, Rajarshi] East Calcutta Girls Coll, Dept Geog, Kolkata, W Bengal, India. RP Patel, PP (reprint author), Presidency Univ, Dept Geog, Kolkata, W Bengal, India. 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TI Understanding "change' through spatial thinking using Google Earth in secondary geography SO JOURNAL OF COMPUTER ASSISTED LEARNING LA English DT Article DE geographic changes; Google Earth; secondary geography classroom; skill development; spatial thinking; visualization ID GEOSPATIAL TECHNOLOGIES; GIS; ATTITUDES; EDUCATION; TOOL AB Understanding geographic changes has become an indispensable element in geography education. Describing and analyzing changes in space require spatial thinking skills emphasized in geography curriculum but often pose challenges for secondary school students. This school-based research targets a specific strand of spatial thinking skills and investigates whether students using geospatial technology, such as Google Earth, are able to develop their thinking about spatio-temporal changes. An experiment was conducted in a Singaporean secondary school in which skill development was framed within the formal geography curriculum. It compared the effectiveness of two pedagogical approaches: learning with Google Earth versus traditional instruction without the use of such a technology. Findings indicate that the use of Google Earth significantly increased students' ability to identify spatial and temporal changes and analyse these changes. Qualitative data complemented the results by showing that Google Earth could offer students more opportunities to observe and infer changes, thus facilitating their understanding about the dynamic and the complex nature of changes. C1 [Xiang, X.] East China Normal Univ, Sch Geog Sci, 500 Dongchuan Rd, Shanghai 200241, Peoples R China. [Liu, Y.] Univ Queensland, Sch Geog Planning & Environm Management, Brisbane, Qld, Australia. RP Xiang, X (reprint author), East China Normal Univ, Sch Geog Sci, 500 Dongchuan Rd, Shanghai 200241, Peoples R China. 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Comput. Assist. Learn. PD FEB PY 2017 VL 33 IS 1 BP 65 EP 78 DI 10.1111/jcal.12166 PG 14 WC Education & Educational Research SC Education & Educational Research GA EL5CL UT WOS:000394639100005 OA gold DA 2018-03-07 ER PT J AU Carrera, CC AF Carbonell Carrera, Carlos TI Spatial-Thinking Knowledge Acquisition from Route-Based Learning and Survey Learning: Improvement of Spatial Orientation Skill with Geographic Information Science Sources SO JOURNAL OF SURVEYING ENGINEERING LA English DT Article DE Spatial data; Geographic information systems; Engineering education; Spatial analysis ID VIRTUAL ENVIRONMENTS; MENTAL ROTATION; ABILITY; VISUALIZATION; DISSOCIATION; INSTRUCTION; NAVIGATION; MEMORY AB Engineers use spatial information. Mapping and wayfinding in the real world are activities that use spatial orientation skills. A set of resources available on the Internet whereby engineers work with maps and spatial georeferenced information is termed geographic information science (GISc), which allows the use of mapping and exploratory navigation with maps and a continuous three-dimensional (3D) digital image of the real world to simulate navigation at a ground-level perspective. In this case study, a workshop composed of 193 civil engineering students, 35 belonging to a control group, was conducted to determine whether spatial orientation skills can be developed through map reading and the virtual wayfinding experience. After the workshop, the results showed a significant improvement in the spatial orientation skill, ranging between a minimum of 14.56 degrees and a maximum of 26.61 degrees rank in the Perspective Taking/Spatial Orientation Test: training had a positive impact on the development of spatial orientation skills. The control group results confirmed that students who were not subject to specific training did not increase their spatial orientation skill. C1 [Carbonell Carrera, Carlos] Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Area Ingn Cartog Geodes & Fotogrametria, Escuela Politecn Super Ingn, Ave Angel Guimera Jorge S-N, Tenerife 38200, Spain. RP Carrera, CC (reprint author), Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Area Ingn Cartog Geodes & Fotogrametria, Escuela Politecn Super Ingn, Ave Angel Guimera Jorge S-N, Tenerife 38200, Spain. EM ccarbone@ull.es FU Spanish Ministry of Science and Innovation, State Secretariat for Research [TIN2010-21296-C02-02] FX The Spanish Ministry of Science and Innovation, State Secretariat for Research, belonging to the National Plan I+D+I through the research project "Enhancing Spatial REasoning and VIsual Cognition with advanced technological tools (ESREVIC)," Reference TIN2010-21296-C02-02, partially supported this work. 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TI Landscape interpretation with augmented reality and maps to improve spatial orientation skill SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE Augmented reality; landscape interpretation; spatial orientation; spatial skills; spatial thinking ID GENDER-DIFFERENCES; TABLET PC; ABILITIES; DISSOCIATION; PERSPECTIVE; EDUCATION; STUDENTS; THINKING; GIS AB Landscape interpretation is needed for navigating and determining an orientation: with traditional cartography, interpreting 3D topographic information from 2D landform representations to get self-location requires spatial orientation skill. Augmented reality technology allows a new way to interact with 3D landscape representation and thereby facilitate the orientation of oneself in respect to the environment to determine goal location. This paper analyses if AR spatial landform improves the learner's spatial orientation skill measured with the perspective taking/spatial orientation test by paired sampled t-tests. A workshop was conducted with 123 university students (63 treatment group, 60 control group) in which students had to identify locations and routes based on the interpretation of the relief, represented by AR. Results of the workshop showed an improvement in spatial orientation skill of 20.14 degrees average gain in the treatment group. Students who were not subject to the workshop (control group) did not improve their spatial orientation skill. The possibility of using free AR three-dimensional applications and exploit the potential of tablets and smart phones, which are widespread today, makes it possible to design and implement strategies for the development of spatial skills in formal teaching in the scope of Geography in higher education. C1 [Carbonell Carrera, Carlos] Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Tenerife, Spain. [Bermejo Asensio, Luis A.] Univ La Laguna, Dept Ingn Agr Naut Civil & Maritima, Tenerife, Spain. RP Carrera, CC (reprint author), Univ La Laguna, Dept Tecn & Proyectos Ingn & Arquitectura, Tenerife, Spain. EM ccarbone@ull.es OI Carbonell Carrera, Carlos/0000-0003-4733-1598 FU Spanish Ministry of Science and Innovation, State Secretariat for Research [TIN2010-21296-C02-02] FX The Spanish Ministry of Science and Innovation, State Secretariat for Research, belonging to the National Plan I+D+I through the research project "Enhancing Spatial Reasoning and Visual Cognition with advanced technological tools (ESREVIC)", [Reference TIN2010-21296-C02-02], partially supported this work. CR Alcaniz M., 2010, NEW ACHIEVEMENTS TEC, P247 BATTISTA MT, 2007, 2 HDB RES MATH TEACH, P843 Bednarz S. W., 2006, SOC EDUC, V70, P398 Bodner G. 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PD FEB PY 2017 VL 41 IS 1 BP 119 EP 133 DI 10.1080/03098265.2016.1260530 PG 15 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA EJ1PG UT WOS:000392982100008 DA 2018-03-07 ER PT J AU Unlu, M Yildirim, S AF Unlu, Mehmet Yildirim, Salih TI A Geographical Skill Suggestion to Geography Teaching Curriculum: Spatial Thinking Skill SO MARMARA GEOGRAPHICAL REVIEW LA Turkish DT Article DE Geography education; skill; spatial thinking; spatial thinking skill ID GEOSPATIAL THINKING AB The skill of spatial thinking has emerged depending on today's developments and is closely related to the geography discipline. This situation affects the skills that teachers and students should have in geography education. The main purpose of this study is to contribute to the conceptualization of spatial thinking skills in Turkey and to examine how this skill can be a part of geography education. It mainly deals with the place of spatial thinking in the geography discipline, how to describe it and how geography education can benefit from this skill. Space is the most basic concept of modern geography education and it needs the pedagogical evaluation as a skill that should be acquired to the students. By conducting a literature review with a critical approach, the authors' observations were added to the study and the study was completed. At the same time, it was argued that spatial thinking skills should be in the geography curriculum as a geographical skill in Turkey. C1 [Unlu, Mehmet; Yildirim, Salih] Marmara Univ, Cografya Egitimi ABD, Istanbul, Turkey. RP Unlu, M (reprint author), Marmara Univ, Cografya Egitimi ABD, Istanbul, Turkey. EM munlu@marmara.edu.tr; salih.yildirim@marmara.edu.tr CR Artvinli E., 2009, ERZINCAN U ERZINCAN, V11, P51 Bakanligi Milli Egitim, 2017, TASLAK COGRAFYA DERS Baker TR, 2015, J GEOGR, V114, P118, DOI 10.1080/00221341.2014.950684 Bednarz RS, 2011, PROCD SOC BEHV, V21, DOI 10.1016/j.sbspro.2011.07.048 Bednarz SW, 2004, GEOJOURNAL, V60, P191, DOI DOI 10.1023/B:GEJ0.0000033574.44345.C9 Bilgili M., 2016, COGRAFYA EGITIMI DER, V2, P11 Gardner H., 1983, FRAMES MIND THEORY M Geography Education Standards Project (GESP), 1994, GEOGR LIF NAT GEOGR Golledge R, 2008, ANN ASSOC AM GEOGR, V98, P285, DOI 10.1080/00045600701851093 Golledge R. G., 1997, SPATIAL BEHAV GEOGRA Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 Janelle DG, 2009, GEOJOURNAL LIB, V96, P15, DOI 10.1007/978-90-481-2620-0_2 KITCHIN RM, 1994, J ENVIRON PSYCHOL, V14, P1, DOI 10.1016/S0272-4944(05)80194-X Kitchin R. 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PD JAN PY 2017 IS 35 BP 13 EP 20 PG 8 GA FW5NT UT WOS:000425364800002 DA 2018-03-07 ER PT J AU Palmer, H AF Palmer, Hanna TI Programming in preschool-with a focus on learning mathematics SO INTERNATIONAL RESEARCH IN EARLY CHILDHOOD EDUCATION LA English DT Article DE Programming; preschool; early mathematics; computational thinking; intervention; spatial thinking ID COMPUTATIONAL THINKING AB This article presents a teaching intervention where programming was used to facilitate preschoolers' learning of mathematics, especially in their development of spatial thinking. In the intervention, the programming was made with a small programmable robot especially designed for young students. The results indicate that the children developed their ability to mentally compare and connect movements in reality with maps and symbols. Further, the children showed ability to mentally envision, hold in mind, and conceptualize actions and relationships between paper maps, gridded maps, and symbols. Thus, the intervention indicates potential in teaching mathematics through programming in preschool. C1 [Palmer, Hanna] Linnaeus Univ, Math Educ, Vaxjo, Sweden. RP Palmer, H (reprint author), Linnaeus Univ, Math Educ, Vaxjo, Sweden. 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V., 1998, MIND ACTION NR 27 TC 0 Z9 0 U1 0 U2 0 PU MONASH UNIV, FAC EDUCATION PI FRANKSTON PA PO BOX 527, FRANKSTON, VIC 3199, AUSTRALIA SN 1838-0689 J9 INT RES EARLY CHILD JI Int. Res. Early Child. Educ. PY 2017 VL 8 IS 1 BP 75 EP 87 PG 13 WC Education & Educational Research SC Education & Educational Research GA FW0SK UT WOS:000425005400006 DA 2018-03-07 ER PT J AU Gonzalez, JAG AF Garcia Gonzalez, Juan Antonio TI The resurgence of maps. The importance of the 'where' and spatial thinking SO ERIA-REVISTA CUATRIMESTRAL DE GEOGRAFIA LA Spanish DT Article DE Geographic Information Technologies; Visual communication; Spatial thinking; Neogeography ID WEB 2.0; NEOGEOGRAPHY AB The important changes of Web 2.0 and geolocation have modified our relations with the environment. There is a greater use, management and generation of georeferenced information, both by professionals and by any citizen. However, the traditional use of location in the maps continues to be prioritized against other more analytical and explanatory features. The article reflects on the current context of Neogeography. It aims to put into value the democratization of the use of cartographic information and its great potential for geographical discipline. It highlights the need for improving visual and spatial literacy through a confluence between academic geography and new geographies. C1 [Garcia Gonzalez, Juan Antonio] Univ Castilla La Mancha, Dept Geog & Ordenac Terr, Ciudad Real, Spain. RP Gonzalez, JAG (reprint author), Univ Castilla La Mancha, Dept Geog & Ordenac Terr, Ciudad Real, Spain. 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Z., 2008, WIKIFICATION GIS ITS TURNER A., 2006, INTRO NEOGEOGRAPHY O TUSHAR S., 2014, INT J RES ASPECTS EN, V1 ORREGA VALCARCEL J., 2000, HORIZONTES GEOGRAFIA Wilson MW, 2013, ENVIRON PLANN A, V45, P3, DOI 10.1068/a44482 Wu HK, 2004, SCI EDUC, V88, P465, DOI 10.1002/sce.10126 NR 76 TC 0 Z9 0 U1 0 U2 0 PU UNIV OVIEDO PI OVIEDO PA CAMPUS HUMANIDADES, EDIFICIO SERVICIOS,, OVIEDO, ASTURIAS 33011, SPAIN SN 0211-0563 J9 ERIA JI ERIA PY 2017 VL 37 IS 2 BP 217 EP 231 PG 15 WC Geography SC Geography GA FV9GV UT WOS:000424896900007 DA 2018-03-07 ER PT J AU Harte, W AF Harte, Wendy TI Preparing Preservice Teachers to Incorporate Geospatial Technologies in Geography Teaching SO JOURNAL OF GEOGRAPHY LA English DT Article DE geospatial technologies; geography preservice teacher; technological pedagogical content knowledge; geographical pedagogical content knowledge; geography teaching ID PEDAGOGICAL CONTENT KNOWLEDGE; SPATIAL THINKING; INTEGRATION; EDUCATION; INSTRUCTION; FRAMEWORK; TPACK; GIS AB This study evaluated the efficacy of geospatial technology (GT) learning experiences in two geography curriculum courses to determine their effectiveness for developing preservice teacher confidence and preparing preservice teachers to incorporate GT in their teaching practices. Surveys were used to collect data from preservice teachers at three intervals over one semester. Results indicate preservice teachers' confidence and competencies to successfully integrate GT in their teaching increased over the duration of the study. The findings highlight the value of providing GT learning experiences in geography curriculum courses and contribute to the literature on preparing preservice teachers to incorporate GT in teaching geography. C1 [Harte, Wendy] Griffith Univ, Sch Educ & Profess Studies, Nathan, Qld, Australia. RP Harte, W (reprint author), Griffith Univ, Sch Educ & Profess Studies, Nathan, Qld, Australia. FU Griffith University School of Education and Professional Studies for the Research Development Scheme grant FX My sincere thanks go to Rebecca (Bec) Nicholas for facilitating the geospatial technology workshops, and to Bec and Mick Law for their ongoing support with geospatial technology education. 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F., 2015, INT J PEDAGOGIES LEA, V9, P241 Reitano P.F., PEDAGOGIES INT J, V11, P1 SHULMAN LS, 1987, HARVARD EDUC REV, V57, P1, DOI 10.17763/haer.57.1.j463w79r56455411 Shulman L. S., 1986, ED RES, V15, P4, DOI DOI 10.3102/0013189X015002004 Strachan C., 2014, REV INT GEOGRAPHICAL, V4, P195 SUI DZ, 1995, J GEOGR, V94, P578, DOI 10.1080/00221349508979371 NR 47 TC 0 Z9 0 U1 1 U2 1 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA SN 0022-1341 EI 1752-6868 J9 J GEOGR JI J. Geogr. PY 2017 VL 116 IS 5 BP 226 EP 236 DI 10.1080/00221341.2017.1310274 PG 11 WC Geography SC Geography GA FT6ZE UT WOS:000423301600005 DA 2018-03-07 ER PT J AU Trofimova, AV Kosova, VA Antonakova, D AF Trofimova, Anna V. Kosova, Vera A. Antonakova, Darina TI RUSSIAN POSTURAL VERBS OF PUTTING AS MEANS OF SPATIAL THINKING VERBALIZATION SO AD ALTA-JOURNAL OF INTERDISCIPLINARY RESEARCH LA English DT Article DE space; Russian positional verbs; spatial prefixes; compositional semantics AB The paper deals with the compositional semantics of derived units formed with the prefixes B-, from positional verbs of putting. Nine groups of derivatives formed according to different models are identified on the basis of the derivational analysis. The most productive were the models which develop the verbs of putting with position-spatial, spatial and spatial-quantitative semantics. In the first and the second cases, the prefix introduces a spatial meaning and indicates the direction of movement, which is often duplicated by an appropriate preposition; at that the positional semantics of the verb is preserved in the first group, and it is neutralized in the second group. In the derivatives of the third group, the prefix introduces a quantitative value, indicating a large number of objects to which the action extends. Other groups are represented by a significantly smaller number of derivatives. So the group of putting verbs, complicated by additional semes, has mainly the derivatives with the prefix, indicating that the action is done secretly, with any intent. The rest models develop, as a rule, the verbs of creative, social and intellectual activity, as well as the verbs of movement and physical impact. C1 [Trofimova, Anna V.; Kosova, Vera A.] Kazan Fed Univ, Leo Tolstoy Inst Philol & Intercultural Commun, 18 Kremlevskaya St, Kazan 420008, Russia. [Antonakova, Darina] Univ Presov, Inst Russian Studies, Fac Arts, Namestie Legionarow 3, Presov 08001, Slovakia. RP Trofimova, AV (reprint author), Kazan Fed Univ, Leo Tolstoy Inst Philol & Intercultural Commun, 18 Kremlevskaya St, Kazan 420008, Russia. EM ann.trofim@gmail.com; vera_kosova@mail.ru; darina.antonakova@unipo.sk CR Clark A., 1997, BEING THERE PUTTING Cronhaus M. A., 1997, VERBAL PREFIXATION R Cubryacova E. S., 2004, ROLE LANGUAGE KNOWLE Flier M. S., 1985, UCLA SLAVIC STUDIES, V12 Flier M. S., 1984, UCLA SLAVIC STUDIES, V10 Barton Johnson D., 1968, AM CONTR 6 INT C SLA, P141 Langacker RW, 2006, COGN LINGUIST RES, V34, P29, DOI 10.1515/9783110199901.29 Langacker R. W., 1987, THEORETICAL PREREQUI, V1 Newman J., 2002, CROSS LINGUISTIC OVE, P1 Rakhilina E. V., 1998, ISSUES LINGUISTICS, P69 NR 10 TC 0 Z9 0 U1 0 U2 0 PU MAGNANIMITAS PI HRADEC KRALOVE PA CESKOSLOVENSKE ARMADY 300, HRADEC KRALOVE, 500 03, CZECH REPUBLIC SN 1804-7890 J9 AD ALTA-INTERDISCIP JI AD ALTA-J. Interdiscip. Res. PY 2017 VL 7 IS 2 SI 2 BP 263 EP 266 PG 4 WC Multidisciplinary Sciences SC Science & Technology - Other Topics GA FP9LB UT WOS:000417968800076 DA 2018-03-07 ER PT J AU Hooijschuur, L Hilton, N Loerts, H AF Hooijschuur, Lisa Hilton, Nanna Loerts, Hanneke TI Gesture use and its role for nativeness judgements SO DUTCH JOURNAL OF APPLIED LINGUISTICS LA English DT Article DE gesture; SLA; nativeness; bilingualism; gesture perception ID SPATIAL THINKING; SPEAKING; SPEECH; LANGUAGES AB Despite the fact that gestures are seen as part of language, they are usually not included in studies of ultimate attainment and native-likeness in a second language. The aim of the present study is twofold: to give a description of the variation in gesture frequency, type and placement among different proficiency groups of Dutch learners of English, and to investigate the role that gestures play for determining nativeness of such learners. We compared gestures made by native and Dutch speakers of British English (BrE) and examined whether, and to what extent, native speakers of English use such gestures to judge nativeness. No clear differences were found between types, amounts and placements of gestures between the groups. Nor did the nativeness ratings of the three informant groups differ significantly. These results indicate that in contexts with two typologically and culturally similar languages gestures do not contribute to the perception of nativeness. C1 [Hooijschuur, Lisa; Hilton, Nanna; Loerts, Hanneke] Univ Groningen, Dept Frisian Language & Culture, Oude Kijk I T Jatstraat 26, NL-9700 AS Groningen, Netherlands. RP Hooijschuur, L (reprint author), Univ Groningen, Dept Frisian Language & Culture, Oude Kijk I T Jatstraat 26, NL-9700 AS Groningen, Netherlands. EM lisa.hooijschuur@gmail.com; n.h.hilton@rug.nl; h.loerts@rug.nl OI Loerts, Hanneke/0000-0001-8764-0905 CR Alibali M. W., 2005, SPAT COGN COMPUT, V5, P207 Archer D., 1997, QUALITATIVE SOCIOLOG, V20, P79, DOI DOI 10.1023/A:1024716331692 Beattie G., 2004, OXFORD COMPANION MIN Brown A, 2008, GESTURE, V8, P256, DOI 10.1075/gest.8.2.08bro Brown P, 2006, LANG CULT COGN, V6, P230, DOI 10.1017/CBO9780511486753.008 Butterworth B. L., 1978, RECENT ADV PSYCHOL L, P347 Council of Europe, 2001, COMM EUR FRAM REF LA Cox W. T. L., 2015, J SEX RES, P1 Dynes W. 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Appl. Linguist. PY 2017 VL 6 IS 1 BP 21 EP 40 DI 10.1075/dujal.6.1.02hoo PG 20 WC Linguistics SC Linguistics GA FN0EM UT WOS:000415651100003 DA 2018-03-07 ER PT S AU Gushchin, A Divakova, M AF Gushchin, Alexander Divakova, Marina BE Zhang, B TI Using Gamification towards More Efficient Training of Architects Alexander Gushchin, Marina Divakova SO 2017 3RD INTERNATIONAL CONFERENCE ON CREATIVE EDUCATION (ICCE 2017) SE Advances in Education Sciences LA English DT Proceedings Paper CT 3rd International Conference on Creative Education (ICCE 2017) CY MAR 03-04, 2017 CL Kuala Lumpur, MALAYSIA SP Singapore Management & Sports Sci Inst, Acad Conf Inst, City Univ Hong Kong DE Gamification; Architects training; Education; Project management AB It has been proven that the conventional training of architects that is focused on instilling variable volumetric-spatial thinking does not meet the modern demands. The today's architects often need procedural thinking and teamwork skills. In particular they have to understand project management. Gamification of training is an important tool for them to learn advanced modern competencies. The article presents a scenario for a business game about project requirement management. It also provides a result analysis. Notably, 100% of the game participants noted they acquired a comprehension of how to manage an architectural project. C1 [Gushchin, Alexander; Divakova, Marina] Ural State Architecture & Arts, Karl Liebknecht St 23, Ekaterinburg 620075, Russia. RP Gushchin, A (reprint author), Ural State Architecture & Arts, Karl Liebknecht St 23, Ekaterinburg 620075, Russia. EM alexanderNG@yandex.ru; fpk-d@yandex.ru RI Gushchin, Alexandr/C-6509-2014 OI Gushchin, Alexandr/0000-0002-3466-4038 FU Ural State University of Architecture and Art FX The authors would like to thank the Rector of the Ural State University of Architecture and Art, Mr. S.P. Postnikov, for the financial support of this study. CR Etenko V. P., 2008, MANAGEMENT ARCHITECT Gushchin A.N., 2013, RUSSIAN PROJECT MANA, V3 Igna O. N., 2014, THESIS, P12 Korotkovsky A. E., 1975, INTRO ARCHITECTURAL Marczewski Andrzej, 2012, GAMIFICATION SIMPLE, P3 Orlova O. V., 2015, TSPU B, V9, P60 Spliier Nail, 2014, ED ARCHITECTS, P12 Wiegers K. E., 2004, SOFTWARE REQUIREMENT [Anonymous], 2017, WISEGEEK NR 9 TC 0 Z9 0 U1 3 U2 3 PU SINGAPORE MANAGEMENT & SPORTS SCIENCE INST PTE LTD PI SINGAPORE PA 8 TEMASEK BOULEVARD # 34-03 SUNTEC TOWER THREE, SINGAPORE, 038988, SINGAPORE SN 2339-5141 BN 978-981-11-1537-0 J9 ADV EDUC SCI PY 2017 VL 13 BP 144 EP 149 PG 6 WC Education & Educational Research; Social Sciences, Interdisciplinary SC Education & Educational Research; Social Sciences - Other Topics GA BI5OF UT WOS:000412606700025 DA 2018-03-07 ER PT J AU Vogt, BJ Skop, E AF Vogt, Brandon J. Skop, Emily TI The Silverton Field Experience: a model geography course for achieving high-impact educational practices (HEPs) SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE High impact educational practices; experiential learning; deep learning; collaborative activities; undergraduate research; field courses ID FILM; AUTOETHNOGRAPHY; DOCUMENTARY; REPRESENTATION; TOOL AB High-Impact Educational Practices (HEPs) are a set of specific teaching and learning approaches proven effective in university education. This paper focuses on the benefits derived from utilizing three particular HEPs (inquiry-based collaborative activities, undergraduate research, and experiential learning) while teaching a snow and ice field course titled "Silverton Field Experience." Student evaluations and instructor feedback reinforce the notion that HEPs encourage deep learning. Deep learning is manifest through increased enthusiasm and participation as well as learning in ways that are meaningful, creative, and stimulating. In terms of pedagogy in geography, these HEPs also create an expanded sense of place and a new way to encourage spatial thinking. The HEPs outlined here are replicable in different geography sub-disciplines and among different settings in higher education and prove exciting to an audience of pedagogic researchers and teacher-practitioners in geographical education. C1 [Vogt, Brandon J.; Skop, Emily] Univ Colorado, Dept Geog & Environm Studies, Colorado Springs, CO 80907 USA. RP Vogt, BJ (reprint author), Univ Colorado, Dept Geog & Environm Studies, Colorado Springs, CO 80907 USA. 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Geogr. High. Educ. PY 2017 VL 41 IS 4 BP 574 EP 589 DI 10.1080/03098265.2017.1331421 PG 16 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA FL0TB UT WOS:000413922600009 DA 2018-03-07 ER PT J AU Walshe, N AF Walshe, Nicola TI Developing trainee teacher practice with geographical information systems (GIS) SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE Geographical information systems (GIS); initial teacher education (ITE); geography; spatial thinking ID NEOLIBERAL UNIVERSITY; EMOTIONAL LABOR; FEMINIST; POLITICS; RESPONSIBILITY; GEOPOLITICS; LECTURE; OTHERS; LOVE; CARE AB There is general agreement that geographical information systems (GIS) have a place within the geography classroom; they offer the potential to support geographical learning, exploring real-world problems through student-centred learning, and developing spatial thinking. Despite this, teachers often avoid engaging with GIS and research suggests that the lack of GIS training in initial teacher education is partially to blame. In response to this, this article explores how 16 trainee geography teachers were supported to develop their use of GIS across a one-year, postgraduate teacher training course in England. The project, an interpretive case study underpinned by a constructivist epistemology, used questionnaires and interviews to elicit trainees' understandings of the nature of GIS, and to explore their engagement with it across their training year. Results suggest a programme of embedded training developed in trainees a more nuanced understanding of the value of GIS for supporting geographical learning and, thereby, increased self-efficacy towards and engagement with it in their teaching practice. 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PY 2017 VL 41 IS 4 BP 608 EP 628 DI 10.1080/03098265.2017.1331209 PG 21 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA FL0TB UT WOS:000413922600011 DA 2018-03-07 ER PT S AU Bostan, G AF Bostan, Gabriela BE Soare, E Langa, C TI THE NEED FOR AUTONOMY OF TEACHERS IN "PLAYING WITH ARCHITECTURE" PROJECT SO EDU WORLD 7TH INTERNATIONAL CONFERENCE SE European Proceedings of Social and Behavioural Sciences LA English DT Proceedings Paper CT 7th International Edu World Conference (Edu World) CY NOV 04-05, 2016 CL Pitesti, ROMANIA DE Curriculum; inter- and transdisciplinarity; education through architecture; life skills; built environment; co-teaching AB This research is part of a broader research on education through architecture that was held at the Institute of Education Sciences in 2015. The project "Playing with architecture" was implemented in grades III and IV in more than 100 schools, by the Association "De-a Arhitectura". In 2014 the schedule was approved by the Ministry of Education in Romania. The research instruments consisted of questionnaires applied to a group of 36 teachers and 43 volunteer architects. The research aims to analyze, in a qualitative perspective, the perceptions of teachers and volunteers architects on the utility of the class curriculum "For the architecture. Education for architecture and built environment". The interpretation of data obtained by questioning the teachers and architects volunteers for this optional discipline present in the National Base of school curriculum analyzes among others the autonomy of teaching activities within the architecture through the following directions: the desire for autonomy and the need for training. It's the kind of discipline that may be considered part of the transdisciplinary curriculum as it brings in the center of the individual with all that entails him: interdisciplinary knowledge, consciousness, creativity, imagination, skills, theoretical, practical, craft, manufacturing, sensitivity and cultural expression, empathy, team spirit. Such an approach leads to increased self-awareness, to self-valorization, the integration of the individual in nature and socio-cultural microclimate. The skills acquired through such an optional help children in life skills needed for future adult develops spatial thinking. (C) 2017 Published by Future Academy www.FutureAcademy.org.uk C1 [Bostan, Gabriela] Inst Educ Sci, Bucharest, Romania. RP Bostan, G (reprint author), Inst Educ Sci, Bucharest, Romania. EM carmenbostan@ise.ro OI Bostan, Carmen Gabriela/0000-0002-2816-8185 CR Bamford Anne, 2009, ARTS CULTURAL ED ICE Bostan CG, 2015, PROCD SOC BEHV, V180, P489, DOI 10.1016/j.sbspro.2015.02.149 Mihailescu Angelica, 2015, CONTRIBUTII MODEL EV National Advisory Committee on Creative and Cultural Education, 1999, ALL OUR FUT CREAT CU Ordinul Arhitectilor din Romania Association De-a Arhitectura, 2013, DE A ARCH OR MEU ED Sharp C., 2000, ARTS CREATIVITY CULT Taggart G., 2004, NATL FDN ED RES INT UNESCO, 2006, ROAD MAP ARTS ED WOR NR 8 TC 0 Z9 0 U1 2 U2 2 PU FUTURE ACAD PI NICOSIA PA PO BOX 24333, NICOSIA, 1703, CYPRUS SN 2357-1330 J9 EUR PROC SOC BEHAV PY 2017 VL 23 BP 476 EP 483 DI 10.15405/epsbs.2017.05.02.58 PG 8 WC Education & Educational Research SC Education & Educational Research GA BI3NT UT WOS:000411319000057 DA 2018-03-07 ER PT J AU Eremina, DA Shchelkova, OY AF Eremina, Daria A. Shchelkova, Olga Yu. TI The dynamics of the cognitive functioning and emotional state of cardiac patients during rehabilitation after coronary revascularization SO PSYCHOLOGY IN RUSSIA-STATE OF THE ART LA English DT Article DE cognitive functions; emotional state; coronary heart disease; rehabilitation; cardiac surgery ID ARTERY-BYPASS-SURGERY; OFF-PUMP; OUTCOMES; DYSFUNCTION; IMPROVEMENT; MEMORY; TERM AB Background. Coronary artery bypass grafting (CABG) has been one of the most performed surgical procedures for more than 30 years. Recent research has shown severe cognitive disorders accompanying cardiac surgery. However, mild cognitive dysfunction, which is more amenable to prevention and correction, has been less studied because of difficulties in diagnosing it. Objective. For this reason, we set out to analyze the dynamics of cognitive functioning in CHD patients undergoing CABG. Our study focuses on the main indicators of cognitive functioning and on comparing cognitive functioning with normative data, as well as on the emotional state which accompanies cardiac surgery. Methods. The present study enrolled 70 patients (of average age 59.71 +/- 7.32 years) who underwent CABG with the standard cardiopulmonary bypass technique. Our examination used a pathopsychological test battery (including the WAIS, TMT, Stroop test, TAS, Benton test, etc.), and was performed in three stages: two days before, and both 12-14 days and three months after the surgery. Results. The results obtained suggest that the majority of cognitive complaints are connected with memory decline after CABG. Patients with CHD experience significant postoperative cognitive decline mostly in verbal memory and attention. A significant cognitive improvement three months after the operation occurred in the following cognitive domains: visual memory, logical memory, and spatial thinking. An analysis of the patients' trait anxiety leads to the conclusion that the highest intensity of anxiety was observed in relation to the following indicators: "emotional discomfort," " asthenic component," and " anxious assessment of the future." Conclusion. Our research demonstrates negative changes in both short- and long-term memory. Possible reasons for postoperative cognitive decline include the conditions and consequences of the surgery, normal aging, brain injury at the time of coronary surgery, and the emotional state of the patients. A positive trend was discovered in the visual and logical memory, active attention, and thinking activity. C1 [Eremina, Daria A.; Shchelkova, Olga Yu.] St Petersburg State Univ, Med Psychol & Psychophysiol Chair, St Petersburg, Russia. [Eremina, Daria A.] Fed Almazov North West Med Res Ctr, Res Lab Rehabil, St Petersburg, Russia. RP Eremina, DA (reprint author), St Petersburg State Univ, Med Psychol & Psychophysiol Chair, St Petersburg, Russia.; Eremina, DA (reprint author), Fed Almazov North West Med Res Ctr, Res Lab Rehabil, St Petersburg, Russia. EM daria.a.eremina@gmail.com CR Bergh C, 2002, ANN THORAC SURG, V74, P689, DOI 10.1016/S0003-4975(02)03723-2 Bizyuk A. P., 2001, PRIMENENIE INTEGRATI Bleicher V. M., 2006, KLIN PATOPSIHOLOGIJA Bokeria L. A., 2012, VESTNIK ROSSIJSKOJ A, V1, P20 Bokeria LA, 2013, PSYCHOL RUSS, V6, P160, DOI 10.11621/pir.2013.0414 Browne SM, 2003, J THORAC CARDIOV SUR, V126, P1061, DOI 10.1016/S0022-5223(03)00616-0 Derevnina E. S., 2013, ANN ARITMOLOGII, V10, P87 Eagle Kim A, 2004, Circulation, V110, P1168, DOI 10.1161/01.CIR.0000138790.14877.7D Eremina D., 2013, VESTNIK JUZHNO URALS, V6, P122 Fonyakin A. V., 2011, RUSSKIJ MED ZH, V19, P538 Gilyasheva I. 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PY 2017 VL 10 IS 2 SI SI BP 201 EP 214 DI 10.11621/pir.2017.0214 PG 14 WC Psychology, Multidisciplinary SC Psychology GA FH7ZC UT WOS:000411410400015 OA gold DA 2018-03-07 ER PT J AU Francis, K Bruce, C Davis, B Drefs, M Hallowell, D Hawes, Z McGarvey, L Moss, J Mulligan, J Okamoto, Y Sinclair, N Whiteley, W Woolcott, G AF Francis, Krista Bruce, Cathy Davis, Brent Drefs, Michelle Hallowell, David Hawes, Zachary McGarvey, Lynn Moss, Joan Mulligan, Joanne Okamoto, Yukari Sinclair, Nathalie Whiteley, Walter Woolcott, Geoff TI Multidisciplinary Perspectives on a Video Case of Children Designing and Coding for Robotics SO CANADIAN JOURNAL OF SCIENCE MATHEMATICS AND TECHNOLOGY EDUCATION LA English DT Article ID SPATIAL THINKING; SKILLS AB Spatial reasoning plays a vital role in choice of and success in science, technology, engineering, and mathematics (STEM) careers, yet the topic is scarce in grade school curricula. We conjecture that this absence may be due to limited knowledge of how spatial reasoning is discussed and engaged across STEM professions. This study aimed to address that gap by asking 19 professionals to comment on a video that documented children's progression through 5days of building and programming robots. Their written opinions on the skills relevant to their careers demonstrated by the children revealed that spatial thinking and design thinking are central to what they see. C1 [Francis, Krista; Davis, Brent; Drefs, Michelle] Univ Calgary, Werklund Sch Educ, 2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada. [Bruce, Cathy] Trent Univ, Sch Educ & Profess Learning, Peterborough, ON, Canada. [Hallowell, David; Okamoto, Yukari] Univ Calif Santa Barbara, Gevirtz Grad Sch Educ, Santa Barbara, CA 93106 USA. [Hawes, Zachary; Moss, Joan] Univ Toronto, Ontario Inst Studies Educ, Toronto, ON, Canada. [McGarvey, Lynn] Univ Alberta, Fac Educ, Edmonton, AB, Canada. [Mulligan, Joanne] Macquarie Univ, Sch Educ, Sydney, NSW, Australia. [Sinclair, Nathalie] Simon Fraser Univ, Fac Educ, Vancouver, BC, Canada. [Whiteley, Walter] York Univ, Math & Stat, Toronto, ON, Canada. [Woolcott, Geoff] Southern Cross Univ, Sch Educ, Lismore, NSW, Australia. RP Francis, K (reprint author), Univ Calgary, Werklund Sch Educ, 2500 Univ Dr NW, Calgary, AB T2N 1N4, Canada. EM kfrancis@ucalgary.ca OI Woolcott, Geoff/0000-0003-0094-7256 FU Imperial Oil Science Technology Engineering and Mathematics Initiative at Werklund School of Education FX The authors are grateful for support from the Imperial Oil Science Technology Engineering and Mathematics Initiative at Werklund School of Education. CR Abbot L., 2014, 21 CENTURY SKILLS DE Berglund A., 2014, P LTHS 8 PED INSP LU Bishop A. 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PY 2017 VL 17 IS 3 BP 165 EP 178 DI 10.1080/14926156.2017.1297510 PG 14 WC Education, Scientific Disciplines SC Education & Educational Research GA FH1MY UT WOS:000410905300003 DA 2018-03-07 ER PT J AU Debarbieux, B AF Debarbieux, Bernard TI Hannah Arendt's spatial thinking: an introduction SO TERRITORY POLITICS GOVERNANCE LA English DT Article DE Arendt; spatiality; space; territory; place; world ID PUBLIC SPACE AB Hannah Arendt's spatial thinking: an introduction. Territory, Politics, Governance. Hannah Arendt is not among the philosophers most quoted by geographers and social scientists interested in the spatial dimension of social life; and when she is, authors typically cite one or two examples or concepts of her work, while neglecting to place her related propositions in the context of the various ways she refers to spatiality or territoriality. This paper aims to give a broad overview of her spatial thinking. More precisely, it presents the various spatial concepts Arendt uses (place, space, territory, world, location, etc.), and suggests that a tri-partite spatial ontology is at work behind her lexicon. Since such an ontological trilogy is never explicit in Arendt's work, it is compared to the architecture of Arendt's explicit theorization which is structured around different sets of concepts (identity/plurality; labour/work/action). Then, the paper explains that an ontological analysis of Arendt's proposals allows us to understand the major issues or tragedies that she focused on as being related to tensions between different forms of spatiality. I conclude that Arendt's extensive contributions in diverse conceptual and empirical fields are intrinsically spatially grounded. C1 [Debarbieux, Bernard] Univ Geneva, Sch Social Sci, Geneva, Switzerland. RP Debarbieux, B (reprint author), Univ Geneva, Sch Social Sci, Geneva, Switzerland. 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PY 2017 VL 5 IS 4 BP 351 EP 367 DI 10.1080/21622671.2016.1234407 PG 17 WC Geography; Political Science SC Geography; Government & Law GA FH0IJ UT WOS:000410822700002 DA 2018-03-07 ER PT J AU Morsanyi, K O'Mahony, E McCormack, T AF Morsanyi, Kinga O'Mahony, Eileen McCormack, Teresa TI Number comparison and number ordering as predictors of arithmetic performance in adults: Exploring the link between the two skills, and investigating the question of domain-specificity SO QUARTERLY JOURNAL OF EXPERIMENTAL PSYCHOLOGY LA English DT Article DE Arithmetic skills; distance effect; mental number line; number comparison; number ordering ID WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; SERIAL-ORDER; DEVELOPMENTAL DYSCALCULIA; MENTAL REPRESENTATION; INTRAPARIETAL SULCUS; NUMERICAL ESTIMATION; MATHEMATICS ABILITY; NONNUMERICAL ORDER; MAGNITUDE AB Recent evidence has highlighted the important role that number-ordering skills play in arithmetic abilities, both in children and adults. In the current study, we demonstrated that number comparison and ordering skills were both significantly related to arithmetic performance in adults, and the effect size was greater in the case of ordering skills. Additionally, we found that the effect of number comparison skills on arithmetic performance was mediated by number-ordering skills. Moreover, performance on comparison and ordering tasks involving the months of the year was also strongly correlated with arithmetic skills, and participants displayed similar (canonical or reverse) distance effects on the comparison and ordering tasks involving months as when the tasks included numbers. This suggests that the processes responsible for the link between comparison and ordering skills and arithmetic performance are not specific to the domain of numbers. Finally, a factor analysis indicated that performance on comparison and ordering tasks loaded on a factor that included performance on a number line task and self-reported spatial thinking styles. These results substantially extend previous research on the role of order processing abilities in mental arithmetic. C1 [Morsanyi, Kinga; O'Mahony, Eileen; McCormack, Teresa] Queens Univ Belfast, Sch Psychol, Belfast BT7 1NN, Antrim, North Ireland. RP Morsanyi, K (reprint author), Queens Univ Belfast, Sch Psychol, Belfast BT7 1NN, Antrim, North Ireland. 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W., 2001, WOODCOCK JOHNSON TES Zorzi M, 2011, NEUROIMAGE, V56, P674, DOI 10.1016/j.neuroimage.2010.06.035 NR 69 TC 0 Z9 0 U1 2 U2 2 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND SN 1747-0218 EI 1747-0226 J9 Q J EXP PSYCHOL JI Q. J. Exp. Psychol. PY 2017 VL 70 IS 12 BP 2497 EP 2517 DI 10.1080/17470218.2016.1246577 PG 21 WC Psychology, Biological; Physiology; Psychology; Psychology, Experimental SC Psychology; Physiology GA FF7MP UT WOS:000409200600007 PM 27734751 OA green_published DA 2018-03-07 ER PT S AU Cabrera-Barona, P AF Cabrera-Barona, Pablo GP IEEE TI From The 'Good Living' to The 'Common Good': What is the role of GIScience? SO 2017 JOINT URBAN REMOTE SENSING EVENT (JURSE) SE Joint Urban Remote Sensing Event LA English DT Proceedings Paper CT Joint Urban Remote Sensing Event (JURSE) CY MAR 06-08, 2017 CL Dubai, U ARAB EMIRATES SP Dubai Municipal, Masdar Inst DE Economy; Good Living; GIScience; Urban Quality of Life ID INFORMATION-SCIENCE; PUBLIC SPACES; SEGREGATION; GIS AB Alternative economic approaches are gaining importance due to the extreme inequalities caused by the laissez-faire perspective of neoliberal economics. These approaches study the economy with a multidisciplinary view, considering paradigms of social inclusion, justice and sustainability. Geographic information science (GIScience) can be defined as a multidisciplinary and a multiparadigmatic field, where "spatial thinking" is fundamental. The study of urban quality of life can be supported by the calculation of spatial indicators; however, limited connections exist between these indicators and indicators related to alternative economic approaches. In this paper, I propose a first attempt to relate these different kinds of indicators, and open the discussion about the role of GIScience for these new economics, with a focus on urban quality of life. C1 [Cabrera-Barona, Pablo] Z GIS Univ Salzburg, Interfac Dept Geinformat, Salzburg, Austria. RP Cabrera-Barona, P (reprint author), Z GIS Univ Salzburg, Interfac Dept Geinformat, Salzburg, Austria. EM pablo.cabrera-barona@stud.sbg.ac.at FU Ecuadorian Secretary of Higher Education, Science, Technology and Innovation; Ecuadorian Institute of Promotion of Human Talent [375-2012]; Austrian Science Fund (FWF) through Doctoral College GIScience at University of Salzburg [DK W 1237N23] FX The presented work has been funded by the Ecuadorian Secretary of Higher Education, Science, Technology and Innovation and the Ecuadorian Institute of Promotion of Human Talent (Scholarship contract No. 375-2012). It has also partially been funded by the Austrian Science Fund (FWF) through the Doctoral College GIScience (DK W 1237N23) at the University of Salzburg. 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Instr. PY 2017 VL 35 IS 3 BP 236 EP 264 DI 10.1080/07370008.2017.1323902 PG 29 WC Psychology, Educational; Psychology, Experimental SC Psychology GA FA1PZ UT WOS:000405213200004 DA 2018-03-07 ER PT J AU Moolman, T Donaldson, R AF Moolman, Tiani Donaldson, Ronnie TI Career paths of geography graduates SO SOUTH AFRICAN GEOGRAPHICAL JOURNAL LA English DT Article DE Geography careers; GIS practitioners; geography departments; geographers ID UNITED-STATES; EMPLOYABILITY; STUDENTS; EXPECTATIONS; EXPERIENCES; COMPETENCES; KNOWLEDGE; PROGRAMS; SKILLS AB It is common practice for university geography departments to offer specific fields of specialization in the discipline, which inevitably determine their graduates' employability. What these career paths are in the South African context is unknown, although it is true that our geography graduates are employed in a range of jobs due to the interdisciplinary and dynamic nature of geography. 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We can start to discuss theconcept, its basic a forming representation. Initially, the five sense catch the natural phenomenon and forward it to memory for processing. Abstraction plays a role in processing information into a concept. There are two types of representation, namely internal representation and external representation. The internal representation is also known as mental representation; this representation is in the human mind. The external representation may include images, auditory and kinesthetic which can be used to describe, explain and communicate the structure, operation, thefunction of the object as well as relationships. There are two main elements, representations properties and object relationships. These elements play a role in forming a representation. C1 [Fiantika, F. R.] Univ Negeri Surabaya, Surabaya, East Java, Indonesia. RP Fiantika, FR (reprint author), Univ Negeri Surabaya, Surabaya, East Java, Indonesia. EM fentfeny@gmail.com CR Abidin A. A, 2011, MALAYSIA INT J HUMAN, V1 Ding C. S., 2007, DO MATH GENDER DIFFE Embree M C, 2009, PSY 202 INTRO PSYCHO Ernest Paul, 2014, UK PHILOS MATH ED JU Hegarty M., 2016, P WORKSH TEACH SPAT, P36 NRC, 2010, LEARN THINK SPAT Turgut M, 2009, SPATIAL ABILITY MATH Turgut M, 2015, INDIVIDUAL DIFFERENC Uttal H, 2015, EXPLORING ENHANCING Van der Merwe F, 2011, CONCEPTS SPACE SPATI Vincent A, 2001, LEARNING STYLE AWARE NR 11 TC 0 Z9 0 U1 0 U2 0 PU IOP PUBLISHING LTD PI BRISTOL PA DIRAC HOUSE, TEMPLE BACK, BRISTOL BS1 6BE, ENGLAND SN 1742-6588 J9 J PHYS CONF SER PY 2017 VL 824 AR UNSP 012056 DI 10.1088/1742-6596/824/1/012056 PG 4 WC Education, Scientific Disciplines; Mathematics, Interdisciplinary Applications; Physics, Multidisciplinary SC Education & Educational Research; Mathematics; Physics GA BH9PB UT WOS:000404218800056 OA gold DA 2018-03-07 ER PT S AU Tikhomirova, T AF Tikhomirova, Tatiana BE Soriano, E Sleeter, C Casanova, MA Cala, VC TI Spatial thinking and memory in Russian high school students with different levels of mathematical fluency SO EDUCATION, HEALTH AND ICT FOR A TRANSCULTURAL WORLD SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT 7th International Conference on Intercultural Education - Education, Health and ICT - From a Transcultural Perspective (EDUHEM) CY JUN 15-17, 2016 CL Univ Almeria, Almeria, SPAIN HO Univ Almeria DE spatial thinking; mental rotation; spatial memory; mathematical fluency; gender differences; high school age ID SKILLS AB In the current study Russian high school students with different levels of mathematical fluency were asked to complete the Mental Rotation Task and the Corsi Block-Tapping Task. We found significant differences between the groups with different levels of mathematical fluency in efficiency of spatial thinking and the level of visuo-spatial memory. Also, we revealed differences in the number and density of the relationships within the structure of spatial memory and thinking between the groups with different levels of mathematical fluency. Gender had a minor effect on the number of correct answers. (C) 2017 The Authors. Published by Elsevier Ltd. C1 [Tikhomirova, Tatiana] Russian Acad Educ, Inst Psychol, 9,4 Mokhovaya Str, Moscow 125009, Russia. RP Tikhomirova, T (reprint author), Russian Acad Educ, Inst Psychol, 9,4 Mokhovaya Str, Moscow 125009, Russia. EM tikho@mail.ru RI Tikhomirova, Tatiana/N-3016-2014 FU Russian Science Foundation [15-18-30055] FX This study was supported by the grant from the Russian Science Foundation [grant RSF No 15-18-30055]. 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BE Hidayat, T Nandiyanto, ABD Jupri, A Suwarma, IR Riza, LS Kusumawati, D Suhendi, D Munawaroh, HSH Aisyah, S Iriani, M TI Types of Reasoning in Framing Based Plant Anatomy and It Relation to Spatial Thinking SO INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016) SE Journal of Physics Conference Series LA English DT Proceedings Paper CT 3rd International Seminar on Mathematics, Science, and Computer Science Education (MSCEIS) CY OCT 15, 2016 CL Bandung, INDONESIA SP Univ Pendidikan Indonesia, Univ Pendidikan Indonesia, FPMIPA, SEAMEO QITEP Sci ID ABILITY AB A study about the spatial framing in plant anatomy course was conducted to investigate the role of framing in improving student reasoning in understanding the structure and function of plant and its relation to spatial thinking. A number of biology students (n=35) at State University in South Sumatra, Indonesia was involved as participants in this study. Data was collected using reasoning test based on Marzano framework and spatial thinking instrument test that had been developed and based on expert judgment. Data obtained was processed by calculating the average and percentage (%) on each indicator. Research findings show that there was improvement in reasoning and spatial thinking of students after having experience through framing based learning with an average N-gain 51.9 and 46.6 (moderate category). Learning of framing based plant anatomy course improved the students reasoning at each indicator. Students reasoning before and after learning based framing instruction are: (1) comparing (41.1 and 87.4); (2) classifying (14.7 and 77.1); (3) inducing (28.6 and 64.6); (4) deducing (15.7 and 55.7); (5) analyzing error (21.9 and 40.0); (6) constructing support (33.3 and 54.3); (7) abstracting (31.4 and 34.3); and (8) analyzing perspective (38.3 and 47.1). Analysis of the relationship between reasoning related concepts of plant anatomy and spatial thinking showed r=0.454 (p=0.00*>0.01) (significant correlation). Further it was found that students' spatial thinking including generating a representation (i); maintaining a representations in working memory (ii); scanning the representation (iii); and transforming of representation (iv) are factors that improved student reasoning. C1 [Ermayanti] Univ Pendidikan Indonesia, Grad Sch, Sci Educ Study Program, Jl Dr Setiabudhi 229, Bandung 40154, Indonesia. [Ermayanti] Univ Sriwijaya, Biol Educ Program, Jl Palembang Prabumulih Km 32 Ogan Ilir, Palembang 30128, Indonesia. [Rustaman, N. Y.; Rahmat, A.] Univ Pendidikan Indonesia, Dept Biol Educ, Jl Dr Setiabudhi 229, Bandung 40154, Indonesia. 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Uttal, David H. TI Making Sense of Space: Distributed Spatial Sensemaking in a Middle School Summer Engineering Camp SO JOURNAL OF THE LEARNING SCIENCES LA English DT Review ID MENTAL ROTATION; SEX-DIFFERENCES; MOTOR PROCESSES; HAND GESTURES; CHILDRENS; STUDENTS; ABILITY; IMAGERY; COMMUNICATION; CONVERSATION AB Spatial thinking is important for success in engineering. However, little is known about how students learn and apply spatial skills, particularly in kindergarten to Grade 12 engineering learning. The present study investigated the role of spatial thinking in engineering learning at a middle school summer camp. Participants were 26 students (13 female, 13 male), predominantly from underrepresented groups. We took a cognitive ethnographic approach, using observations of hands-on engineering learning activities to identify moments when spatial problems arose and how learners made sense of these problems. We describe these processes as distributed spatial sensemaking because they involved both internal (cognitive) processes and also interactions with other learners, materials, and representations. We identified 90 distributed spatial sensemaking episodes in our data set. These episodes facilitated important engineering practices such as hypothesis testing and design iteration. We also found that different activities elicited different types of distributed spatial sensemaking episodes. Our results demonstrate how spatial thinking matters in everyday engineering learning and speaks to the types of engineering learning activities that scaffold particular spatial processes and practices. Our research also shows how cognitive, situated, and distributed theories can be used in tandem to make sense of a complex phenomenon like engineering learning. C1 [Ramey, Kay E.] Northwestern Univ, Sch Educ & Social Policy, 2120 Campus Dr, Evanston, IL 60208 USA. 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PY 2017 VL 26 IS 2 BP 277 EP 319 DI 10.1080/10508406.2016.1277226 PG 43 WC Education & Educational Research; Psychology, Educational SC Education & Educational Research; Psychology GA ES3XC UT WOS:000399462200004 DA 2018-03-07 ER PT J AU Gine, DS Gil, SS Misaras, RA AF Serrano Gine, David Saladie Gil, Sergi Adrian Misaras, Razvan TI Geographic knowledge and spatial thinking using cognitive mapping: A test with advanced-level students from the Ebro Delta SO DOCUMENTS D ANALISI GEOGRAFICA LA Spanish DT Article DE cognitive mapping; geographic knowledge; spatial thinking; place names; Ebro Delta ID SPACE AB This article demonstrates the importance of cognitive mapping to assess geographic knowledge and spatial thinking. The study was carried out with a sample population comprising 132 A2-level students from five secondary schools of the Ebro Delta who were asked to record place names and landmarks on a blank map. Cartographic analyses revealed a number of spatial cognition issues. 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TI Framing the figure: Mental rotation revisited in light of cognitive strategies SO MEMORY & COGNITION LA English DT Article DE Mental rotation; Cognitive strategies; Framing; Habitual spatial thinking ID SEX-DIFFERENCES; GENDER-DIFFERENCES; SPATIAL ABILITY; 3-DIMENSIONAL OBJECTS; STIMULUS COMPLEXITY; HOLISTIC PROCESSES; HUMAN NAVIGATION; PERFORMANCE; SPEED; DIMENSIONALITY AB The mental rotation literature commonly reports a sex difference, almost always favoring men. Two strategies have been proposed in the literature to account for this difference: holistic and piecemeal. However, there is great variability in rotation performance suggesting other possible contributing factors. This study investigated the effects of stimuli characteristics and habitual spatial thinking on mental rotation performance. In three experiments, participants completed a mental rotation task with two modifications: (1) 3-D figures were presented with their cut versions to promote piecemeal strategy, and (2) block figures were either presented within a frame or none, in light of reference framework model or perceptual grouping model. Overall, whole figures generated faster responses than cut figures and this was more pronounced with greater angular disparity. Shape or the presence of a frame affected rotation performance. Having a frame seemed to impede overall rotation, especially for cut figures, supporting an object-based reference frame. However, a 3-D frame did not have the same effect, possibly suggesting the unitary configuration idea. Men rotated more accurately than women, but still sex was not as robust as it was suggested in the literature. Interestingly, there were similarities between possible strategy use and habitual spatial thinking. People who were categorized as having landmark-centered representations and who preferred verbal directions showed a pattern suggesting the use of a piecemeal strategy, and survey-centered representations and map preference seemed to reflect a holistic strategy. C1 [Bilge, A. Reyyan] Istanbul Sehir Univ, Dept Psychol, Kusbakisi Cad 27, TR-34662 Istanbul, Turkey. [Taylor, Holly A.] Tufts Univ, Dept Psychol, Medford, MA 02155 USA. RP Bilge, AR (reprint author), Istanbul Sehir Univ, Dept Psychol, Kusbakisi Cad 27, TR-34662 Istanbul, Turkey. 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Cogn. PD JAN PY 2017 VL 45 IS 1 BP 63 EP 80 DI 10.3758/s13421-016-0648-1 PG 18 WC Psychology, Experimental SC Psychology GA EI2LX UT WOS:000392319900006 PM 27600699 OA gold DA 2018-03-07 ER PT J AU Yang, CW Huang, QY Li, ZL Liu, K Hu, F AF Yang, Chaowei Huang, Qunying Li, Zhenlong Liu, Kai Hu, Fei TI Big Data and cloud computing: innovation opportunities and challenges SO INTERNATIONAL JOURNAL OF DIGITAL EARTH LA English DT Review DE Spatiotemporal computing; digital earth; geospatial cyberinfrastructure; geoinformatics; CyberGIS; Smart cities ID SPATIAL DATA; REAL-TIME; MAPREDUCE FRAMEWORK; GEOSPATIAL SCIENCES; SOCIAL MEDIA; DATA CENTERS; SENSOR DATA; SMART CITY; SYSTEM; MODEL AB Big Data has emerged in the past few years as a new paradigm providing abundant data and opportunities to improve and/or enable research and decision-support applications with unprecedented value for digital earth applications including business, sciences and engineering. At the same time, Big Data presents challenges for digital earth to store, transport, process, mine and serve the data. Cloud computing provides fundamental support to address the challenges with shared computing resources including computing, storage, networking and analytical software; the application of these resources has fostered impressive Big Data advancements. This paper surveys the two frontiers - Big Data and cloud computing - and reviews the advantages and consequences of utilizing cloud computing to tackling Big Data in the digital earth and relevant science domains. From the aspects of a general introduction, sources, challenges, technology status and research opportunities, the following observations are offered: (i) cloud computing and Big Data enable science discoveries and application developments; (ii) cloud computing provides major solutions for Big Data; (iii) Big Data, spatiotemporal thinking and various application domains drive the advancement of cloud computing and relevant technologies with new requirements; (iv) intrinsic spatiotemporal principles of Big Data and geospatial sciences provide the source for finding technical and theoretical solutions to optimize cloud computing and processing Big Data; (v) open availability of Big Data and processing capability pose social challenges of geospatial significance and (vi) a weave of innovations is transforming Big Data into geospatial research, engineering and business values. This review introduces future innovations and a research agenda for cloud computing supporting the transformation of the volume, velocity, variety and veracity into values of Big Data for local to global digital earth science and applications. C1 [Yang, Chaowei; Liu, Kai; Hu, Fei] George Mason Univ, NSF Spatiotemporal Innovat Ctr, Fairfax, VA 22030 USA. [Huang, Qunying] Univ Wisconsin Madison, Dept Geog, Madison, WI USA. [Li, Zhenlong] Univ South Carolina, Dept Geog, Columbia, SC 29208 USA. RP Yang, CW (reprint author), George Mason Univ, NSF Spatiotemporal Innovat Ctr, Fairfax, VA 22030 USA. EM cyang3@gmu.edu RI Li, Zhenlong/M-1065-2017; Yang, Chaowei/A-9881-2017 OI Li, Zhenlong/0000-0002-8938-5466; Yang, Chaowei/0000-0001-7768-4066 FU NASA AIST Program [NNX15AM85G]; NCCS [NNG14HH38I]; Goddard [NNG16PU001]; NSF I/UCRC [1338925]; EarthCube [ICER-1540998]; CNS [1117300]; Microsoft; Amazon; Northrop Grumman; Harris; United Nations FX This research was supported by NASA AIST Program [NNX15AM85G], NCCS [NNG14HH38I], Goddard [NNG16PU001], NSF I/UCRC [1338925], EarthCube [ICER-1540998], and CNS [1117300], as well as Microsoft, Amazon, Northrop Grumman, Harris, and United Nations. 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Earth PD JAN PY 2017 VL 10 IS 1 BP 13 EP 53 DI 10.1080/17538947.2016.1239771 PG 41 WC Geography, Physical; Remote Sensing SC Physical Geography; Remote Sensing GA EF6BS UT WOS:000390415300002 OA gold HC Y HP N DA 2018-03-07 ER PT J AU Metoyer, S Bednarz, R AF Metoyer, Sandra Bednarz, Robert TI Spatial Thinking Assists Geographic Thinking: Evidence from a Study Exploring the Effects of Geospatial Technology SO JOURNAL OF GEOGRAPHY LA English DT Article DE geography education; spatial thinking; geographic thinking geospatial technology ID TEST-PERFORMANCE; SEX-DIFFERENCES; ABILITIES; EXPERIENCE; KNOWLEDGE AB This article provides a description and discussion of an exploratory research study that examined the effects of using geospatial technology (GST) on high school students' spatial skills and spatial-relations content knowledge. It presents results that support the use of GST to teach spatially dependent content. 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PD JAN-FEB PY 2017 VL 116 IS 1 BP 20 EP 33 DI 10.1080/00221341.2016.1175495 PG 14 WC Geography SC Geography GA EC2AT UT WOS:000387912200002 DA 2018-03-07 ER PT J AU Barbosa, LJ AF Barbosa, Lohaine Jardim TI BRAZILITY BETWEEN THE HIGHLANDS BELLUNO: VERTICALITY AND HORIZONTALITY OF SPACE THOUGHT ABOUT BEING BRAZILIAN FOR IMMIGRANT BRAZILIAN IN ITALY SO REVISTA PEGADA LA Portuguese DT Article DE Coloniality; spatial thinking; colonialist AB This paper discusses from the metaphor "horizon" and "verticality" instrumentalized in the speech of a Brazilian immigrant in Italy, the existing binaries in our thinking colonized by a Eurocentric view / capitalist / modem, which culminates in a dichotomous reading of reality, possibility the construction of an idea of welcoming country, and the quality of life from the European way of life, while a victorious colonial project. The proposal I make from this finding is overcoming a dichotomous construction of the world, a hybrid reality and inter-relational, open and multiple becomings. C1 [Barbosa, Lohaine Jardim] Univ Fed Espirito Santo, NEAD, Pos Grad Educ & Direitos Humanos, Vitoria, ES, Brazil. [Barbosa, Lohaine Jardim] Univ Fed Espirito Santo, Nucleo Estudos Indiciarios, Vitoria, ES, Brazil. [Barbosa, Lohaine Jardim] Univ Fed Espirito Santo, Lab Estudos Urbanos & Reg, Dept Geog, Vitoria, ES, Brazil. RP Barbosa, LJ (reprint author), Univ Fed Espirito Santo, NEAD, Pos Grad Educ & Direitos Humanos, Vitoria, ES, Brazil.; Barbosa, LJ (reprint author), Univ Fed Espirito Santo, Nucleo Estudos Indiciarios, Vitoria, ES, Brazil.; Barbosa, LJ (reprint author), Univ Fed Espirito Santo, Lab Estudos Urbanos & Reg, Dept Geog, Vitoria, ES, Brazil. 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Pegada PD DEC PY 2016 VL 17 IS 2 BP 53 EP 73 PG 21 WC Industrial Relations & Labor SC Business & Economics GA EJ8SN UT WOS:000393496400004 OA gold DA 2018-03-07 ER PT J AU Kreis, SM Reith, W Krick, C AF Kreis, Sonja Manuela Reith, Wolfgang Krick, Christoph TI Two-Digit Number Processing during Childhood: A Mental Rotation Task? SO JOURNAL OF PEDIATRIC NEURORADIOLOGY LA English DT Article DE number recognition; mental rotation; fMRI; two-digit numbers; childhood ID DEVELOPMENTAL FMRI; PET; CORTEX AB The association between numerical and spatial thinking manifests itself throughout various cognitive observations, concerning arithmetic problem solving as well as simple number recognition tasks. The spatial component in numerical thinking is assumed to represent the semantic processing pathway, for example, the mental representation of numerical magnitude. There is an interconnection of semantic, linguistic, and visual/symbolic pathways, which is thought to be stronger in adults than in children. During childhood, the semantic pathway is supposed to play a major part in numerical processing. In this study, we conducted a functional magnetic resonance imaging paradigm combining a mental rotation task with a number processing task. The behavioral data showed the highest error rate for two-digit numbers (not for threedigit numbers). In regard to two-digit numbers, we also found the strongest neuronal activation overlap for number processing and mental rotation in the left intraparietal sulcus. This pattern suggests that the mental inversion of digits in native German speakers might be a spatial function related to mental rotation. In terms of overcoming opposed informational input for symbolic and linguistic representation and therefore impeded informational extraction the spatial processing pathway might play a major role. 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TI Blocks, Bricks, and Planks Relationships between Affordance and Visuo-Spatial Constructive Play Objects SO AMERICAN JOURNAL OF PLAY LA English DT Article DE atfordance; block play; brick play; child development; constructive play; plank play; spatial thinking; visuo-spatial constructive play objects ID YOUNG-CHILDREN; PRESCHOOL-CHILDREN; BUILDING-BLOCKS; SELF-REGULATION; SEX-DIFFERENCES; PERFORMANCE; PERSPECTIVES; CREATIVITY AB The authors consider the strengths and weaknesses of three different visuo-spatial constructive play object (VCPO) types blocks, bricks, and planks and their impact on the development of creativity in spatial thinking and higher learning during free play. Each VCPO has its own set of attributes, they note, leading to different purposes, functions, aesthetic outcomes, and narratives. They argue that one key to understanding the impact of these toys is to determine, based on the diversity of their attributes, each VCPO's level of affordance. 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Play PD WIN PY 2016 VL 8 IS 2 BP 201 EP 227 PG 27 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA DJ2RQ UT WOS:000374053200004 DA 2018-03-07 ER PT J AU Gordon, E Elwood, S Mitchell, K AF Gordon, Elyse Elwood, Sarah Mitchell, Katharyne TI Critical spatial learning: participatory mapping, spatial histories, and youth civic engagement SO CHILDRENS GEOGRAPHIES LA English DT Article DE participatory mapping; civic engagement; youth geographies; critical spatial thinking; children's politics ID POLITICAL-PARTICIPATION; PUBLIC-PARTICIPATION; EDUCATION; GIS; GEOGRAPHIES; CITIZENSHIP; INTERNET AB As digital technologies become ubiquitous in many places, scholars of civic engagement, youth and political life, and geographic education have explored the potential of teaching critical and spatial thinking through digital technologies. This paper examines interactive digital mapping as a technology environment for teaching and practicing critical spatial thinking, in relation to civic engagement. From this participatory and dialogic mapping project with teenage girls in Seattle, Washington, we develop a conceptualization of critical spatial thinking that emphasizes how social and spatial processes intertwine to generate societal inequalities and show how this learning informs students' social and spatial civic responses. We show how interactive digital mapping pedagogies offer students an opportunity to develop awareness of what happens in their urban geographies, but also how and what they might do to intervene. C1 [Gordon, Elyse; Elwood, Sarah; Mitchell, Katharyne] Univ Washington, Dept Geog, Box 353550, Seattle, WA 98195 USA. RP Gordon, E (reprint author), Univ Washington, Dept Geog, Box 353550, Seattle, WA 98195 USA. 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PD OCT PY 2016 VL 14 IS 5 BP 558 EP 572 DI 10.1080/14733285.2015.1136736 PG 15 WC Geography SC Geography GA DS8DD UT WOS:000381012300005 DA 2018-03-07 ER PT J AU Kozlova, LI Shtark, MB Mel'nikov, ME Verevkin, EG Savelov, AA Petrovskii, ED AF Kozlova, L. I. Shtark, M. B. Mel'nikov, M. E. Verevkin, E. G. Savelov, A. A. Petrovskii, E. D. TI EEG-fMRI Study of Alpha-Stimulation Neurobiofeedback Training Course SO BULLETIN OF EXPERIMENTAL BIOLOGY AND MEDICINE LA English DT Article DE alpha waves; EEG-fMRI mapping; biofeedback; alpha-stimulation training ID BAND OSCILLATIONS; RHYTHM; ATTENTION; EEG/FMRI AB fMRI-EEG dynamics of brain activity in volunteers was studied during the course of EEG alpha-stimulation training (20 sessions). Twenty-three healthy men (20-35 years) were subjected to 3-fold mapping in a feedback loop (EEG alpha-rhythm biofeedback with acoustic reinforcement). This procedure was performed at the beginning, middle, and end of the course. During the first neurofeedback training session, deactivation (p < 0.001) was found in the right angular gyrus, supramarginal, and superior temporal gyri, Brodmann area 39, and cerebellum. Activation (p < 0.001) was observed in the medial frontal and cingulate gyri, motor areas of both hemispheres, and Brodmann area 32. During final (third) neurofeedback training session, we observed strong deactivation (p < 0.05 with FDR) of zones responsible for spatial thinking and motor functions: left medial frontal and left medial temporal gyri; right postcentral, lingual, and superior frontal gyri; insula and right side of the cerebellum; and precuneus and cuneus (Brodmann areas 6, 9, 7, 31, 8, 13, and 22). Changes in the alpha wave power were most pronounced in the primary and secondary somatosensory cortex of the left hemisphere (Brodmann areas 2L and 5L). C1 [Kozlova, L. I.; Shtark, M. B.; Mel'nikov, M. E.; Verevkin, E. G.] Res Inst Mol Biol & Biophys, Novosibirsk, Russia. [Savelov, A. A.; Petrovskii, E. D.] Int Tomog Ctr, Novosibirsk, Russia. [Kozlova, L. I.; Shtark, M. B.; Mel'nikov, M. E.] Novosibirsk State Univ, Novosibirsk, Russia. RP Kozlova, LI (reprint author), Res Inst Mol Biol & Biophys, Novosibirsk, Russia.; Kozlova, LI (reprint author), Novosibirsk State Univ, Novosibirsk, Russia. EM luydmilakozlova@yandex.ru FU Russian Foundation for Basic Research [14-04-00-480] FX This work was supported by the Russian Foundation for Basic Research (grant No. 14-04-00-480). 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Exp. Biol. Med. PD SEP PY 2016 VL 161 IS 5 BP 623 EP 628 DI 10.1007/s10517-016-3471-6 PG 6 WC Medicine, Research & Experimental SC Research & Experimental Medicine GA EA1OE UT WOS:000386360900001 PM 27709391 DA 2018-03-07 ER PT J AU Newcombe, NS AF Newcombe, Nora S. TI Thinking spatially in the science classroom SO CURRENT OPINION IN BEHAVIORAL SCIENCES LA English DT Review ID MENTAL ROTATION; SCHOOL STUDENTS; CHILDREN; PERFORMANCE; ABILITIES; EDUCATION; SKILLS; TRANSFORMATIONS; COMPREHENSION; PERSPECTIVES AB Much scientific thinking is spatial in nature, and even non-spatial information is often communicated using maps, diagrams, graphs, analogies and other forms of spatial communication. Students' spatial skills are correlated with their success in learning science, both concurrently and predictively. Given that spatial skills are malleable, can spatial thinking be used to improve science education? This article reviews two ways in which we might proceed. Strategy 1 is to enhance students' spatial skills early in life, or at least prior to instruction. Strategy 2 is to make more effective use of spatial teaching techniques that allow for spatial as well as verbal learning, even by students with weaker spatial skills. Recent evidence suggests optimism about both approaches. C1 [Newcombe, Nora S.] Temple Univ, Dept Psychol, 318 Weiss Hall, Philadelphia, PA 19122 USA. RP Newcombe, NS (reprint author), Temple Univ, Dept Psychol, 318 Weiss Hall, Philadelphia, PA 19122 USA. EM newcombe@temple.edu FU National Science Foundation [SBE-1041707] FX This work was supported by the National Science Foundation grant to the Spatial Intelligence and Learning Center SBE-1041707. 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Opin. Behav. Sci. PD AUG PY 2016 VL 10 BP 1 EP 6 DI 10.1016/j.cobeha.2016.04.010 PG 6 WC Behavioral Sciences SC Behavioral Sciences GA EM4ZY UT WOS:000395322900002 DA 2018-03-07 ER PT J AU Call, BJ Goodridge, W Villanueva, I Wan, N Jordan, K AF Call, Benjamin J. Goodridge, Wade Villanueva, Idalis Wan, Nicholas Jordan, Kerry TI Utilizing Electroencephalography Measurements for Comparison of Task-Specific Neural Efficiencies: Spatial Intelligence Tasks SO JOVE-JOURNAL OF VISUALIZED EXPERIMENTS LA English DT Article DE Behavior; Issue 114; spatial intelligence; electroencephalography; neural efficiency; spatial ability; spatial thinking; engineering education; Statics ID SKILLS; ALPHA AB Spatial intelligence is often linked to success in engineering education and engineering professions. The use of electroencephalography enables comparative calculation of individuals' neural efficiency as they perform successive tasks requiring spatial ability to derive solutions. Neural efficiency here is defined as having less beta activation, and therefore expending fewer neural resources, to perform a task in comparison to other groups or other tasks. For inter-task comparisons of tasks with similar durations, these measurements may enable a comparison of task type difficulty. For intra-participant and inter-participant comparisons, these measurements provide potential insight into the participant's level of spatial ability and different engineering problem solving tasks. Performance on the selected tasks can be analyzed and correlated with beta activities. This work presents a detailed research protocol studying the neural efficiency of students engaged in the solving of typical spatial ability and Statics problems. Students completed problems specific to the Mental Cutting Test (MCT), Purdue Spatial Visualization test of Rotations (PSVT:R), and Statics. While engaged in solving these problems, participants' brain waves were measured with EEG allowing data to be collected regarding alpha and beta brain wave activation and use. The work looks to correlate functional performance on pure spatial tasks with spatially intensive engineering tasks to identify the pathways to successful performance in engineering and the resulting improvements in engineering education that may follow. C1 [Call, Benjamin J.; Goodridge, Wade; Villanueva, Idalis] Utah State Univ, Dept Engn Educ, Logan, UT 84322 USA. [Wan, Nicholas; Jordan, Kerry] Utah State Univ, Dept Psychol, Logan, UT 84322 USA. RP Goodridge, W (reprint author), Utah State Univ, Dept Engn Educ, Logan, UT 84322 USA. EM wade.goodridge@usu.edu FU Utah State University's Office of Research and Graduate Studies Equipment; Utah State University's School of Graduate Studies FX The authors would like to acknowledge Christopher Green, Bradley Robinson, and Maria Manuela Valladares, for helping with data collection. Funding for EEG equipment was provided by Utah State University's Office of Research and Graduate Studies Equipment Grant to Kerry Jordan's Multisensory Cognition Lab. Benjamin Call is supported by a Presidential Doctoral Research Fellowship attained from Utah State University's School of Graduate Studies for his work with Dr. Wade Goodridge. 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Geogr. High. Educ. PD AUG PY 2016 VL 40 IS 3 BP 394 EP 408 DI 10.1080/03098265.2016.1144729 PG 15 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA DR6BL UT WOS:000379986000004 OA gold DA 2018-03-07 ER PT J AU Jo, I Hong, JE Verma, K AF Jo, Injeong Hong, Jung Eun Verma, Kanika TI Facilitating spatial thinking in world geography using Web-based GIS SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE World geography; spatial thinking; Web-based GIS ID INTEGRATING GEOSPATIAL TECHNOLOGIES; INTERNET-BASED GIS; LEARNING-ENVIRONMENT; INFORMATION-SYSTEMS; REGIONAL-GEOGRAPHY; STUDENTS; EDUCATION; ABILITY; UNIT AB Advocates for geographic information system (GIS) education contend that learning about GIS promotes students' spatial thinking. Empirical studies are still needed to elucidate the potential of GIS as an instructional tool to support spatial thinking in other geography courses. Using a non-equivalent control group research design, this study examines the effect of using Web-based GIS in a world geography course on the development of students' spatial thinking abilities. The findings indicate that Web-based GIS activities implemented in this study significantly enhanced students' spatial thinking skills. C1 [Jo, Injeong] Texas State Univ, Dept Geog, San Marcos, TX 78666 USA. [Hong, Jung Eun] Univ West Georgia, Dept Geosci, Carrollton, GA USA. [Verma, Kanika] Texas State Univ, Dept Geog, San Marcos, TX USA. [Verma, Kanika] Texas Christian Univ, Dept Hist & Geog, Ft Worth, TX 76129 USA. RP Jo, I (reprint author), Texas State Univ, Dept Geog, San Marcos, TX 78666 USA. EM ijo@txstate.edu CR Baker TR, 2005, PROF GEOGR, V57, P44 Baker T. R., 2015, GEOSPATIAL TECHNOLOG, P105, DOI 10.1007/978-4-431-55519-3 Bednarz S. W., 2013, ROAD MAP 21 CENTURY Bednarz S. 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PD AUG PY 2016 VL 40 IS 3 BP 442 EP 459 DI 10.1080/03098265.2016.1150439 PG 18 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA DR6BL UT WOS:000379986000007 DA 2018-03-07 ER PT J AU Sinclair, N Bussi, MGB de Villiers, M Jones, K Kortenkamp, U Leung, A Owens, K AF Sinclair, Nathalie Bussi, Maria G. Bartolini de Villiers, Michael Jones, Keith Kortenkamp, Ulrich Leung, Allen Owens, Kay TI Recent research on geometry education: an ICME-13 survey team report SO ZDM-MATHEMATICS EDUCATION LA English DT Article DE Geometry; Technology; Diagrams; Definitions; Gestures; Proving; Digital technology; Visuospatial reasoning ID VISUOSPATIAL WORKING-MEMORY; DYNAMIC GEOMETRY; INCLUSION RELATIONS; SPATIAL THINKING; HIGH-SCHOOL; INTUITIVE GEOMETRY; YOUNG-CHILDREN; TEACHERS USE; MATHEMATICS; QUADRILATERALS AB This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions. 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TI Future Teachers' Spatial Thinking Skills and Attitudes SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; spatial attitude; elementary education; secondary education; geography major ID GEOGRAPHIC INFORMATION-SYSTEMS; GIS; STUDENTS; KNOWLEDGE; EDUCATION; INTEGRATION; TECHNOLOGY; SCIENCE AB The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on five factors: major, gender, travel experience, geography courses, and experience using geographic information systems (GIS). For both outcome measures, results showed that the mean scores for elementary education majors were significantly lower than scores from secondary social studies majors and geography majors. 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J., 1991, HDB RES SOCIAL STUDI, P237 Wiegand P, 1997, J GEOGR HIGHER EDUC, V21, P187, DOI 10.1080/03098269708725424 NR 51 TC 0 Z9 0 U1 2 U2 23 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA SN 0022-1341 EI 1752-6868 J9 J GEOGR JI J. Geogr. PD JUL-AUG PY 2016 VL 115 IS 4 BP 139 EP 146 DI 10.1080/00221341.2015.1100654 PG 8 WC Geography SC Geography GA DK6NI UT WOS:000375040400001 DA 2018-03-07 ER PT J AU Perdue, NA Lobben, AK AF Perdue, Nicholas A. Lobben, Amy K. TI Understanding Spatial Pattern Cognition from Tactile Maps and Graphics SO CARTOGRAPHICA LA English DT Article DE spatial cognition; tactile cartography; environmental accessibility ID VISION AB This article explores the cognitive dimensions of spatial pattern identification in people who are blind or low vision using tactile graphics. We contend that spatial pattern identification is critical to the construction of an informative and rich environmental image, and insight into these cognitive skills can inform current practices in tactile map production and accessible cartography. This research investigates individual spatial thinking skills hypothesized to be components of spatial pattern identification. The findings suggest that Cartesian proximity and object differentiation are vital cognitive skills of spatial pattern identification and could potentially be exploited to communicate complex environmental knowledge in tactile reference maps. The relationship between prior map-reading training and test performance indicates a critical need for an increased presence of tactile cartographies and highlights future research opportunities. C1 [Perdue, Nicholas A.; Lobben, Amy K.] Univ Oregon, Dept Geog, Spatial Computat Cognit & Complex Lab, Eugene, OR 97403 USA. 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F., 1974, TOPOPHILIA STUDY ENV Ungar S., 2001, DIAGRAMMATIC REPRESE, P141 NR 33 TC 0 Z9 0 U1 2 U2 7 PU UNIV TORONTO PRESS INC PI TORONTO PA JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8, CANADA SN 0317-7173 EI 1911-9925 J9 CARTOGRAPHICA JI Cartographica PD SUM PY 2016 VL 51 IS 2 BP 103 EP 110 DI 10.3138/cart.51.2.3129 PG 8 WC Geography SC Geography GA DQ3UF UT WOS:000379128300004 DA 2018-03-07 ER PT J AU Brown, S AF Brown, Sophia TI Contested space: Control and resistance in Rema Hammami's East Jerusalem SO JOURNAL OF COMMONWEALTH LITERATURE LA English DT Article DE Palestine; Jerusalem; space; temporality; colonialism; postcolonialism; occupation; resistance; life-writing; Rema Hammami ID PALESTINE AB Sheikh Jarrah, a Palestinian neighbourhood of East Jerusalem, is considered by Israel as part of their state, and by Palestinians as under occupation. This contested locality is where Rema Hammami, a Palestinian anthropologist and writer, has lived for over 20 years, witnessing escalating Israeli control of the territory. Through an examination of Hammami's autobiographical essay, "Home and Exile in East Jerusalem" (2013), this article explores the effects of Israel's colonization of land on Hammami and her community as they struggle to protect their environment. It draws on a paradigm expressed by many critics (including Hammami) of Israeli tactics as a complex system of spatial control. It also assesses various assertions that the spatial politics of Palestine/Israel challenge temporality; in particular, the distinction between - and passage from - colonial to postcolonial. Overall, the article reiterates the relevance of spatial thinking for analysing the conflict and its contested localities, and demonstrates that such thinking is a productive way of reflecting on Palestinian life-writing. 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Commonw. Lit. PD JUN PY 2016 VL 51 IS 2 BP 287 EP 301 DI 10.1177/0021989416631792 PG 15 WC Literature, African, Australian, Canadian SC Literature GA DP0IN UT WOS:000378173600009 DA 2018-03-07 ER PT J AU Downs, RM AF Downs, Roger M. TI Bringing geography back to life: the role of the geospatial revolution in the US school system SO GEOGRAPHY LA English DT Article AB For the past 35 years, geography educators have sought to change the status and nature of geography in the school system in the USA. This is an exercise in disciplinary self-preservation and a response to the needs of twenty-first century citizens. However, systemic change is difficult to achieve in what amounts to a highly conservative, zero-sum game. The fortuitous confluence between an increasingly important way of thinking, spatial thinking, and an enabling technology - geospatial technologies - offers the chance to redirect the trajectory of K-12 (5-18 years-old) geography education. The changes to the nature of the geographical world brought about by the 'Geospatial Revolution' have significant consequences for the education of members of Generation M, or those students born after 1990. Fostering the necessary levels of spatial literacy will require an across-the-curriculum approach to infusion, one in which, as this article demonstrates, geographers should play a leadership role. C1 [Downs, Roger M.] Penn State Univ, Coll Earth & Mineral Sci, Dept Geog, Geog, University Pk, PA 16802 USA. RP Downs, RM (reprint author), Penn State Univ, Coll Earth & Mineral Sci, Dept Geog, Geog, University Pk, PA 16802 USA. 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TI Comparative Analysis of the Brain Activity during Verbal and Spatial Thinking in Healthy Subjects and Patients with Speech Disorders SO ZHURNAL VYSSHEI NERVNOI DEYATELNOSTI IMENI I P PAVLOVA LA Russian DT Article DE fMRI; verbal and spatial thinking; anagram; sensorimotor aphasia dysarthria; speech ID INSIGHT SOLUTIONS; EXECUTIVE CONTROL; FMRI; ATTENTION; IMAGERY AB We analyzed the specific brain activity, measured by fMRI in spatial and verbal tasks, in 15 healthy subjects and in 9 patients with dysarthria or mild sensorimotor aphasia. In healthy participants, verbal thinking was characterized by activation in Brodmann area 19 and Broca area while specific activation for spatial thinking was observed in bilateral temporal-occipital-parietal areas, left insula, left visual fields 17 and 18. In patients with impaired speech, this distribution of networks specific to a particular type of task underwent significant changes with deactivation of the brain areas, as compared to healthy subjects. Despite the absence of clinical manifestations of cognitive impairment, the average time to solve verbal tasks was significantly higher, and the percentage of correct answers was less in patients as compared to these values for a group of healthy subjects. C1 [Martynova, O. V.; Portnova, G. V.; Balaev, V. V.; Ivanitsky, A. M.] Russian Acad Sci, Inst Higher Nervous Act & Neurophysiol, Moscow, Russia. RP Martynova, OV (reprint author), Russian Acad Sci, Inst Higher Nervous Act & Neurophysiol, Moscow, Russia. 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Nervn. Deyatelnosti Im. I P Pavlov. PD MAY-JUN PY 2016 VL 66 IS 3 BP 313 EP 326 DI 10.7868/S0044467716030072 PG 14 WC Neurosciences; Physiology SC Neurosciences & Neurology; Physiology GA DS6CJ UT WOS:000380869000005 DA 2018-03-07 ER PT J AU Ozcaliskan, S AF Ozcaliskan, Seyda TI Do gestures follow speech in bilinguals' description of motion? SO BILINGUALISM-LANGUAGE AND COGNITION LA English DT Article DE bilingual gesture; second language; co-speech gesture; silent gesture; crosslinguistic gesture; motion events; English; Turkish ID SPATIAL THINKING; ENGLISH; SPEAKING; TURKISH; MANNER AB When do the gestures DO and DO NOT follow the patterns of the language one speaks? We examined this question by studying 10 Turkish-English bilingual adults (Turkish as L1) in comparison to 10 monolingual English and 10 monolingual Turkish adults as they described motion events either in speech with gesture (co-speech gesture) or only in gesture without speech (silent gesture). All speakers - monolingual and bilingual - showed cross-linguistic differences in co-speech gesture but NOT in silent gesture. Moreover, bilinguals followed L1 co-speech gesture patterns even when speaking L2, suggesting that acquisition of native-like gesture patterns does not co-occur with the acquisition of native-like speech patterns in bilinguals. C1 [Ozcaliskan, Seyda] Georgia State Univ, Atlanta, GA 30302 USA. RP Ozcaliskan, S (reprint author), Georgia State Univ, Dept Psychol, POB 5010, Atlanta, GA 30302 USA. EM seyda@gsu.edu FU GSU Language and Literacy Grant FX Thanks to Anthony Casagrande, Vanessa Larick, and Christianne Ramdeen for their help in stimuli development, data collection and coding and the three anonymous reviewers for their helpful comments; supported by a GSU Language and Literacy Grant to the author. 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Hegarty, Mary TI Model Manipulation and Learning: Fostering Representational Competence With Virtual and Concrete Models SO JOURNAL OF EDUCATIONAL PSYCHOLOGY LA English DT Article DE representational competence; learning scaffold; concrete models; virtual models; STEM learning ID WORKING-MEMORY RESOURCES; MOLECULAR-STRUCTURE; ORGANIC-CHEMISTRY; SPATIAL THINKING; MENTAL ROTATION; MANUAL ROTATION; COMPUTER-MODELS; PERFORMED TASKS; SCHOOL-STUDENTS; COGNITIVE LOAD AB This study investigated the development of representational competence among organic chemistry students by using 3D (concrete and virtual) models as aids for teaching students to translate between multiple 2D diagrams. In 2 experiments, students translated between different diagrams of molecules and received verbal feedback in 1 of the following 3 intervention conditions: with concrete models, with virtual models, or without models. Following the intervention, diagram translation accuracy was measured in 3 posttests, which were with models, without models, and after a 7-day delay. The virtual models in the 2 experiments differed in the level of congruence between the actions performed with the input device and the resulting movement of the virtual model. Study 1 used a low congruence interface and Study 2 used a high congruence interface. Students learned more when models were available. In terms of learning outcomes, model-based feedback was superior to verbal-feedback alone, models served as a learning scaffold rather than a crutch, and learning with model-based feedback was resilient over a 7-day delay. Finally, concrete and virtual models were equivalent in promoting learning, and action-congruence of the interface did not affect learning. The results are discussed with respect to their implications for instruction in organic chemistry and science, technology, engineering, and mathematics disciplines more generally. C1 [Stull, Andrew T.; Hegarty, Mary] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. RP Stull, AT (reprint author), Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. EM andrew.stull@psych.ucsb.edu FU National Science Foundation [1008650, 1252346]; Spencer Foundation FX This research was supported in part by grants from the National Science Foundation (1008650 and 1252346) and the Spencer Foundation. We thank Anoush Akopyan, Trevor J. Barrett, Paula Bruice, Morgan Gainer, Soroush Kazemi, R. Daniel Little, Richard E. Mayer, David Sanosa, and Mike Stieff for their assistance, suggestions, and contributions throughout this project. 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S. A., 1999, EMBODIED GEOGRAPHIES, P240 Young C., 2012, T I BRIT GEOGR, V38, P135 NR 76 TC 1 Z9 1 U1 0 U2 0 PU SAGE PUBLICATIONS INC PI THOUSAND OAKS PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA SN 1206-3312 EI 1552-8308 J9 SPACE CULT JI Space Cult. PD MAY PY 2016 VL 19 IS 2 BP 192 EP 201 DI 10.1177/1206331215621020 PG 10 WC Cultural Studies; Geography SC Cultural Studies; Geography GA DI6EB UT WOS:000373590900007 DA 2018-03-07 ER PT J AU Stieff, M Lira, ME Scopelitis, SA AF Stieff, Mike Lira, Matthew E. Scopelitis, Stephanie A. TI Gesture Supports Spatial Thinking in STEM SO COGNITION AND INSTRUCTION LA English DT Article ID ADVANCED CHEMISTRY; ORGANIC-CHEMISTRY; TEACHERS GESTURES; MENTAL ROTATION; EMBODIMENT; STRATEGY; CHILDREN; MODELS; KNOWLEDGE; COGNITION AB The present article describes two studies that examine the impact of teaching students to use gesture to support spatial thinking in the Science, Technology, Engineering, and Mathematics (STEM) discipline of chemistry. In Study 1 we compared the effectiveness of instruction that involved either watching gesture, reproducing gesture, or reading text. The results indicate that students in the reproducing gesture condition produced significantly more gestures while problem solving than students in the other two groups and significantly outperformed the other groups on study measures. In Study 2 we compared the effectiveness of gesture to an instructional approach that involved manually handling concrete models without gesture. Students performed equally well in both conditions; however, students taught with concrete models performed significantly worse if concrete models were not available during assessment. These studies show that gesture is an effective strategy for supporting spatial thinking in STEM disciplines and that this benefit may result from physically simulating spatial transformations. C1 [Stieff, Mike] Univ Illinois, Learning Sci Res Inst, Dept Chem, 1240 W Harrison St, Chicago, IL 60607 USA. [Lira, Matthew E.; Scopelitis, Stephanie A.] Univ Illinois, Learning Sci Res Inst, Chicago, IL 60607 USA. RP Stieff, M (reprint author), Univ Illinois, Learning Sci Res Inst, Dept Chem, 1240 W Harrison St, Chicago, IL 60607 USA. EM mstieff@uic.edu FU National Science Foundation [DRL-1102349] FX This research was supported by grant DRL-1102349 from the National Science Foundation. 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Instr. PD APR 2 PY 2016 VL 34 IS 2 BP 80 EP 99 DI 10.1080/07370008.2016.1145122 PG 20 WC Psychology, Educational; Psychology, Experimental SC Psychology GA DG6FA UT WOS:000372176800002 DA 2018-03-07 ER PT J AU Leyton, GV AF Vasquez Leyton, Gabriela TI The curricular bases 2013: current challenges for initial training and historical learning of history teachers in Chile SO EDUCAR EM REVISTA LA Spanish DT Article DE historical thinking; school curriculum; professor training; teaching of history AB The purpose of the present article is to review the 2013 curriculum proposed for history, geography and social sciences, from the 7th grade of Primary School to the 2nd grade of Secondary School, in order to define challenges for the initial history teachers' training programmes in Chile and, therefore, to establish teaching strategies for teacher trainers and researchers in didactics on history and social sciences education. Those challenges intend to include in the learning how to teach process the developing of historical thinking and cognitive skills that allow deep comprehension of the historical processes such as temporal and spatial thinking, the work and studies on sources, critical thinking and communication. C1 [Vasquez Leyton, Gabriela] Pontificia Univ Catolica Valparaiso, Ave Brasil 2950, Valparaiso, Chile. RP Leyton, GV (reprint author), Pontificia Univ Catolica Valparaiso, Ave Brasil 2950, Valparaiso, Chile. EM gabriela.vasquez@pucv.cl CR ARRANZ L, 1999, CURRICULUM CIENCIAS BAIN R., 2005, STUDENTS LEARN HIST Carretero M., 2004, APRENDER PENSAR HIST DARLING L., 2001, DERECHO APRENDER BUE Eggen P., 2001, ESTRATEGIAS DOCENTES LOPEZ FACAL R., 2014, REV AYER MADRID, V2, P273 FELIU M., 2011, 12 IDEAS CLAVE ENSEN FUNES A, 2006, FORMAR INVESTIGAR IN MINEDUC, 2013, BAS CURR HIST GEOGR MINEDUC, 2012, BAS CURR HIST GEOGR MINEDUC, 2005, CURR ED MED OBJ FUND MINEDUC, 2009, MACR CURR HIST GEOGR Murphy J., 2011, MAS 100 IDEAS ENSENA PLA Sebastian, 2005, APRENDER PENSAR HIST PRATS J., 2001, ENSENANZA APRENDIZAJ PULIDO M, 2009, CIENCIA SOC, VXXXIV, P234 VASQUEZ N., 2007, IBER REV DIDACTICA C, V1, P18 NR 17 TC 0 Z9 0 U1 0 U2 10 PU EDITORA UNIV FEDERAL PARANA, CENTRO POLITECNICO PI PARANA PA CX POSTAL 19029, CURITIBA, PARANA, 00000, BRAZIL SN 0104-4060 EI 1984-0411 J9 EDUC REV-CURITIBA JI Educ. Rev.-Braz. PD APR-JUN PY 2016 IS 60 BP 147 EP 160 DI 10.1590/0104-4060.46005 PG 14 WC Education & Educational Research SC Education & Educational Research GA DT8AK UT WOS:000381709800008 OA gold DA 2018-03-07 ER PT J AU Moe, A AF Moe, Angelica TI Does experience with spatial school subjects favour girls' mental rotation performance? SO LEARNING AND INDIVIDUAL DIFFERENCES LA English DT Article DE Mental rotation; Stem; Stereotyped attitudes; Gender; Type of school ID COGNITIVE SEX-DIFFERENCES; STEREOTYPE THREAT; GENDER STEREOTYPES; ABILITIES; SCIENCE; DIFFERENCE; SKILLS; WOMEN; TASK; METAANALYSIS AB Most men outperform women in mental rotation and this can explain their overrepresentation in STEM fields where spatial abilities are required. Beyond genetics, a wide range of often interacting factors can account for the gender gap in mental rotation: experiential, strategic, cultural, and motivational. This study considered type of school and explanations about gender differences. A sample of 221 adolescent students (mean age 14.86, 162 girls) attending either a Low Spatial Thinking (LST, n = 120) or a High Spatial Thinking (HST, n = 101) type of school performed a mental rotation task, and received instructions suggesting three different explanations (genetic, common-held stereotype, women anxiety) for boys outscoring. Girls' mental rotation scores were higher in the HST than in the LST type of school. Boys scored higher than girls in the 1ST but not in the HST type of school. The common-held stereotype'instructions, suggesting a controllable attribution for gender differences, increased performance only for girls in the HST type of school. Results are discussed within a bio-psycho-social view of gender individual differences in mental rotation. (C) 2015 Elsevier Inc. All rights reserved. C1 [Moe, Angelica] Univ Padua, Dept Gen Psychol, I-35100 Padua, Italy. RP Moe, A (reprint author), Dept Gen Psychol, Via Venezia 8, Padua, Italy. 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Individ. Differ. PD APR PY 2016 VL 47 BP 11 EP 16 DI 10.1016/j.lindif.2015.12.007 PG 6 WC Psychology, Educational SC Psychology GA DN1FG UT WOS:000376811100002 DA 2018-03-07 ER PT J AU Hou, HT Yu, TF Wu, YX Sung, YT Chang, KE AF Hou, Huei-Tse Yu, Tsai-Fang Wu, Yi-Xuan Sung, Yao-Ting Chang, Kuo-En TI Development and evaluation of a web map mind tool environment with the theory of spatial thinking and project-based learning strategy SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article ID GEOGRAPHY EDUCATION; BEHAVIORAL-PATTERNS; COGNITIVE-PROCESSES; SCIENCE; INFORMATION; LEARNERS; DESIGN; GIS AB The theory of spatial thinking is relevant to the learning and teaching of many academic domains. One promising method to facilitate learners' higher-order thinking is to utilize a web map mind tool to assist learners in applying spatial thinking to cooperative problem solving. In this study, an environment is designed based on the theory of spatial thinking and developed to help learners engage in project-based learning that utilizes the proposed web map mind tool for tour planning. The participants were 66 college students, and a quasi-experimental research design was employed. This study examined the differences in the learning performance and project performance between participants using the web map mind tool (the experimental group) and ordinary Internet search engines (the control group). The results indicate the experimental group performed significantly better than the control group in terms of both learning performance and project performance. In addition, we found that the students in the two groups held a positive learning attitude toward the project activity of tour planning. In terms of students' attitude toward the use of a mind tool, this study only conducted a survey for the experimental group. The results indicated that learners in the experimental group held a positive attitude toward the use of the web map mind tool. C1 [Hou, Huei-Tse] Natl Taiwan Univ Sci & Technol, Grad Inst Appl Sci & Technol, Taipei, Taiwan. [Yu, Tsai-Fang] Natl Taiwan Normal Univ, Taipei 10610, Taiwan. [Wu, Yi-Xuan] Natl Taiwan Normal Univ, Grad Inst Informat & Comp Educ, Taipei 10610, Taiwan. [Sung, Yao-Ting] Natl Taiwan Normal Univ, Dept Educ Psychol & Counseling, Taipei 10610, Taiwan. [Chang, Kuo-En] Natl Taiwan Normal Univ, Dept Informat & Comp Educ, Taipei 10610, Taiwan. RP Chang, KE (reprint author), Natl Taiwan Normal Univ, Dept Informat & Comp Educ, Taipei 10610, Taiwan. EM kchang@ice.ntnu.edu.tw FU National Science Council (NSC), Taiwan [NSC-102-2511-S-011-001-MY3, NSC-100-2628-S-011-001-MY4, NSC-101-3113-S-011-001, NSC-102-2511-S-003-013-MY3, NSC 102-2911-I-003-301]; "Aim for Top University Project" of National Taiwan Normal University (NTNU) FX This research was supported by the National Science Council (NSC), Taiwan, under Grant nos. NSC-102-2511-S-011-001-MY3, NSC-100-2628-S-011-001-MY4 and NSC-101-3113-S-011-001, NSC-102-2511-S-003-013-MY3, NSC 102-2911-I-003-301 and the "Aim for the Top University Project" of National Taiwan Normal University (NTNU). 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We review this literature, with a particular focus on the development of this sex difference, and consider four key questions: (1) When does the sex difference emerge developmentally and does the magnitude of this difference change across development? (2) What are the biological and environmental factors that contribute to sex differences in spatial skill and how might they interact? (3) How malleable are spatial skills, and is the sex difference reduced as a result of training? and (4) Does spatializing' the curriculum raise the level of spatial thinking in all students and hold promise for increasing and diversifying the STEM pipeline? Throughout the review, we consider promising avenues for future research. (C) 2016 Wiley Periodicals, Inc. C1 [Levine, Susan C.; Foley, Alana; Lourenco, Stella; Ehrlich, Stacy; Ratliff, Kristin] Univ Chicago, Dept Psychol, 5848 S Univ Ave, Chicago, IL 60637 USA. RP Levine, SC (reprint author), Univ Chicago, Dept Psychol, 5848 S Univ Ave, Chicago, IL 60637 USA. EM s-levine@uchicago.edu FU National Science Foundation Spatial Intelligence Learning Center [SBE-1041707, SBE-0541957] FX We thank the National Science Foundation Spatial Intelligence Learning Center Grants SBE-1041707 and SBE-0541957 for support of this work. 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Rev.-Cogn. Sci. PD MAR-APR PY 2016 VL 7 IS 2 BP 127 EP 155 DI 10.1002/wcs.1380 PG 29 WC Psychology, Experimental SC Psychology GA DF8VY UT WOS:000371639700003 PM 26825049 DA 2018-03-07 ER PT J AU Ampartzaki, M Kalogiannakis, M AF Ampartzaki, Maria Kalogiannakis, Michail TI Astronomy in Early Childhood Education: A Concept-Based Approach SO EARLY CHILDHOOD EDUCATION JOURNAL LA English DT Article DE Astronomy; Early childhood education; Concept-based curriculum; Earth-based perspective; Space-based perspective ID YOUNG-CHILDREN; EARTH; EVENTS; SHAPE; MAPS AB In an attempt to understand the natural world's phenomena, young children form their perceptions of different aspects of the macrocosm, which they contrast with new scientific concepts. This process calls for an early intervention that will provide the stimuli and the tools for the development of new concepts, ideas, and cognitive structures. The purpose of the present article is to present an instructional intervention for young children about the science of celestial bodies, with some reference to the pedagogical content knowledge of astronomy. A concept-based, multidisciplinary approach to developing curriculum activities is adopted and the content of activities places particular emphasis on: (1) Spatial learning and spatial thinking, which are considered as central and fundamental to astronomy education, and (2) the alternation between the Earth-based and space-based perspectives of the shape, position, and movement of celestial bodies. C1 [Ampartzaki, Maria; Kalogiannakis, Michail] Univ Crete, Dept Presch Educ, Fac Educ, Gallos Univ Campus, Rethimnon 74100, Crete, Greece. RP Ampartzaki, M (reprint author), Univ Crete, Dept Presch Educ, Fac Educ, Gallos Univ Campus, Rethimnon 74100, Crete, Greece. 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Educ. J. PD MAR PY 2016 VL 44 IS 2 BP 169 EP 179 DI 10.1007/s10643-015-0706-5 PG 11 WC Education & Educational Research SC Education & Educational Research GA DF7AA UT WOS:000371508700009 DA 2018-03-07 ER PT J AU Plummer, JD Bower, CA Liben, LS AF Plummer, Julia D. Bower, Corinne A. Liben, Lynn S. TI The role of perspective taking in how children connect reference frames when explaining astronomical phenomena SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION LA English DT Article DE children; embodied cognition; gestures; astronomy; Spatial thinking; perspective taking ID GESTURE; VISUALIZATION; MODELS; PHASES; SPACE; MOON AB This study investigates the role of perspective-taking skills in how children explain spatially complex astronomical phenomena. Explaining many astronomical phenomena, especially those studied in elementary and middle school, requires shifting between an Earth-based description of the phenomena and a space-based reference frame. We studied 7- to 9-year-old children (N = 15) to (a) develop a method for capturing how children make connections between reference frames and to (b) explore connections between perspective-taking skill and the nature of children's explanations. Children's explanations for the apparent motion of the Sun and stars and for seasonal changes in constellations were coded for accuracy of explanation, connection between frames of reference, and use of gesture. Children with higher spatial perspective-taking skills made more explicit connections between reference frames and used certain gesture-types more frequently, although this pattern was evident for only some phenomena. Findings suggest that children - particularly those with lower perspective-taking skills - may need additional support in learning to explicitly connect reference frames in astronomy. Understanding spatial thinking among children who successfully made explicit connections between reference frames in their explanations could be a starting point for future instruction in this domain. C1 [Plummer, Julia D.] Penn State Univ, Dept Curriculum & Instruct, University Pk, PA 16802 USA. [Bower, Corinne A.; Liben, Lynn S.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. RP Plummer, JD (reprint author), Penn State Univ, Dept Curriculum & Instruct, University Pk, PA 16802 USA. EM jdp17@psu.edu CR Albanese A., 1997, SCI ED, V6, P573 Alibali MW, 2012, J LEARN SCI, V21, P247, DOI 10.1080/10508406.2011.611446 Black A. A., 2005, J GEOSCIENCE ED, V53, P402 Crowder EM, 1996, J LEARN SCI, V5, P173, DOI 10.1207/s15327809jls0503_2 Driver R., 1983, PUPIL AS SCI Ehrlich SB, 2006, DEV PSYCHOL, V42, P1259, DOI 10.1037/0012-1649.42.6.1259 Gibbs R. W., 2006, EMBODIMENT COGNITIVE Ginsburg H. 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J. Sci. Educ. PD FEB 11 PY 2016 VL 38 IS 3 BP 345 EP 365 DI 10.1080/09500693.2016.1140921 PG 21 WC Education & Educational Research SC Education & Educational Research GA DG5YM UT WOS:000372157800001 DA 2018-03-07 ER PT J AU Degbelo, A Granell, C Trilles, S Bhattacharya, D Casteleyn, S Kray, C AF Degbelo, Auriol Granell, Carlos Trilles, Sergio Bhattacharya, Devanjan Casteleyn, Sven Kray, Christian TI Opening up Smart Cities: Citizen-Centric Challenges and Opportunities from GIScience SO ISPRS INTERNATIONAL JOURNAL OF GEO-INFORMATION LA English DT Article DE GIScience; smart cities; open data; citizen-centric challenges; citizen participation; maps ID GEOGRAPHIC INFORMATION-SCIENCE; SPATIAL THINKING; BIG DATA; STANDARDS; INTERNET; FUTURE; PREDICTION; INNOVATION; PRIVACY; NEED AB The holy grail of smart cities is an integrated, sustainable approach to improve the efficiency of the city's operations and the quality of life of citizens. At the heart of this vision is the citizen, who is the primary beneficiary of smart city initiatives, either directly or indirectly. Despite the recent surge of research and smart cities initiatives in practice, there are still a number of challenges to overcome in realizing this vision. This position paper points out six citizen-related challenges: the engagement of citizens, the improvement of citizens' data literacy, the pairing of quantitative and qualitative data, the need for open standards, the development of personal services, and the development of persuasive interfaces. The article furthermore advocates the use of methods and techniques from GIScience to tackle these challenges, and presents the concept of an Open City Toolkit as a way of transferring insights and solutions from GIScience to smart cities. C1 [Degbelo, Auriol; Kray, Christian] Univ Munster, Inst Geoinformat, Heisenbergstr 2, D-48161 Munster, Germany. [Granell, Carlos; Trilles, Sergio; Casteleyn, Sven] Univ Jaume 1, Inst New Imaging Technol, Av Vicente Sos Baynat S-N, Castellon De La Plana 12071, Spain. [Bhattacharya, Devanjan] Univ Nova Lisboa, NOVA IMS Informat Management Sch, P-1070312 Lisbon, Portugal. RP Degbelo, A (reprint author), Univ Munster, Inst Geoinformat, Heisenbergstr 2, D-48161 Munster, Germany. EM degbelo@uni-muenster.de; carlos.granell@uji.es; strilles@uji.es; dbhattacharya@isegi.unl.pt; sven.casteleyn@uji.es; c.kray@uni-muenster.de OI Bhattacharya, Devanjan/0000-0002-3382-9523; Degbelo, Auriol/0000-0001-5087-8776; , Trilles/0000-0002-9304-0719; Kray, Christian/0000-0002-4199-8976 FU European Commission through the GEO-C project [H2020-MSCA-ITN-2014, 642332]; Ramon y Cajal Programme [RYC-2014-16913, RYC-2014-16606] FX This work has been funded by the European Commission through the GEO-C project (H2020-MSCA-ITN-2014, Grant Agreement number 642332, http://www.geo-c.eu/). Carlos Granell and Sven Casteleyn have been partly funded by the Ramon y Cajal Programme (grant numbers RYC-2014-16913 and RYC-2014-16606 respectively). The authors thank Carl Schultz and Malumbo Chipofya who assisted in proofreading the article, and the rest of the GEO-C consortium (PhD students, scholars, and associate partners) for their valuable discussions over the past months on the topic of the paper. 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Geo-Inf. PD FEB PY 2016 VL 5 IS 2 AR 16 DI 10.3390/ijgi5020016 PG 25 WC Geography, Physical; Remote Sensing SC Physical Geography; Remote Sensing GA DG4ED UT WOS:000372023100009 OA gold DA 2018-03-07 ER PT J AU Goldsmith, LT Hetland, L Hoyle, C Winner, E AF Goldsmith, Lynn T. Hetland, Lois Hoyle, Craig Winner, Ellen TI Visual-Spatial Thinking in Geometry and the Visual Arts SO PSYCHOLOGY OF AESTHETICS CREATIVITY AND THE ARTS LA English DT Article DE drawing; geometry; visual-spatial thinking; envisioning ID VISUALIZATION; INSTRUCTION; EMPATHY AB The goal of this study was to investigate potential connections between the kind of visual-spatial thinking required in drawing and that required in geometric reasoning. We compared growth in geometric reasoning in students engaged in intensive study of either the visual arts or theater. The study was longitudinal, with 3 testing points: the beginning of 9th grade, end of 9th grade, and end of 10th grade. We tested students' performance in geometric reasoning and on a new measure of artistic envisioning which calls on visual-spatial thinking, as well as on standard spatial reasoning measures. We hypothesized that (a) students engaged in intensive study of visual arts should improve more in geometric reasoning than students engaged in equally intensive study of theater; (b) students engaged in intensive study of visual arts should improve more in artistic envisioning than students engaged in equally intensive study of theater; and (c) growth in artistic envisioning should predict growth in geometric reasoning. Results supported the first hypothesis. A secondary analysis revealed that students whose drawings of a simple still life were extremely spatially disorganized performed significantly worse on the geometric reasoning assessment than students whose drawings were at least adequate spatial representations of the scene. We suggest that the overlap demonstrated between visual-spatial thinking in geometry and art could have educational implications for the teaching of geometry: development of visual-spatial thinking through the visual arts could support geometry learning for students who are not succeeding in mathematics classes. C1 [Goldsmith, Lynn T.; Hoyle, Craig] Educ Dev Ctr Inc, Waltham, MA USA. [Hetland, Lois] Massachusetts Coll Art & Design, Dept Art Educ, Boston, MA USA. [Winner, Ellen] Boston Coll, Dept Psychol, McGuinn Hall,140 Commonwealth Ave, Chestnut Hill, MA 02467 USA. RP Winner, E (reprint author), Boston Coll, Dept Psychol, McGuinn Hall,140 Commonwealth Ave, Chestnut Hill, MA 02467 USA. EM winner@bc.edu FU National Science Foundation [DRL-0815588]; Undergraduate Research Fellowships FX This research was supported by National Science Foundation award DRL-0815588. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. We thank our program officer, Greg Solomon, for his support. We thank Lynn Liben for help in designing this study. We thank Patrick Callahan, Mark Driscoll, and Paul Goldenberg for their role in developing the Geometry Envisioning Test. We thank John Crowe, Angelina Hawley-Dolan, Matthew Hincman, Steve Locke, and Shirley Veenema for their role in developing the Art Envision Test, and Kathy Douglas, Judith Larsen, Nance Davies, and Oscar Palacio for serving as pilot subjects. We thank Folkert Haanstra for classroom observations and ongoing consultation. We thank Candace Brooks for coordinating all of the logistics and leading the management support for the project. We thank Julie Hickey, Billy Lee, Johanna Nikula, Seymour Simmons, Marie Smith, Toai Thach, and Caren Walker for participating in the research at various points. Some of the students participating in testing were Boston College undergraduates supported by Undergraduate Research Fellowships. Angelina Hawley-Dolan and Caren Walker were extremely helpful with data collection. Zuzka Blasi and Lisa Wang helped with logistics and data entry. The directors, teachers, and staff at three testing sites made this study possible. We thank Linda Nathan, Kathleen Marsh, Juanita Rodrigues, Monika Aldarondo, Blanca Bonilla, Deirdre Halloran, and Carmen Torres at the Boston Arts Academy. Thanks to Susan Rodgerson, Lesley Horrall, Patrice Maye, Sarah Nguyen, Mollie Ross, and Quyen Truong at Artists for Humanity; and Greg Zaff, Teresa Suarez-Pena, Dominique Farinaux-Dumas, Dan Karlin, Jennifer Lillis, Matt Mulder, Katharine Nimick, Becky Nyce, and Emily Royce at Squashbusters. 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F., 2002, COGNITIVE ABILITIES Maddox Brenda, 2002, R FRANKLIN DARK LADY Mitchell P, 2005, J EXP PSYCHOL HUMAN, V31, P996, DOI 10.1037/0096-1523.31.5.996 National Council of Teachers of Mathematics, 2000, PRINC STAND SCH MATH National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010, COMM COR STAT STAND National Research Council, 2012, FRAM K 12 SCI ED PRA Perkins D., 1981, THE MINDS BEST WORK PETERS M, 1995, BRAIN COGNITION, V28, P39, DOI 10.1006/brcg.1995.1032 Piaget J., 1948, CHILDS CONCEPTION SP ROSENBLATT E, 1988, J AESTHET EDUC, V22, P3, DOI 10.2307/3332960 Ruskin J., 2010, HARBOURS ENGLAND Solso RL, 2001, LEONARDO, V34, P31, DOI 10.1162/002409401300052479 Sorby S., 1996, ENG DESIGN GRAPHICS, V60, P13 Sorby S. A., 2006, Engineering Design Graphics Journal, V70, P1 Walker C. 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PD FEB PY 2016 VL 10 IS 1 BP 56 EP 71 DI 10.1037/aca0000027 PG 16 WC Humanities, Multidisciplinary; Psychology, Experimental SC Arts & Humanities - Other Topics; Psychology GA DE3ZI UT WOS:000370568600007 DA 2018-03-07 ER PT J AU Gutierrez, GC Zambrano, PAR Londono, EM AF Carvajal Gutierrez, Guillermo Rojas Zambrano, Paola Andrea Murcia Londono, Euclides TI THE VIDEO GAME "EL MISTERIO DE LA PYRAMIDED" (THE MYSTERY OF THE PYRAMID), AN INTERACTIVE PROPOSAL FOR THE LEARNING OF MATHEMATICS SO ANDULI LA Spanish DT Article DE Videogame; Motivation; geometry; language skills; Education; Plane; Space; Design; Technology; Mathematics AB This article shows the implementation of the video game "El Misterio de la Piramide" product of the project "The game as a motivator in learning mathematics" developed in the Specialization in Edumatica of the Catholic University of Pereira. The game was implemented with students from school Esperanza Planes in Pereira and its main objective is to strengthen the geometric and spatial thinking, specifically solve real problems translating the geometric language in the plane and in the space. The methodology in this research is framed sought to measure the impact of the game in geometric skills, motivation and language skills; for this was made a mixed research design, from addressing the quantitative with geometry and qualitative from the motivation and language skills. After implementing the game, as a fundamental part of this research concludes that such technological developments make mathematics into something attractive and exciting. C1 [Carvajal Gutierrez, Guillermo] Inst Educ Carlota Sanchez, Pereira, Risaralda, Colombia. [Rojas Zambrano, Paola Andrea] Inst Educ Carlos Eduardo Vasco, Pereira, Risaralda, Colombia. [Murcia Londono, Euclides] Univ Catolica Pereira, Pereira, Risaralda, Colombia. RP Gutierrez, GC (reprint author), Inst Educ Carlota Sanchez, Pereira, Risaralda, Colombia. EM guillermo.carvajal@ucp.edu.co; paola.rojas@ucp.edu.co; Euclides.murcia@ucp.edu.co CR CASTELLS Manuel, 2000, ERA INFORM EC SOC CU, VI ENTWISTLE N, 1988, BRIT J EDUC PSYCHOL, V58, P258, DOI 10.1111/j.2044-8279.1988.tb00901.x Galvez G., 1994, DIDACTICA MATEMATICA, P273 IberoAmericanos O. d., 2015, DIVULGACION CULTURA Martinez E., 2008, REV MISCELANEA INVES, P7 McFarlane A., 2002, CAMB J EDUC, V32, P219, DOI DOI 10.1080/03057640220147568 Ministerio de Educacion Nacional, 2006, EST BAS COMP LENG MA Padilla N., 2011, THESIS Plutchik R., 1975, FUNDAMENTOS INVESTIG Vasco F. E.-U., VIDEOJUEGOS EDUCACIO Vygotsky L., 1978, MIND SOC NR 11 TC 0 Z9 0 U1 1 U2 1 PU UNIV SEVILLA, FAC COMUNICACION PI SEVILLA PA AVDA AMERICO VESPUCIO S-N, SEVILLA, 41092, SPAIN SN 1696-0270 EI 2340-4973 J9 ANDULI JI Anduli PY 2016 IS 15 BP 177 EP 188 DI 10.12795/anduli.2016.i15.10 PG 12 WC Sociology SC Sociology GA FD5EO UT WOS:000407553900010 DA 2018-03-07 ER PT J AU Maudet, JB AF Maudet, Jean-Baptiste TI Richard Brautigan aboard The Tokyo-Montana Express. The relationship between space, writing and identity: Some thoughts around a "geographical writing" SO CYBERGEO-EUROPEAN JOURNAL OF GEOGRAPHY LA French DT Article DE spatiality; place; literacy; storytelling; cultural geography AB The book The Tokyo-Montana Express by the American author Richard Brautigan, is a book of a great potential to see the relationship between space, writing and identity. In this work partially autobiographical - the author/narrator writes about himself, through and with places he practices physically and mentally, changing their most common geographical properties. Through anecdotes and without any pedagogical purpose, Richard Brautigan questions the relationship between identity, places and power of writing. Thoughts about this book allow us to highlight the spatial thinking of the author and the geographical significance of his writing. C1 [Maudet, Jean-Baptiste] Univ Pau & Pays Adour, PASSAGES UMR 5319, Pau, France. RP Maudet, JB (reprint author), Univ Pau & Pays Adour, PASSAGES UMR 5319, Pau, France. EM Jean-baptiste.maudet@univ-pau.fr CR Abbott K., 1992, BRAUTIGAN REVEUR BAB Agosto M.- C., 1999, R BRAUTIGAN Bachelard G., 1957, POETIQUE ESPACE Basse J.-B., 2000, POETIQUE VIDE FRAGME Basse J.-B., 2003, TRANSATLANTICA BEGUIN Francois, 1991, CONSTRUCTION HORIZON Berdoulay V., 1998, ESPACE GEOGRAPHIQUE, V2, P111 Berque A., 2014, POETIQUE TERRE HIST BLANCHOT Maurice, 1955, LESPACE LIT BORGES Jorge Luis, 1967, LALEPH Brautigan R., 2006, LAVORTEMENT Brautigan R., 2004, TOKYO MONTANA EXPRES Brosseau M., 2015, IMAGINAIRE GEOGRAPHI, P21 BROSSEAU Marc, 1996, ROMANS GEOGRAPHES Brosseau M., 2010, CAHIERS GEOGRAPHIE Q, V54, P517 Butor M., 1964, REPERTOIRE II, VII, P42 Chenetier M., 1992, BRAUTIGAN SAUVE VENT Collot Michel, 2014, GEOGRAPHIE LIT Cosgrove D., 1999, MAPPINGS, P1 DARDEL E., 1990, LHOMME ET LA TERRE Dehlez-Sarlet C., 1982, INDIVIDUALISME AUTOB Desbois H., 2003, GEOGRAPHIE CULTURES, V4, P3 Didi-Huberman G., 2011, ATLAS GAI SAVOIR INQ, V3 Djian P., 2002, ARDOISE Dupuy L., 2013, J VERNE GEOGRAPHIE I Eco U, 1965, LOEUVRE OUVERTE EHRENBERG A., 1998, LA FATIGUE DETRE SOI Frank J., 1972, POETIQUE, V10, P244 Genette Gerard, 1969, FIGURES, V2, P43 GENETTE Gerard, 1966, FIGURES, P101 GIDDENS Anthony, 1994, CONSEQUENCES MODERNI Hjortsberg W., 2012, JUBILEE HITCHHIKER L JAUSS Hans Robert, 1978, ESTHETIQUE RECEPTION Jourde Pierre, 1991, GEOGRAPHIES IMAGINAI Levy B., 2006, GLOBE REV GENEVOISE, V146, P25 LUSSAULT M., 2007, HOMME SPATIAL CONSTR LYOTARD Jean-Francois, 1979, CONDITION POSTMODERN Matore G., 1962, LESPACE HUMAIN Maudet J.-B., 2015, IMAGINAIRE GEOGRAPHI, P149 McHale Brian., 1987, POSTMODERNIST FICTIO Pavel Thomas G., 1986, FICTIONAL WORLDS Proust M., 1993, LE TEMPS RETROUVE RICOEUR P, 1988, ESPRIT, P295 RICOEUR Paul, 1985, TEMPS RECIT TEMPS RA, VIII Rosemberg M., 2012, GEOGRAPHIQUE LIT CON Sloterdijk P., 2010, GLOBES SPHERES, VII Soja E., 1996, THIRDSPACE JOURNEYS SOJA E., 1989, POSTMODERN GEOGRAPHI Tirot G., 2006, ATLAS TERRITOIRES RE, P13 Tissier J.-L., 2007, B ASS GEOGRAPHES FRA, V83, P243 Touraine A, 1992, CRITIQUE MODERNITE WESTPHAL B., 2007, GEOCRITIQUE REEL FIC NR 52 TC 0 Z9 0 U1 0 U2 0 PU CYBERGEO PI PARIS PA 13 RUE DU FOUR, PARIS, 75006, FRANCE SN 1278-3366 J9 CYBERGEO JI CyberGeo PY 2016 AR UNSP 795 DI 10.4000/cybergeo.27843 PG 17 WC Geography SC Geography GA EZ3BX UT WOS:000404585900064 OA gold DA 2018-03-07 ER PT S AU Franco, JF AF Franco, Jorge Ferreira BE Chova, LG Martinez, AL Torres, IC TI ADVANCED WEB3D INFORMATION VISUALIZATION TECHNOLOGY SUPPORTING LEARNING BY DOING AND TRANSDISCIPLINARY THINKING AT K-12 EDUCATION: ANALYZING A USE CASE WORKSHOP SO INTED2016: 10TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 10th International Technology, Education and Development Conference (INTED) CY MAR 07-09, 2016 CL Valencia, SPAIN DE cognitive technologies; 3D digital technology; interactive learning at k-12; transdisciplinar thinking; creativity AB Interactive media referent to interactive computer graphics and advanced information visualization technologies (AIVT) have supported researchers' investigation about how stimulating individuals' cognition and learning skills through using bi-dimensional (2D) and three-dimensional (3D) digital environments and simulations at higher education. On the other hand, there have been educational challenges such as how to introducing to and encouraging students to learn and use AIVT for understanding sciences concepts at k-12 education levels. And throughout these actions stimulating and amplifying individuals' cognitive, learning and technical skills across and related to researching, reading, writing, producing and visualizing 2D and 3D digital content through applying accessible web-based interfaces and technologies. This use case has addressed these educational challenges through an analysis of a human computer interaction (HCI) and beyond referent to a three hours interactive and exploratory learning by doing and transdisciplinar thinking workshop at k-12 education level supported by an accessible Web3D based AIVT, called X3DOm framework. X3Dom multimedia features, plus the possibility of integrating them in a blog created during the workshop, allowed individuals using this AIVT framework as a learning, teaching and reflective tool. This through applying a combination of web-based scripting languages, computer programming techniques, diverse school curricula's scientific concepts, computer graphics, a personal computer, a smartphone, 2D and 3D web-based interfaces, a low cost text editor and a image editor programs, a sheet of paper used for drawing and making calculations, an internet connection, web browsers, and interactive 3D information visualizations. This paper presents a qualitative analysis of the mentioned workshop within a transdisciplinar view. The analysis has support of the distributed cognition approach, including an integration of ethnographic and action research data collection techniques such as field study, participatory observation and still images gathered in a natural environment. In addition, a conceptual interactive interdisciplinary knowledge based learning framework that encompasses a combination among distributed cognition, immersive education, constructionism, transdisciplinarity and the field of digital humanities (DH) features has sustained this empirical use case implementation and analysis. Similar to aims and achievements in a related work, in terms of stimulating individuals' cognitive and learning aspects based on using a combination of HCI, 3D digital spaces and techniques as well as scientific knowledge. This analysis of the use case has indicated an inclusive potential for employing accessible Web3D based AIVT, such as the X3Dom framework, to producing digital content based on learning and applying curricula's scientific concepts such as math, geometry, arts, languages and information technology in real time, since k12 levels. This interactive learning/teaching approach can and has been an effective way for subjects acquiring information and enhancing understanding during the learning by doing and transdisciplinar thinking processes. These processes can and have encouraged critical thinking and problem-solving, recalled and/or enhanced individuals' digital literacy performance and cognitive skills such as attention, spatial thinking, reading, writing, communicating and researching abilities. C1 [Franco, Jorge Ferreira] Univ Fed Bahia, Secretary Educ Sao Paulo City Council, Salvador, BA, Brazil. RP Franco, JF (reprint author), Univ Fed Bahia, Secretary Educ Sao Paulo City Council, Salvador, BA, Brazil. FU ESB community FX I would like to thank ESB community for supporting this advanced and interactive educational project development. In particular, my thanks to the k-12 students who have engaged in and due to that stimulated this author lifelong learning. God bless all of you. CR Aaron E., 2013, WALSH IMMERSIVE ED B Adrion R., 2016, COMMUNICATIONS ACM, V59 Artur L., 2015, P IMMERSIVEME 15 3 I, P31 Bassanino M., 2015, DESIGN 3D ONLINE GAM Brutzman D., 2007, EXTENSIBLE 3D GRAPHI Camilleri V., 2013, P 3 INT C LEARN AN K, P230, DOI 10.1145/2460296.2460341 Daly Science, 2015, PLAYING 3 D VIDEO GA Fernandez-Gallego B., 2013, 2013 INT C VIRT AUGU Franco J. F., 2008, P IADIS INT C ICT SO Franco J. F., 2015, P IMM ED IMM 2015 Franco J. F., 2012, COMPUTER GRAPHICS, P231 Franco J. F., 2015, EDULEARN P 7 INT C E Franco J. F., 2014, P IMM ED SUMM 2014 O Hamzah M., 2010, PEDAGOGI JURNAL ILMI, V10, P1 IED, 2016, BOSTON COLL WOODS CO Jacobson J., 2011, DOME THEATERS ED ADV JAMF Software, 2016, FAC NEW KIND LEARN K-12 IED Clubs, 2014, HIST BOST SCH EXP IM MaaS360, 2014, TEN COMM BYOD Mayo M., 2007, COMMUNICATIONS ACM, V50 Nicolescu B., 2002, MANIFESTO TRANSDISCI Nicolescu B., 2013, TRANSDISCIPLINARY TH NRC, 2014, CONV FAC TRANSD INT Papert S. A., 1993, MINDSTORMS CHILDREN Robertson G., 1997, UIST 97, P11 Sharp H., 2007, INTERACTION DESIGN H Volkman R, 2007, TRANSDISCIPLINARITY Wikipedia, 2016, BRING YOUR OWN DEV Yoko S., 2015, 2013 ASIA PACIFIC ED Young M. K., 2014, SAP 14, P83 NR 30 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-608-5617-7 J9 INTED PROC PY 2016 BP 4838 EP 4848 PG 11 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH7PP UT WOS:000402738404127 DA 2018-03-07 ER PT S AU Gao, Y Tang, J Li, M Hu, SJ AF Gao, Ying Tang, Jian Li, Mo Hu, Shenjian BE Kao, J Sung, WP TI Research on the Training Mode of Spatial Thinking about Landscape Design SO PROCEEDINGS OF THE 2016 INTERNATIONAL CONFERENCE ON ADVANCES IN MANAGEMENT, ARTS AND HUMANITIES SCIENCE (AMAHS 2016) SE Advances in Social Science Education and Humanities Research LA English DT Proceedings Paper CT International Conference on Advances in Management, Arts and Humanities Science (AMAHS) CY DEC 10-11, 2016 CL Taichung, TAIWAN SP Hong Kong Control Engn & Informat Sci Res Assoc, Natl Chin Yi Univ Technol DE Landscape Architecture; Space Design; Reformation of curriculum; Experimental AB With the ascendant of Landscape design in China, more and more people pay attention to the pattern of cultivating landscape professionals. In the paper, on account of Landscape major students are lack of "space design" creative ability, we try to reform our teaching methods experimentally in space design with teaching experience. By analysis and evaluation of various stage curriculums, trying different methods in different grades students to cultivating the sense of space. In the limited hours, by integration of the teaching task, enable students to develop from low grade on design thinking with the perspective of three-dimensional mode of thinking. The "space design" should better go throughout the whole design cycle. C1 [Gao, Ying; Tang, Jian; Hu, Shenjian] Dalian Univ Technol, Sch Architecture & Fine Art, Dalian, Peoples R China. [Li, Mo] Dalian Univ Technol, City Coll, Dalian, Peoples R China. RP Gao, Y (reprint author), Dalian Univ Technol, Sch Architecture & Fine Art, Dalian, Peoples R China. EM 505896946@qq.com FU Fundamental Research Funds for the Central Universities [DUT16RW105]; Education and Teaching Reform Fund of Dalian University of Technology [ZD2016012] FX Supported by the Fundamental Research Funds for the Central Universities (Grant No. DUT16RW105); Supported by the Education and Teaching Reform Fund of Dalian University of Technology (Grant No. ZD2016012) CR GaoYing LuanYiFei, 2015, J HUMAN SETTLEMENTS, P11 GaoYing FanYue, 2016, J COMMUNITY, P138 van der Geer J., 2000, J SCI COMMUN, V163, P51 NR 3 TC 0 Z9 0 U1 1 U2 3 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 2352-5398 BN 978-94-6252-266-4 J9 ADV SOC SCI EDUC HUM PY 2016 VL 63 BP 365 EP 368 PG 4 WC Education & Educational Research; Management; Social Sciences, Interdisciplinary SC Education & Educational Research; Business & Economics; Social Sciences - Other Topics GA BH2IJ UT WOS:000398960800077 DA 2018-03-07 ER PT J AU de Menezes, PK AF de Menezes, Priscylla Karoline TI YOUTH FIELD: ONE FACET OF THE(S) YOUTH(S) CONTEMPORARY IN THE STATE OF GOIAS SO GEO UERJ LA Portuguese DT Article DE Youth field; Spatialization; Relationshipfield-city; Goias AB This article is part of the set of reflections on the young from field and its spatial practices nowadays. The article aimed to discuss how young who experience the countryside and the city daily, if spatialize for these spaces and develop their social networks. In the methodology have bibliographic studies, procedures employed in order to identify elements that allow us to reflect on the youth field and its spatial thinking in the city and in the field. The results indicate changes in the way the people of the field look their young; in the attitude of young people across society; and a little exploratory spatial and still grounded in networks of sociability next to homes and also tutoreada by parents. C1 [de Menezes, Priscylla Karoline] UEG, Minacu, Go, Brazil. RP de Menezes, PK (reprint author), UEG, Minacu, Go, Brazil. EM priscylla.menezes@hotmail.com CR ABRAMOVAY Ricardo, 1998, JUVENTUDE AGR FAMILI ABRAMOVAY R., 2005, RAIZES TERRA PARCERI ARRAIS T. A., 2004, GEOGRAFIA CONT GOIAS CARNEIRO M. J, 1998, MUNDO RURAL POLITICA Castro EG, 2009, JOVENS ESTAO INDO EM CHAUL N. N. F., 2004, CIDADES SONHOS DESEN CHAVEIRO E. F, 2009, DINAMICA DEMOGRAFICA da Silva Graziano, 2002, NOVO RURAL BRASILEIR ENDLICH A. M., 2010, CIDADE CAMPO RELACOE Estevam L., 2004, TEMPO TRANSFORMACAO Guimaraes Selva, 2012, SER JOVEM BRASIL TRA LEFEBVRE Henri, 1991, O DIREITO A CIDADE LEFEBVRE H., 1978, RURAL URBANO MAIA C. E., 2006, AGRARIA, P103 MARTINS C. H., 2007, JUVENTUDE OUTROS OLH Ministerio da Educacao, 2013, CENS ESC ED BAS 2012 MOYSES A., 2005, OBSERVATORIO METROPO NOVAES Regina, 2006, CULTURAS JOVENS NOVO NOVAES R., 2007, SOCIOLOGIA ESPECIAL, P7 OLIVEIRA U., 2011, THESIS ONU. Organizacao das Nacoes Unidas. Fundo de Populacao das Nacoes Unidas/Divisao de Informacoes e Relacoes Externas (UNFPA), 2011, REL SIT POP MUND 201 PESSOA J. M., 2007, EDUCACAO RURALIDADES RIZZINI I., 2009, JUVENTUDE CONT DESAF SPOSITO M. E. B., 2010, CIDADE CAMPO RELACOE SUZUKI J. C., 2007, REV NERA, P134 NR 25 TC 0 Z9 0 U1 0 U2 0 PU UNIV ESTADO RIO JANEIRO PI RIO DE JANEIRO RJ PA RUA SAO FRANCISCO XAVIER, 524-BLOCO F, RIO DE JANEIRO RJ, 20559-900, BRAZIL SN 1415-7543 EI 1981-9021 J9 GEO UERJ JI Geo UERJ PY 2016 IS 29 BP 170 EP 200 PG 31 WC Geography SC Geography GA EM4GL UT WOS:000395271400008 OA gold DA 2018-03-07 ER PT B AU Srinivasan, A Smith, JD Bairaktarova, D AF Srinivasan, Anirudh Smith, Jeremy D. Bairaktarova, Diana GP ASME TI IDENTIFYING FREEHAND SECTIONAL VIEW TECHNICAL DRAWING ACTIVITIES IN ENGINEERING DESIGN GRAPHICS COURSE TO ENHANCE SPATIAL SKILLS OF ENGINEERING STUDENTS SO PROCEEDINGS OF THE ASME INTERNATIONAL DESIGN ENGINEERING TECHNICAL CONFERENCES AND COMPUTERS AND INFORMATION IN ENGINEERING CONFERENCE, 2016, VOL 3 LA English DT Proceedings Paper CT ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference (IDETC/CIE) CY AUG 21-24, 2016 CL Charlotte, NC SP ASME, Design Engn Div, ASME, Computers & Informat Engn Div DE freehand drawings; sectional view; spatial skills; design education ID CONCEPT GENERATION AB Spatial thinking is paramount in engineering education, however there is a lack of reliable data on instructional strategies for developing and improving these skills. In this pilot study, we investigate the feasibility of using students' freehand sectional view drawings to measure their initial and developing spatial skills in a semester-long engineering design graphics course. Participants included 121 junior-level students (M= 98, F= 23). Preliminary results show moderate-to-strong positive correlations between drawing accuracy and performance on two spatial thinking tests: the Purdue Spatial Visualization Test (PSVT:R), and Santa Barbara Solids Test (SBST). C1 [Srinivasan, Anirudh] Virginia Tech, Dept Mech Engn, Blacksburg, VA 24060 USA. [Smith, Jeremy D.; Bairaktarova, Diana] Virginia Tech, Dept Engn Educ, Blacksburg, VA 24060 USA. RP Srinivasan, A (reprint author), Virginia Tech, Dept Mech Engn, Blacksburg, VA 24060 USA. EM sanirudh@vt.edu; smithjer@vt.edu; dibairak@vt.edu CR Anderson J, 2005, COGNITIVE PSYCHOL IT ASEE (American Society for Engineering Education), 1955, J ENG EDUC, V46, P25 Atman C. J., 1999, DESIGN STUDIES, V20, P131, DOI DOI 10.1016/S0142-694X(98)00031-3 Chusilp P, 2006, J MECH DESIGN, V128, P14, DOI 10.1115/1.2118707 Cohen CA, 2012, LEARN INDIVID DIFFER, V22, P868, DOI 10.1016/j.lindif.2012.05.007 COHEN J, 1960, EDUC PSYCHOL MEAS, V20, P37, DOI 10.1177/001316446002000104 GOEL V, 1995, SKETCHES THOUGHT Goetsch D. L., 2000, TECHNICAL DRAWING GUILFORD JP, 1959, AM PSYCHOL, V14, P469, DOI 10.1037/h0046827 Harris JC, 2010, ARCH GEN PSYCHIAT, V67, P770, DOI 10.1001/archgenpsychiatry.2010.95 Ho C. H., 2001, DESIGN STUDIES, V22, P27, DOI DOI 10.1016/S0142-694X(99)00030-7 Maiming K. S., 2011, FRONT ED C FIE Goldberg J. R., 2013, FREEHAND SKETCHING E Matlin M. W, 2009, COGNITION McGown A, 1998, DESIGN STUDIES, V19, P431 Rodgers P. A., 2000, DESIGN STUDIES, V21, P451, DOI DOI 10.1016/S0142-694X(00)00018-1 Schacter DL, 2009, PSYCHOLOGY Schutze M, 2003, RES ENG DES, V14, P89, DOI 10.1007/s00163-002-0028-7 Shah J. J., 2003, Design Studies, V24, P111, DOI 10.1016/S0142-694X(02)00034-0 Shah JJ, 2013, J MECH DESIGN, V135, DOI 10.1115/1.4024228 Sorby S, 2009, INT J SCI EDUC, V31, P459, DOI 10.1080/09500690802595839 Taborda E, 2012, PROCEEDINGS OF THE ASME INTERNATIONAL DESIGN ENGINEERING TECHNICAL CONFERENCES AND COMPUTERS AND INFORMATION IN ENGINEERING CONFERENCE, VOL 7, P267 ULLMAN DG, 1990, COMPUT GRAPH, V14, P263, DOI 10.1016/0097-8493(90)90037-X Viswanathan VK, 2012, J MECH DESIGN, V134, DOI 10.1115/1.4007148 Watkins G. K., 2005, AGE, V10, P1 Yang MC, 2009, RES ENG DES, V20, P1, DOI 10.1007/s00163-008-0055-0 Yoon S. Y., 2011, PSYCHOMETRIC PROPERT NR 27 TC 0 Z9 0 U1 1 U2 2 PU AMER SOC MECHANICAL ENGINEERS PI NEW YORK PA THREE PARK AVENUE, NEW YORK, NY 10016-5990 USA BN 978-0-7918-5013-8 PY 2016 AR UNSP V003T04A012 PG 7 WC Engineering, Multidisciplinary; Engineering, Mechanical SC Engineering GA BG9KQ UT WOS:000393364300049 DA 2018-03-07 ER PT J AU Shuba, V AF Shuba, Viktoriia TI INNOVATIVE PEDAGOGICAL WAYS OF THE DEVELOPMENT OF 16-17-YEAR-OLD BOYS' STRENGTH BY MEANS OF WALL CLIMBING SO SCIENCE AND EDUCATION LA Russian DT Article DE sport climbing; senior school; physical education; strength; motivation; preparedness AB The article deals with the developed technique of developing 16-17-year-old boys' strength by means of wall climbing. Nowadays scholars and pedagogues studying the issues of wall climbing are interested in new methods and means of teaching and training. Wall climbing is considered to be a kind of sports and active leisure at the same time. The comparing of mountain and wall climbing shows that wall climbing is more comfortable and safe for unskilled climbers. Besides, wall climbing has the following advantages: a great number of different routes, high level of safety, convenient location. Climbing is not only an interesting activity for children, but also a health-promoting kind of sports, because it smoothly develops all types of muscles, strengthens bands, develops spatial thinking, improves movements and reaction. The structure of stages, methods, principles and forms of extracurricular lessons organization on the basis of wall climbing has been presented in the paper. The study involved 32 boys divided into control and experimental groups. The following methods have been used: the review of the scientific literature, questioning of 16-17-year-old boys, pedagogical experiment, pedagogical testing (chinup, hanging, wrist flexion, wrist dynamometry, etc.), methods of mathematical statistics. The technique involves a set of exercises using a climbing wall performed by the surveyed during the extracurricular time. The results of the experiment have confirmed the efficiency of the developed technique aimed at the development of 16-17-year-old boys' strength. C1 [Shuba, Viktoriia] Dnipropetrovsk State Inst Phys Culture & Sports, Dept Pedag & Psychol, 10 Naberezhna Peremohy Str, Dnipro, Ukraine. RP Shuba, V (reprint author), Dnipropetrovsk State Inst Phys Culture & Sports, Dept Pedag & Psychol, 10 Naberezhna Peremohy Str, Dnipro, Ukraine. CR Grant S, 2001, J SPORT SCI, V19, P499, DOI 10.1080/026404101750238953 Kuramshin Yu. F., 2007, TEORIIA METODYKA FIZ Mermier C. M., 2000, BR J SPORTSMED, P359 Novykov M. T., 2000, OSNOVY TEKHNIKY SKEL Repko E. A., 2013, VISNYK CHERNIHIVSKOH, V3, P200 Shulha O., 2010, AKTUALNI PROBLEMY FI, V18, P30 Vlasiuk O. O., 2011, MOLODA SPORTYVNA NAU, V15, p[32, 15, Lviv] Zaniuk S. S, 2002, PSYKHOLOHIIA MOTYVAT Zemtsova I. I., 2013, MOLODA SPORTYVNA NAU, V3, P132 NR 9 TC 0 Z9 0 U1 1 U2 2 PU SOUTH UKRAINIAN NATL UNIV K D USHYNSKY PI ODESSA PA VUL STAROPORTOFRANKIVSKA, 26, ODESSA, 65000, UKRAINE SN 2311-8466 EI 2414-4665 J9 SCI EDUC-UKRAINE JI Sci. Educ. PY 2016 IS 8 BP 176 EP 181 PG 6 WC Education & Educational Research SC Education & Educational Research GA EJ6BQ UT WOS:000393303900031 DA 2018-03-07 ER PT S AU Harmon, BA Petrasova, A Petras, V Mitasova, H Meentemeyer, K AF Harmon, B. A. Petrasova, A. Petras, V. Mitasova, H. Meentemeyer, K. BE Halounova, L Li, S Safar, V Tomkova, M Rapant, P Brazdil, K Shi, W Anton, F Liu, Y Stein, A Cheng, T Pettit, C Li, QQ Sester, M Mostafavi, MA Madden, M Tong, X Brovelli, MA HaeKyong, K Kawashima, H Coltekin, A TI TANGIBLE LANDSCAPE: COGNITIVELY GRASPING THE FLOW OF WATER SO XXIII ISPRS Congress, Commission II SE International Archives of the Photogrammetry Remote Sensing and Spatial Information Sciences LA English DT Proceedings Paper CT 23rd Congress of the International-Society-for-Photogrammetry-and-Remote-Sensing (ISPRS) CY JUL 12-19, 2016 CL Prague, CZECH REPUBLIC SP Int Soc Photogrammetry & Remote Sensing DE embodied cognition; spatial thinking; physical processes; water flow; hydrology; tangible user interfaces; user experiment; 3D ID OPEN-SOURCE GIS AB Complex spatial forms like topography can be challenging to understand, much less intentionally shape, given the heavy cognitive load of visualizing and manipulating 3D form. Spatiotemporal processes like the flow of water over a landscape are even more challenging to understand and intentionally direct as they are dependent upon their context and require the simulation of forces like gravity and momentum. This cognitive work can be offloaded onto computers through 3D geospatial modeling, analysis, and simulation. Interacting with computers, however, can also be challenging, often requiring training and highly abstract thinking. Tangible computing - an emerging paradigm of human-computer interaction in which data is physically manifested so that users can feel it and directly manipulate it - aims to offload this added cognitive work onto the body. We have designed Tangible Landscape, a tangible interface powered by an open source geographic information system (GRASS GIS), so that users can naturally shape topography and interact with simulated processes with their hands in order to make observations, generate and test hypotheses, and make inferences about scientific phenomena in a rapid, iterative process. Conceptually Tangible Landscape couples a malleable physical model with a digital model of a landscape through a continuous cycle of 3D scanning, geospatial modeling, and projection. We ran a flow modeling experiment to test whether tangible interfaces like this can effectively enhance spatial performance by offloading cognitive processes onto computers and our bodies. We used hydrological simulations and statistics to quantitatively assess spatial performance. We found that Tangible Landscape enhanced 3D spatial performance and helped users understand water flow. C1 [Harmon, B. A.; Petrasova, A.; Petras, V.; Mitasova, H.; Meentemeyer, K.] North Carolina State Univ, Ctr Geospatial Analyt, Raleigh, NC 27695 USA. RP Harmon, BA (reprint author), North Carolina State Univ, Ctr Geospatial Analyt, Raleigh, NC 27695 USA. EM baharmon@ncsu.edu; akratoc@ncsu.edu; vpetras@ncsu.edu; hmitaso@ncsu.edu; rkmeente@ncsu.edu OI Harmon, Brendan/0000-0002-6218-9318; Mitasova, Helena/0000-0002-6906-3398 CR Ishii H., 1997, P SIGCHI C HUM FACT, V1997, P234, DOI [DOI 10.1145/258549.258715, 10.1145/258549.258715] Kirsh D., 2013, ACM T COMPUT-HUM INT, V20 Mitasova H, 2004, DEV WATER SCI, V55, P1479 Mitasova H, 2005, IEEE GEOSCI REMOTE S, V2, P375, DOI 10.1109/LGRS.2005.848533 Mitasova H, 2006, IEEE COMPUT GRAPH, V26, P55, DOI 10.1109/MCG.2006.87 Petrasova A., 2015, TANGIBLE MODELING OP Petrasova A., 2014, P 7 INT C ENV MOD SO Piper B., 2002, P SIGCHI C HUM FACT, P355, DOI DOI 10.1145/503376.503439 Piper B., 2002, P OP SOURC GIS GRASS Ratti C, 2004, T GIS, V8, P407, DOI [10.1111/j.1467-9671.2004.00193.x, DOI 10.1111/J.1467-9671.2004.00193.X] Rocchini D, 2012, TRENDS ECOL EVOL, V27, P310, DOI 10.1016/j.tree.2012.03.009 Tateosian LG, 2010, IEEE T VIS COMPUT GR, V16, P1605, DOI 10.1109/TVCG.2010.202 UNDERKOFFLER J, 1999, CHI 99, P386 NR 13 TC 0 Z9 0 U1 0 U2 0 PU COPERNICUS GESELLSCHAFT MBH PI GOTTINGEN PA BAHNHOFSALLE 1E, GOTTINGEN, 37081, GERMANY SN 2194-9034 J9 INT ARCH PHOTOGRAMM PY 2016 VL 41 IS B2 BP 647 EP 653 DI 10.5194/isprsarchives-XLI-B2-647-2016 PG 7 WC Geography, Physical; Remote Sensing; Imaging Science & Photographic Technology SC Physical Geography; Remote Sensing; Imaging Science & Photographic Technology GA BG8WO UT WOS:000392747900104 OA gold DA 2018-03-07 ER PT S AU Zhang, WJ Huang, DY Lu, W AF Zhang, Wenjun Huang, Dayong Lu, We BA Zhang, H BF Zhang, H TI Research on Model Thinking Training of Primary Educational Specialty SO 2016 3RD INTERNATIONAL CONFERENCE ON ECONOMIC, BUSINESS MANAGEMENT AND EDUCATIONAL INNOVATION (EBMEI 2016), PT 2 SE Lecture Notes in Management Science LA English DT Proceedings Paper CT 3rd International Conference on Economic, Business Management and Education Innovation (EBMEI 2016) CY MAY 10-11, 2016 CL Prague, CZECH REPUBLIC SP Singapore Management & Sports Sci Inst, Acad Conf Inst DE Primary educational specialty; Student model thinking; Cultivate AB Student thinking model is a new way of teaching which has been raised in recent years. It enhances students' problem-solving efficiency improves by training student's spatial thinking skills. It links mathematical model of ideological objectives with teaching content closely, which makes projections teaching aims and tasks more accurate and it leads the students to the teaching activities, which enhances students logical thinking skills, analytical skills through ideological culture model. In this paper, several studies for primary school students thought the teaching profession model. C1 [Zhang, Wenjun; Huang, Dayong; Lu, We] Changchun Normal Univ, Elementary Teaching Coll, Changchun 130000, Jilin, Peoples R China. RP Zhang, WJ (reprint author), Changchun Normal Univ, Elementary Teaching Coll, Changchun 130000, Jilin, Peoples R China. CR CHEN Baoping, 2016, GOOD PARENTS DI Changcui, 2016, GANSU ED WU Ji-Si, 2016, GOOD PARENTS ZHANG wenjun, 2013, MATH TEACHING MIDDLE ZHANG Wenjun, 2013, INSERVICE ED TRAININ NR 5 TC 0 Z9 0 U1 0 U2 1 PU SINGAPORE MANAGEMENT & SPORTS SCIENCE INST PTE LTD PI SINGAPORE PA 8 TEMASEK BOULEVARD # 34-03 SUNTEC TOWER THREE, SINGAPORE, 038988, SINGAPORE SN 2251-3051 BN 978-981-09-7913-3 J9 LECT N MANAG SCI PY 2016 VL 55 BP 582 EP 585 PG 4 WC Computer Science, Information Systems; Education & Educational Research; Management SC Computer Science; Education & Educational Research; Business & Economics GA BG7RA UT WOS:000391644100123 DA 2018-03-07 ER PT J AU Liu, L Sun, XH Song, KI AF Liu, Lang Sun, Xuehua Song, Ki-il TI Analysis on the Man-Machine-Environment Collaborative Teaching Method for Mining Engineering Major SO INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING LA English DT Article DE Man-machine-environment collaborative Teaching method; Mining engineering; Higher pedagogy; Man-machine-environment system engineering ID EDUCATION AB Man, teaching equipment (machine), and teaching environment in the higher education system constitute the man-machine-environment system in the teaching system. In this study, modern higher pedagogy is combined with man-machine-environment system engineering. The teaching system is analyzed in the point of view of mining engineering profession and a new type of "man-machine-environment collaborative teaching method" is proposed. Also, we conducted a comprehensive discussion about the academic problems in various aspects of composition, theoretical basis, and functional allocation by combining teaching reform features of the mining engineering profession. The practice of man-machine-environment collaborative teaching method strengthens students' learning of perceptual knowledge, alleviates difficulty of site visit and practice, and enables conducting an indoor interactive dynamic simulation experiment. Moreover, it cultivated the students' operational ability, spatial thinking, and global concept of industrial mining sites. Furthermore, it improved the autonomous learning ability of undergraduates, which was of great significance to cultivating innovative talents. Lastly, it transformed the teaching method from "teaching" to initiative "exploration" and "discovery" for students. C1 [Liu, Lang] Xian Univ Sci & Technol, Energy Sch, Xian 710054, Peoples R China. [Sun, Xuehua] Xian Univ Sci & Technol, Coll Sci & Technol, Xian 710054, Peoples R China. [Liu, Lang] Minist Educ China, Key Lab Western Mines & Hazards Prevent, Xian 710054, Peoples R China. [Song, Ki-il] Inha Univ, Dept Civil Engn, Inchon 402751, South Korea. RP Liu, L (reprint author), Xian Univ Sci & Technol, Energy Sch, Xian 710054, Peoples R China.; Liu, L (reprint author), Minist Educ China, Key Lab Western Mines & Hazards Prevent, Xian 710054, Peoples R China. EM csuliulang@163.com; spring_xue@163.com; ksong@inha.ac.kr FU National Natural Science Foundation of China [51674188, 51504182]; Natural Science Basic Research Plan of Shaanxi Province of China [2015JQ5187]; Scientific Research Program - Shaanxi Provincial Education Department [15JK1466]; China Postdoctoral Science Foundation [2015M582685]; Xi'an University of Science and Technology Research Fund Program for Young Scholars [2014-NY-018] FX The authors are grateful for the support provided by the National Natural Science Foundation of China (No. 51674188, 51504182), the Natural Science Basic Research Plan of Shaanxi Province of China (No. 2015JQ5187), the Scientific Research Program funded by the Shaanxi Provincial Education Department (No. 15JK1466), the Project funded by China Postdoctoral Science Foundation (No. 2015M582685), and the Xi'an University of Science and Technology Research Fund Program for Young Scholars (No. 2014-NY-018). Submitted 23 Septembr 2016. Published as resubmitted by the authors 24 October 2016. CR Chanut P, 2016, KASETSART J SOCIAL S, V37, P100 Chen SY, 2012, PROCEDIA ENGINEER, V29, P4213, DOI 10.1016/j.proeng.2012.01.645 Ding Yulan, 2000, ERGONOMICS Fraser B J, 2015, INT ENCY SOCIAL BEHA Ganzach Y, 2014, LEARN INDIVID DIFFER, V36, P213, DOI 10.1016/j.lindif.2014.10.007 Gong X P, 2010, HIGH ED SCI MAR, P58 Li J Z, 2007, J SYSTEM SIMULATION, V19, P4164 Liu Y C, 2005, J YUNNAN U FINANCE S, V21, P274 Muelas A, 2015, PROCD SOC BEHV, V165, P217, DOI 10.1016/j.sbspro.2014.12.625 Sampaio AZ, 2010, AUTOMAT CONSTR, V19, P819, DOI 10.1016/j.autcon.2010.05.006 Wang bingxiu, 2011, ED CHINESE AFTER APR, P61 WANG C, 2011, RUBBER PLASTICS RESO, V1, P1, DOI DOI 10.1155/2011/837209 Yuan Z G, 2002, NEW CONCEPTION ED NR 13 TC 0 Z9 0 U1 0 U2 0 PU KASSEL UNIV PRESS GMBH PI KASSEL PA DIAGONALE 10, D-34127 KASSEL, GERMANY SN 1863-0383 J9 INT J EMERG TECHNOL JI Int. J. Emerg. Technol. Learn. PY 2016 VL 11 IS 10 BP 42 EP 46 DI 10.3991/ijet.v11i10.6269 PG 5 WC Education & Educational Research SC Education & Educational Research GA EH7NC UT WOS:000391958700007 OA gold DA 2018-03-07 ER PT J AU Bergstrom, C Zhang, D AF Bergstrom, Carly Zhang, Dake TI Geometry interventions for K-12 students with and without disabilities: A research synthesis SO INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH LA English DT Article DE Geometry; Intervention; Review; Disabilities ID EDUCATIONAL-TECHNOLOGY APPLICATIONS; GENDER-DIFFERENCES; SPATIAL THINKING; MATHEMATICS; METAANALYSIS; ACHIEVEMENT; MATH; REPRESENTATION; ACCOMMODATION; DIFFICULTIES AB Geometry instruction is an important yet often overlooked subject, in current education research and practice. This study synthesized intervention studies focusing on instruction to improve geometry skills for K-12 students with and without disabilities. Thirty two studies met the inclusion criteria: being published in English-language peer-reviewed journals or dissertations between 1980 and 2015, using quantitative method, and targeting kindergarten through twelfth grade students in the United States. Five studies examined the effectiveness of new geometry curricula, sixteen studies investigated instructional strategies, and eleven studies explored educational technologies. Although a broad range of geometric subjects were covered for normal achieving students, most of the studies for students with special needs primarily focused on very basic geometry skills, Only one study was found about teaching geometry to kindergarteners. Limitations and directions for future research are discussed. (C) 2016 Elsevier Ltd. All rights reserved. C1 [Bergstrom, Carly; Zhang, Dake] Rutgers State Univ, Dept Educ Psychol, Room 312,10 Seminary Pl, New Brunswick, NJ 08901 USA. 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P., 2013, J SCHOLASTIC INQUIRY Zhang DK, 2014, J LEARN DISABIL-US, V47, P569, DOI 10.1177/0022219413507602 Zhang D, 2012, LEARN DISABIL RES PR, V27, P167, DOI 10.1111/j.1540-5826.2012.00364.x Zhang D, 2012, J EDUC RES, V105, P303, DOI 10.1080/00220671.2011.627397 [Anonymous], 2013, NATL ASSESSMENT ED P [Anonymous], 2015, WHAT WORKS CLEARINGH NR 65 TC 0 Z9 0 U1 2 U2 4 PU ELSEVIER SCI LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND SN 0883-0355 J9 INT J EDUC RES JI Int. J. Educ. Res. PY 2016 VL 80 BP 134 EP 154 DI 10.1016/j.ijer.2016.04.004 PG 21 WC Education & Educational Research SC Education & Educational Research GA EF9GK UT WOS:000390638500012 DA 2018-03-07 ER PT S AU Yan, L AF Yan, Liang BE Li, H Zhang, L TI The Study Of Art Teaching In The Major Of Architecture-Taking The Woodcut Print Teaching As An Example SO PROCEEDINGS OF 2016 5TH INTERNATIONAL CONFERENCE ON SOCIAL SCIENCE, EDUCATION AND HUMANITIES RESEARCH SE Advances in Social Science Education and Humanities Research LA English DT Proceedings Paper CT 5th International Conference on Social Science, Education and Humanities Research (SSEHR) CY JUN 11-12, 2016 CL Tianjin, PEOPLES R CHINA SP Int Informat & Engn Assoc, Indian Inst Technol, Univ Sydney Technol, Univ Polytechn Bucharest, Univ Teknologi MARA DE Architectural art; woodcut print; teaching exploration; comprehensive quality AB According to the basic situation of the present art teaching in architecture and the characteristics and requirements of this major, the paper puts forward that the training in architecture should be multi-perspective, which involves the ability to coordinate eyes, hands and brain, the ability to think and imagine, the ability to perform and create and the ability to integrate sensibility and rationality, so as to improve students' comprehensive quality. With the characteristics of wood-cut engraving which helps to cultivate students' aesthetic consciousness, imagination and comprehensive thinking ability, the paper proposes the combination of professional foundation courses of arts and the woodcut print courses, which may provide a new possibility for the art teaching in the major of architecture! In architecture profession, art teaching can improve the students' ability for modeling observation, modeling spatial thinking and correct painting skills. Meanwhile, it can also broaden student's artistic horizon, strengthen their artistic accomplishment, improve their aesthetic appeal while training the students' necessary art ethics foundation, scientific thinking ability as well as the skill of trinity collaborative. Art teaching courage is compulsory, for which starts at the architecture perspective and based on the demand of architecture design. With the development of the global construction industry and progress of our country's economic and civilization, the macro concept of "function" and "the feature for appreciation" of the architecture design has been more down to these aspects: the harmony between the architecture and the surrounding environment, the innovation and inherent of the modern traditional culture as well as the miniature concept of new technology. All of these make the art teaching of architecture faces new challenges and new goals. Facts improved that practitioners of architecture agency and university in our country try their best to innovate through traditional teaching to make art teaching of architecture keep its way as under new situation, which will finally cultivate the compound talents of high diathermy and fit for social development. C1 [Yan, Liang] Sichuan Agr Univ, Chengdu 610000, Peoples R China. RP Yan, L (reprint author), Sichuan Agr Univ, Chengdu 610000, Peoples R China. EM 5027540@qq.com CR Tan Shigang, 2005, ENGRAVING TEACHING C Yang Jingsong, 2002, OVERLAP MECH, P1 Zhao Xin, 2013, CULTURAL ED MAT NR 3 TC 0 Z9 0 U1 0 U2 0 PU ATLANTIS PRESS PI PARIS PA 29 AVENUE LAVMIERE, PARIS, 75019, FRANCE SN 2352-5398 BN 978-94-6252-207-7 J9 ADV SOC SCI EDUC HUM PY 2016 VL 69 BP 1131 EP 1134 PG 4 WC Humanities, Multidisciplinary; Social Sciences, Interdisciplinary SC Arts & Humanities - Other Topics; Social Sciences - Other Topics GA BG6WF UT WOS:000390851500238 DA 2018-03-07 ER PT B AU Harmon, BA AF Harmon, Brendan Alexander GP ACM TI Embodied Spatial Thinking in Tangible Computing SO PROCEEDINGS OF THE TENTH ANNIVERSARY CONFERENCE ON TANGIBLE EMBEDDED AND EMBODIED INTERACTION (TEI16) LA English DT Proceedings Paper CT 10th International Conference on Tangible, Embedded and Embodied Interaction (TEI) CY FEB 14-17, 2016 CL Eindhoven Univ Technol, Eindhoven, NETHERLANDS SP Koninklijke Nederlandse Akademie Wetenschappen, Fontys Eindhoven, Microsoft Res, Tangible Display, Assoc Comp Machinery, SIGCHI HO Eindhoven Univ Technol DE Human-computer interaction; tangible user interfaces; tangible interaction; embodied cognition; spatial thinking; 3D modeling AB Tangible user interfaces are based on the premise that embodied cognition in computing can enhance cognitive processes. However, the ways in which embodied cognition in computing transform spatial thinking have not yet been rigorously studied. I have co-designed Tangible Landscape - a continuous shape display powered by a geographic information system - and used it to explore how technology mediates spatial cognition in a rigorous experiment. In this terrain modeling experiment I use geospatial analytics to analyze how visual computing with a GUI and tangible computing with a shape display mediate multidimensional spatial performance. My initial findings suggest that: 1. digital sculpting via a GUI is unintuitive, 2. shape displays like Tangible Landscape can be intuitive, enhance spatial performance, and enable rapid iteration and ideation, and 3. different analytics encourage significantly different modes of spatial thinking and strategies for modeling. C1 [Harmon, Brendan Alexander] North Carolina State Univ, Raleigh, NC 27695 USA. RP Harmon, BA (reprint author), North Carolina State Univ, Raleigh, NC 27695 USA. EM brendan.harmon@gmail.com OI Harmon, Brendan/0000-0002-6218-9318 CR Dourish P., 2001, ACTION IS FDN EMBODI Hardy-Vallee Benoit, 2008, BRAIN EMBODIED SITUA Ishii H., 1997, CHI, V97, P234, DOI DOI 10.1145/258549.258715 Jeannerod M, 1997, COGNITIVE NEUROSCIEN Kirsh D, 2013, ACM T COMPUT-HUM INT, V20, DOI 10.1145/2442106.2442109 Petrasova A., 2015, TANGIBLE MODELING OP Rasmussen M. K., 2012, P CHI 2012, P735, DOI DOI 10.1145/2207676.2207781 NR 7 TC 0 Z9 0 U1 0 U2 0 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA BN 978-1-4503-3582-9 PY 2016 BP 693 EP 696 DI 10.1145/2839462.2854103 PG 4 WC Computer Science, Artificial Intelligence; Computer Science, Cybernetics SC Computer Science GA BG6MD UT WOS:000390588700099 DA 2018-03-07 ER PT B AU Fehringer, BCOF AF Fehringer, Benedict C. O. F. BE Spencer, SN TI Diagnosis of spatial thinking using eye tracking and pupilometry SO 2016 ACM SYMPOSIUM ON EYE TRACKING RESEARCH & APPLICATIONS (ETRA 2016) LA English DT Proceedings Paper CT 9th Biennial ACM Symposium on Eye Tracking Research and Applications (ETRA) CY MAR 14-17, 2016 CL Charleston, SC SP ACM, ACM SIGGRAPH, ACM SIGCHI DE eye tracking; analysis methods; Index of Cogntive Activity; diagnostic; spatial ability AB The aim of the intended dissertation study is to show the diagnostic potential of eye tracking for a spatial thinking test. To this end, a structural overview of different analyzing techniques for eye tracking data will be provided using several measures. For a new developed test for the spatial cognitive ability visualization, the results of the analyzed eye tracking data will be linked to reaction time, accuracy and associated cognitive processes. It is intended to explore which information can be obtained by pupilometry and the systematic combination of the dimensions of eye movement data ( location and time). As indicators for cognitive processes and cognitive workload, the resulting gaze patterns and the computed Index of Cognitive Activity, ICA [Marshall 2002] will be connected to the participant's performance in a test of the spatial ability factor visualization. The results will contribute to the question what eye behavioral measures are able to predict participants' abilities and provide insights into associated cognitive processes. C1 [Fehringer, Benedict C. O. F.] Univ Mannheim, Psychol Educ, Mannheim, Germany. RP Fehringer, BCOF (reprint author), Univ Mannheim, Psychol Educ, Mannheim, Germany. EM b.fehringer@uni-mannheim.de CR Bartels M, 2012, P S EYE TRACK RES AP, P161, DOI DOI 10.1145/2168556.2168582 Egan D. E., 1979, INTELLIGENCE, V3, P1 Ekstrom R.B., 1976, KIT FACTOR REFERENCE ERICSSON KA, 1980, PSYCHOL REV, V87, P215, DOI 10.1037//0033-295X.87.3.215 Lord F. M, 1980, APPL ITEM RESPONSE T MARSHALL S. P., 2002, NEW CENT NEW TRENDS Nystrom M, 2010, BEHAV RES METHODS, V42, P188, DOI 10.3758/BRM.42.1.188 VANDENBERG SG, 1978, PERCEPT MOTOR SKILL, V47, P599, DOI 10.2466/pms.1978.47.2.599 NR 8 TC 0 Z9 0 U1 1 U2 1 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA BN 978-1-4503-4125-7 PY 2016 BP 325 EP 326 DI 10.1145/2857491.2888585 PG 2 WC Computer Science, Artificial Intelligence; Computer Science, Cybernetics SC Computer Science GA BG5ZC UT WOS:000389809700062 DA 2018-03-07 ER PT J AU Schindler, RK AF Schindler, Rebecca K. TI Teaching Spatial Literacy in the Classical Studies Curriculum SO DIGITAL HUMANITIES QUARTERLY LA English DT Article AB Over a decade ago, the Collaboratory for GIS and Mediterranean (CGMA) was created with two stated goals: (1) to create an on-line GIS inventory of survey projects in the greater Mediterranean and Europe and (2) to introduce advanced undergraduates to GIS concepts through Mediterranean archaeology. Through a specialized GIS course a small group of advanced undergraduate students learned how to interpret map data, create effective maps, and build map hypothesis - skills that are recognized as necessary for enhancing spatial thinking and thus spatial literacy. In the last decade GIS technologically has changed dramatically. The advent of Geospatial Semantic Web (Web 2.0) now makes it possible to integrate spatial thinking concepts at all levels of the undergraduate curriculum. This paper argues that spatial literacy must be more intentionally integrated into the Classical Studies curriculum and illustrates how we have begun to do that at DePauw University. C1 [Schindler, Rebecca K.] Depaul Univ, Chicago, IL 60604 USA. RP Schindler, RK (reprint author), Depaul Univ, Chicago, IL 60604 USA. EM rschindler@depauw.edu CR Alexander B., 2013, DEBATES DIGITAL HUMA Bodenhamer D. J., 2010, SPATIAL HUMANITIES G Bodenhamer David J., 2012, TEACHING GEOGRAPHIC, P231 Harris T. M., 2010, SPATIAL HUMANITIES G, P124 Koh A., 2015, HYBRID PEGAGOGY 0419 Ming-Hsiang Tsou, 2010, URISA Journal, V22, P45 Morgan C., 1994, PLACING GODS SANCTUA, P105 Mostern R., 2013, DHQ, V7 National Academy of Sciences, 2006, LEARN THINK SPAT GIS Sinton D. S., 2009, TEACHING COLL GEOGRA, P69 Sinton D. S., 2012, TEACHING GEOGRAPHIC, P17 Sinton D. S., 2012, WOULD YOU DEFINE SPA NR 12 TC 0 Z9 0 U1 0 U2 0 PU ALLIANCE DIGITAL HUMANITIES ORGANIZATIONS PI BOSTON PA SNELL LIBRARY 213, NORTHEASTERN UNIV, BOSTON, MA 02115 USA SN 1938-4122 J9 DIGIT HUMANITIES Q JI DIGIT. HUMANITIES Q. PY 2016 VL 10 IS 2 AR UNSP 21 PG 10 WC Humanities, Multidisciplinary SC Arts & Humanities - Other Topics GA DW2CH UT WOS:000383450000007 OA gold DA 2018-03-07 ER PT B AU Soleimani, A Green, KE Herro, D Walker, ID AF Soleimani, Arash Green, Keith Evan Herro, Danielle Walker, Ian D. GP ACM TI A Tangible, Story-Construction Process Employing Spatial, Computational-Thinking SO PROCEEDINGS OF THE 15TH INTERNATIONAL CONFERENCE ON INTERACTION DESIGN AND CHILDREN (IDC2016) LA English DT Proceedings Paper CT 15th International ACM Conference on Interaction Design and Children (IDC) CY JUN 21-24, 2016 CL Univ Cent Lancashire, Child Comp Interact, Media City, ENGLAND SP British Broadcasting Corp, Res & Dev Grp, ACM HO Univ Cent Lancashire, Child Comp Interact DE Computer Support Tools; Play; Childhood Education; Storytelling; Interactive Environments; Architecture; User-Centered Design; Tangible Computing; Prototyping AB The outcome of a multidisciplinary and iterative process, CyberPLAYce is a tangible, interactive, cyber-physical learning tool for children supporting computational thinking and, particularly, playful storytelling. CyberPLAYce finds inspiration in the concept of child-computer interaction, where meaning is constructed through spatially reconfiguring the physical environment. The novel aspect of CyberPLAYce is its extension of cyber-learning to the dimension of space where children construct meaning at a larger physical scale. This paper outlines the motivations for CyberPLAYce, focuses on the full arc of design and evaluation activities concerning computational thinking (CT) practices that engaged 8-12-year-old storytellers, and concludes with a consideration of future work focusing on spatial thinking with CyberPLAYce. Results from our empirical study suggest that cyber-physical play afforded by CyberPLAYce scaffolds computational thinking, creating, and sharing in children. Particularly for IDC researchers in the educational domain, CyberPLAYce represents a Research-through-design exemplar supporting children's enjoyment of learning and meaning-construction. C1 [Soleimani, Arash] UNC Charlotte, Sch Architecture, Charlotte, NC USA. [Green, Keith Evan] Clemson Univ, Sch Architecture, Clemson, SC USA. [Herro, Danielle] Clemson Univ, Sch Educ, Clemson, SC USA. [Walker, Ian D.] Clemson Univ, Dept Elect & Comp Engn, Clemson, SC USA. RP Soleimani, A (reprint author), UNC Charlotte, Sch Architecture, Charlotte, NC USA. EM asoleima@uncc.edu; kegreen@clemson.edu; dherro@clemson.edu; iwalker@clemson.edu CR Akerman P., 2011, P MOB HCI 2011 ACM, P337 Antle Alissa N, 2009, Interactions, V16, P27, DOI 10.1145/1487632.1487639 Barr V., 2011, ACM T COMPUTATIONAL Baum D., 2003, DEFINITIVE GUIDE LEG Berland M., 2011, COLLABORATIVE STRATE Cassell J., 2001, Personal and Ubiquitous Computing, V5, P169, DOI 10.1007/PL00000018 CSTA, 2011, COMP THINK K 12 ED CSTA, 2011, K 12 COMP SCI STAND, P3 Decorits F, 2002, PERS UBIQUIT COMPUT, V6, P416, DOI 10.1007/s007790200046 Dourish P., 2001, ACTION IS FDN EMBODI Druin A., 2000, EXPLORING NEW TECHNO, P75 Garzotto F., 2006, P 17 C HYP HYP HYPER, P57, DOI DOI 10.1145/1149941.1149955 Gayer B., 2009, RES DIGITAL BAUHAUS, P163 Grover S., 2014, P 2014 C INN TECHN C, P57 Grover S., 2013, COMPUTATIONAL THINKI Hard I., 1991, CONSTRUCTIONISM Hodges S., 2014, P CHI TOR ONT CAN Hourcade J. P., 2002, P HUM FACT COMP SYST, P500 Kafai Y. B., 1996, CONSTRUCTIONISM PRAC, P1 Leong D. J., 2012, ASSESSING SCAFFOLDIN Lindley E., 2010, P CHI 2010 ACM, P2351 Mellis D., 2007, P CHI SAN JOS CA Monk A., 2002, INTERACTIONS, P11 Montemayor J., 2004, J COMPUT ENTERTAIN, V2, P1 National Literacy Trust, 2012, LIT GUID SEC SCH Newcombe N. S., 2010, SPATIAL DEV Nonaka I., 1995, KNOWLEDGE CREATING C Papert S., 1993, MINDSTORMS CHILDREN, P23 Rinaldi C., 2005, DIALOGUE REGGIO EMIL Schon D. A., 1983, REFLECTIVE PRACTITIO Schweilardt E., 2011, P 5 INT C TANG EMB I, P353 Shaw David, 2012, P TEI ONT CAN, P367 Tricoles R., 2012, BENEFITS SPATIAL THI Wing J. M., 2006, COMPUTATIONS ACM, V49 NR 34 TC 0 Z9 0 U1 1 U2 2 PU ASSOC COMPUTING MACHINERY PI NEW YORK PA 1515 BROADWAY, NEW YORK, NY 10036-9998 USA PY 2016 BP 157 EP 166 DI 10.1145/2930674.2930703 PG 10 WC Computer Science, Interdisciplinary Applications; Computer Science, Theory & Methods; Education & Educational Research SC Computer Science; Education & Educational Research GA BF6WL UT WOS:000383741700015 DA 2018-03-07 ER PT J AU Bartolini, N Raghuram, P Revill, G AF Bartolini, Nadia Raghuram, Parvati Revill, George TI Provocations of the present: what culture for what geography? SO SOCIAL & CULTURAL GEOGRAPHY LA English DT Article DE Cultural geography; provocations; new media; cultural politics; disciplinarity AB Cultural geography finds itself in a very different place from when Peter Jackson's Maps of Meaning first appeared in 1989. Provocations for culturally attuned spatial thinking made at that time have either altered or at least been significantly reframed when issues of wider public engagement, collaborative arts practice and new ICT-based social and creative media are changing the terrain on which cultural geography is made and practiced. We introduce a collection of 11 short essays that set to provoke questions relating to cultural geography today. The essays stem from the Doreen Massey Annual Event Provocations of the Present: What Culture for What Geography?' that took place at the Open University in Milton Keynes, UK, in June 2014. We are not suggesting that there is a malaise' requiring revitalization, neither are we proposing a single best way forwards. Rather we suggest that a collective focus on how cultural geography can remain a lively place from which to engage with might provide a moment in which the diversity of cultural geography would be profitably mobilized for the future. In this introduction, we encourage geographers to think about where cultural geography is and where it is headed by considering three areas of interest: dis/locating provocations; re/defining culture; and changing geographies. C1 [Bartolini, Nadia; Raghuram, Parvati; Revill, George] Open Univ, Dept Geog, Fac Social Sci, Milton Keynes, Bucks, England. RP Bartolini, N (reprint author), Open Univ, Dept Geog, Fac Social Sci, Milton Keynes, Bucks, England. 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PY 2016 VL 17 IS 6 SI SI BP 745 EP 752 DI 10.1080/14649365.2016.1188976 PG 8 WC Geography SC Geography GA DR7FS UT WOS:000380066000001 OA gold DA 2018-03-07 ER PT J AU Resnick, I Verdine, BN Golinkoff, R Hirsh-Pasek, K AF Resnick, Ilyse Verdine, Brian N. Golinkoff, Roberta Hirsh-Pasek, Kathy TI Geometric toys in the attic? A corpus analysis of early exposure to geometric shapes SO EARLY CHILDHOOD RESEARCH QUARTERLY LA English DT Article DE Spatial thinking; Shapes; Category learning; Input; STEM ID EMBEDDED-FIGURES TEST; YOUNG-CHILDREN; VOCABULARY ACQUISITION; GENDER-DIFFERENCES; SPATIAL ABILITY; GUIDED PLAY; LANGUAGE; KNOWLEDGE; INPUT; WORDS AB Preschoolers' experiences with shapes are important because geometry is foundational to aspects of mathematics and it is now part of the Common Core for school-readiness. Exposure to shapes also provides experiences that are key to developing spatial thinking more broadly. Yet achieving a strong conceptual understanding of geometric categories can extend well into elementary school (Satlow and Newcombe, 1998) despite a general sense that many kindergarten children "know their shapes." The extended time period may be partially a product of the nature of the spatial input to which children are exposed. This study characterizes the geometric input preschoolers receive from three sources: shape books, sorters, and interactive digital content. These shape materials were examined for the types of shapes they include. Shapes were further classified as canonical (e.g., equilateral triangles) vs. non canonical (e.g., isosceles or scalene), and whether the shape was presented as a geometric form vs. everyday object and in isolation vs. embedded in a scene. The quantity of shape terms was documented for each shape material. The level of sophistication of associated shape language was assessed by tracking the presence of geometric adjectives and explicit definitions. Findings suggest that children are exposed to a limited number of shape categories and very few non-typical variants within those categories. Shapes were typically labeled with only a single generic identifier (e.g., triangle) and few of the materials provided explicit definitions, geometric adjectives (e.g., scalene), or identified similarities and differences across shapes. Findings suggest a need for more thoughtful design of shape learning materials to provide variety and evoke discussion of their defining properties. (C) 2016 Elsevier Inc. All rights reserved. C1 [Resnick, Ilyse; Verdine, Brian N.; Golinkoff, Roberta] Univ Delaware, Newark, DE 19716 USA. [Hirsh-Pasek, Kathy] Temple Univ, Philadelphia, PA 19122 USA. RP Resnick, I (reprint author), Univ Delaware, Sch Educ, Willard Hall, Newark, DE 19716 USA. EM iresnick@udel.edu OI Verdine, Brian/0000-0002-5350-5323 FU National Science Foundation via the Spatial Intelligence and Learning Center [SBE-1041707]; National Institutes of Health Stimulus Grant [1RC1HD0634970-01]; Institute of Education Sciences [R30513130012] FX This research was supported by the National Science Foundation via the Spatial Intelligence and Learning Center (grant number SBE-1041707), National Institutes of Health Stimulus Grant 1RC1HD0634970-01, and Institute of Education Sciences (grant number R30513130012). CR Bruce C. D., 2015, SPATIAL REASONING EA BUSCH JC, 1993, PERCEPT MOTOR SKILL, V77, P491, DOI 10.2466/pms.1993.77.2.491 CASEY MB, 1995, DEV PSYCHOL, V31, P697, DOI 10.1037//0012-1649.31.4.697 Christie James, 2006, PLAY LEARNING PLAY M, P57 Clements DH, 1999, J RES MATH EDUC, V30, P192, DOI 10.2307/749610 Coates S. 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PY 2016 VL 36 BP 358 EP 365 DI 10.1016/j.ecresq.2016.01.007 PG 8 WC Education & Educational Research; Psychology, Developmental SC Education & Educational Research; Psychology GA DP4EJ UT WOS:000378448700033 DA 2018-03-07 ER PT J AU Iglesias, MSC Varela, RAD AF Calvo Iglesias, Maria Silvia Daz Varela, Ramon Alberto TI An experience of aplying GIS for teaching pest monitoring in vocational training education SO IJERI-INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH AND INNOVATION LA Spanish DT Article DE Geographical Information Systems; Pest management; Vocational Training; meaningful learning; motivational strategies ID SPATIAL THINKING AB In this research, we present an experiment applying Geographic Information Systems tools (GIS) in pest management training of the Agrarian vocational training diplomas. The goals of the study were examinating the effect of GIS use on the learning process as well as analyzing limitations of results. We used a qualitative methodology based on questionnaires on multiple intelligences, spatial skills and following up on the topic applied to control groups (explanation without GIS tools) and treatment groups (explanation with GIS tools). We observed a positive impact of GIS on learning process, as in general, treatment groups scored higher in the spatial questions proposed. A motivational effect was also observed, as most students asked for practical training with GIS tools and students were able to identify other subjects in which it would be useful working with these tools. Some variables may have influenced the interpretation of results, such as the duration of the experience, the number and complexity of the questions formulated, and that the focus of the topic was not on geospatial issues. C1 [Calvo Iglesias, Maria Silvia] Univ Vigo, Ingn Montes, Vigo, Spain. [Calvo Iglesias, Maria Silvia] Univ Vigo, Proc Prod Agr, Vigo, Spain. [Calvo Iglesias, Maria Silvia] Univ Vigo, Conselleria Educ Xunta Galicia, Vigo, Spain. [Calvo Iglesias, Maria Silvia] Univ Vigo, Grp Avaliac Ambiental Estratex, Vigo, Spain. [Daz Varela, Ramon Alberto] Univ Santiago de Compostela, Ingn Montes, Santiago De Compostela, Spain. [Daz Varela, Ramon Alberto] Univ Santiago de Compostela, Dept Bot, Santiago De Compostela, Spain. RP Iglesias, MSC (reprint author), Univ Vigo, Ingn Montes, Vigo, Spain.; Iglesias, MSC (reprint author), Univ Vigo, Proc Prod Agr, Vigo, Spain.; Iglesias, MSC (reprint author), Univ Vigo, Conselleria Educ Xunta Galicia, Vigo, Spain.; Iglesias, MSC (reprint author), Univ Vigo, Grp Avaliac Ambiental Estratex, Vigo, Spain.; Varela, RAD (reprint author), Univ Santiago de Compostela, Ingn Montes, Santiago De Compostela, Spain.; Varela, RAD (reprint author), Univ Santiago de Compostela, Dept Bot, Santiago De Compostela, Spain. EM silvia.calvo@uvigo.es; ramon.diaz@usc.es CR Aronoff S., 1991, GEOGRAPHIC INFORM SY Boix G., 2007, COMPETENCIAS GEOGRAF, P23 Chen M., 2010, TECHNOLOGY MOTIVATES Cheung Y, 2011, PROCD SOC BEHV, V21, DOI 10.1016/j.sbspro.2011.07.014 Cobos E. M. Rodriguez, 2009, CUADERNOS EDUCACION, V1 Gardner H, 2000, INTELLIGENCE REFRAME Heafner T., 2004, CONT ISSUES TECHNOLO, V4, P42 Calvo Iglesias M. S., 2015, REV ED HEKADEMOS, V17, P55 Lee J, 2009, J GEOGR HIGHER EDUC, V33, P183, DOI 10.1080/03098260802276714 Liu Y, 2010, J GEOGR, V109, P150, DOI 10.1080/00221341.2010.497541 McKenzie W. L., 2005, MULTIPLE INTELLIGENC Riihela J, 2015, J GEOGR, V114, P15, DOI 10.1080/00221341.2014.897362 Bosque Sendra J., 2000, SISTEMAS INFORM GEOG Thankachan B, 2013, LEARNING INT J HUMAN, V3, P11 Zappettini M. 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PY 2016 IS 5 BP 72 EP 89 PG 18 WC Education & Educational Research SC Education & Educational Research GA DM1JA UT WOS:000376100300007 OA gold DA 2018-03-07 ER PT J AU Pineda-Zumaran, J AF Pineda-Zumaran, Jessica TI Spatial Data Usage, Spatial Thinking and Spatial Knowledge Generation: The Case of Planning Practitioners in Arequipa, Peru SO PLANNING PRACTICE AND RESEARCH LA English DT Article DE Spatial data usage; spatial thinking; spatial knowledge generation; storylines; planning practitioners; Peru ID DECISION-MAKING; GIS; TECHNOLOGIES; COMPONENTS; LESSONS; FUTURE AB Spatial thinking and spatial knowledge generation in decision-making are still not mature fields of study in planning research, despite these being crucial elements in addressing the issues of the twenty-first-century city. This article contributes to their understanding by exploring their interrelationships with spatial data usage. 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PY 2016 VL 31 IS 3 BP 270 EP 291 DI 10.1080/02697459.2016.1158460 PG 22 WC Planning & Development SC Public Administration GA DM3QS UT WOS:000376261800003 DA 2018-03-07 ER PT J AU Ishikawa, T AF Ishikawa, Toru TI Spatial Thinking in Geographic Information Science: Students' Geospatial Conceptions, Map-Based Reasoning, and Spatial Visualization Ability SO ANNALS OF THE AMERICAN ASSOCIATION OF GEOGRAPHERS LA English DT Article DE geospatial concepts; GIScience; spatial reasoning; spatial thinking; thematic map reading ID BIDIMENSIONAL REGRESSION; KNOWLEDGE; CATEGORIZATION; EXPERIENCE; COMPONENTS; PERCEPTION; CHILDREN; NEEDS AB This article discusses spatial thinking in geographic information science (GIScience), through an empirical examination of experts' and students' geospatial conceptions and thematic map reading. The first study examined the structures in which GIScience concepts are conceptualized by experts and students. In experts' conceptions, clusters for geospatial data, GIS applications, geospatial entities-operations-relations, and maps were identified. In students' conceptions, similar clusters were observed but they were structured differently, with the terms interrelated less closely. High-spatial students' conceptions corresponded to those of experts to a greater degree. The second study examined geospatial reasoning and showed that thematic map reading consisted of various components differing in their relationship with spatial ability. High-spatial students tackled thematic map reading by identifying more spatial distributions and comparing multiple maps more frequently. They did not necessarily make more statements about reasons for the observed patterns. It is important to distinguish spatial thinking and thinking about space, the latter of which involves geographical, beyond purely spatial, components. C1 [Ishikawa, Toru] Univ Tokyo, Grad Sch Interdisciplinary Informat Studies, Bunkyo Ku, 7-3-1 Hongo, Tokyo 1130033, Japan. RP Ishikawa, T (reprint author), Univ Tokyo, Grad Sch Interdisciplinary Informat Studies, Bunkyo Ku, 7-3-1 Hongo, Tokyo 1130033, Japan. EM ishikawa@csis.u-tokyo.ac.jp CR Alcock L, 2011, CAN J SCI MATH TECHN, V11, P91, DOI 10.1080/14926156.2011.570476 Bednarz S. W., 2011, MAPS SPATIAL THINKIN CHI MTH, 1981, COGNITIVE SCI, V5, P121, DOI 10.1207/s15516709cog0502_2 DiBiase D., 2006, GEOGRAPHIC INFORM SC Ekstrom R.B., 1976, KIT FACTOR REFERENCE Gersmehl PJ, 2007, J GEOGR, V106, P181, DOI 10.1080/00221340701809108 Golledge R, 2008, ANN ASSOC AM GEOGR, V98, P285, DOI 10.1080/00045600701851093 Golledge RG, 2008, GEOGR RES, V46, P85, DOI 10.1111/j.1745-5871.2007.00494.x Golledge RG, 2002, ANN ASSOC AM GEOGR, V92, P1, DOI 10.1111/1467-8306.00276 Golledge R.G., 1997, SPATIAL BEHAV Goodchild M. F., 2001, Spatial Information Theory. 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PY 2016 VL 106 IS 1 BP 76 EP 95 DI 10.1080/00045608.2015.1064342 PG 20 WC Geography SC Geography GA DK9MX UT WOS:000375255700005 DA 2018-03-07 ER PT B AU Morita, Y Nagahama, T Setozaki, N Tajiri, K Kitazawa, T AF Morita, Yusuke Nagahama, Toru Setozaki, Norio Tajiri, Keisuke Kitazawa, Takeshi BE Chen, W Yang, JC Murthy, S Wong, SL Iyer, S TI A Pilot Study on the Effects of a Tangible Learning System for Pre-Service Teacher Training SO 24TH INTERNATIONAL CONFERENCE ON COMPUTERS IN EDUCATION (ICCE 2016): THINK GLOBAL ACT LOCAL LA English DT Proceedings Paper CT 24th International Conference on Computers in Education (ICCE) - Think Global Act Local CY NOV 28-DEC 02, 2016 CL Indian Inst Technol Bombay, Mumbai, INDIA SP Asia Pacific Soc Comp Educ, Next Educ India Pvt Ltd, Educ Initiat Pvt Ltd, Minist Human Resources & Dev, Natl Miss Educ ICT, Train Ten Thousand Teachers, Spoken Tutorials, Fossee, Eyantra HO Indian Inst Technol Bombay DE Tangible Learning System; Spatial Thinking Ability; Teacher Training; STEM education AB The purpose of this pilot study was to discuss a possibility of a tangible learning system for pre-service teacher training. For the purpose of this pilot study, the tangible learning system was implemented and demonstrated in a science teacher training class. Then, comprehension test scores before and after the class and a mental rotation test (MRT) score were compared. 23 college students were divided into three groups based on the pre-and post-comprehension test scores; HH (12 High-High students), LH (7 Low-High students), and LL (4 Low-Low students). According to the ANOVA on the MRT, the LH students received an average score on the post comprehension test, however the LL students scored lower due to their lack of spatial thinking ability. The results of our study imply that the tangible learning system is effective for college students to understand the phases of the Moon. Meanwhile, the results also imply that there are some students who do not have enough spatial thinking ability. These findings stress the importance of taking students' spatial ability into account especially in science teacher training. C1 [Morita, Yusuke] Waseda Univ, Fac Human Sci, Tokyo, Japan. [Setozaki, Norio] Nagasaki Univ, Fac Educ, Nagasaki, Japan. [Tajiri, Keisuke] Waseda Univ, Grad Sch Human Sci, Tokyo, Japan. [Kitazawa, Takeshi] Tokyo Gakugei Univ, Dep Technol & Informat Sci, Koganei, Tokyo, Japan. RP Morita, Y (reprint author), Waseda Univ, Fac Human Sci, Tokyo, Japan. EM ymorita@waseda.jp FU JSPS KAKENHI [JP26350337, JP26350310] FX This research was supported by JSPS KAKENHI Grant-in-Aid for Science Research (C) Number JP26350337 and JP26350310. CR Baran E, 2016, INT J EDUC MATH SCI, V4, P9, DOI 10.18404/ijemst.71338 Hawes Z, 2015, MIND BRAIN EDUC, V9, P10, DOI 10.1111/mbe.12051 Ishii H., 1997, P SIGCHI C HUM FACT, V1997, P234, DOI [DOI 10.1145/258549.258715, 10.1145/258549.258715] Morita Y., 2012, P SOC INF TECHN TEAC, P3718 Morita Y., 2010, P WORLD C ED MULT HY, P3666 Sharoni-Dagan N., 1983, SCI EDUC, V67, P99 Schneider B, 2013, IEEE T LEARN TECHNOL, V6, P117, DOI 10.1109/TLT.2013.15 VANDENBERG SG, 1978, PERCEPT MOTOR SKILL, V47, P599, DOI 10.2466/pms.1978.47.2.599 Vosniadou S., 1991, PSYCHOL LEARNING SCI, P149 NR 9 TC 0 Z9 0 U1 0 U2 0 PU ASIA PACIFIC SOC COMPUTERS IN EDUCATION PI TAOYUAN CITY PA NO 300, JUNGDA RD, JHONGLI DISTRICT, TAOYUAN CITY, 320, TAIWAN BN 978-986-84735-7-7 PY 2016 BP 642 EP 644 PG 3 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA BJ2FA UT WOS:000419241800102 DA 2018-03-07 ER PT S AU Hynek, A Vavra, J Novotny, G AF Hynek, Alois Vavra, Jaroslav Novotny, Gustav BE Chova, LG Martinez, AL Torres, IC TI THINKING SPACE GEOGRAPHICALLY SO ICERI2016: 9TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION SE ICERI Proceedings LA English DT Proceedings Paper CT 9th Annual International Conference of Education, Research and Innovation (iCERi) CY NOV 14-16, 2016 CL Seville, SPAIN DE geographical education; GIS technologies; Svitava River; space AB Teaching Geography becomes different matter with the use of current technologies (like Geographical Informational Systems - GIS) and with the application of effective methods and innovations. Our article presents a proposal how to innovate and adjust a rigid national educational system (Czech, in this case) to the current both theoretical and applied frame of Geography as discipline. The theoretic part deals with the notion of the space and the. spatial thinking", then the methodology of our teaching and the aims of the courses are discussed. We test and evaluate our approach via two courses: Sustainability and Urban and rural studies, both with the strong emphasis on students 'perception and imagination. This paper draws the development and results of the Sustainability courses which dealt with the specific territory of Lower (2014) and Upper Svitava Basin (2015). This region was affected by various historical shifts (de/reterritorializations) like the displacement of Sudeten Germans and consequent introducing of new settlement. The cultural landscape was re-written and we can label the identity of this region as difficult or even broken. Our approach was based on the enactive as the interactions between mind, body and the environment, seeing them all as inseparably intertwined in mental/cognitive processes. This concept we strive to apply in our geographical education, thus this paper discusses our didactic methods and shows selected outputs of our students which can. think the space geographically". C1 [Hynek, Alois; Novotny, Gustav] Masaryk Univ, Brno, Czech Republic. [Vavra, Jaroslav] Tech Univ Liberec, Liberec, Czech Republic. RP Hynek, A (reprint author), Masaryk Univ, Brno, Czech Republic. FU [MUNI/A/1315/2015] FX The article was prepared with the aid of financial support from research project MUNI/A/1315/2015 "Integrated research of environmental changes in the landscape sphere". CR Agnew J., 1987, PLACE POLITICS GEOGR, V13, P251 Anderson L. W., 2001, TAXONOMY LEARNING TE Bednarz S. W., 1994, GEOGRAPHY LIFE NATL Claval P., 1998, INTRO REGIONAL GEOGR De Blij H. 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Most commonly discussed in relation to the adult population, growing evidence has supported the idea that children and adolescents experience cognitive problems in relation to depression. The purpose of this study was to further examine the negative influence of depression on the cognitive functioning of children and adolescents. Additionally, the present study evaluated the sensitivity of the Woodcock-Johnson III Test of Cognitive Abilities (WJ-III-COG) and, in turn, the Cattell-Horn-Carroll (CHC) theory in measuring cognitive problems related to depression in children and adolescents. Participants included 420 children and adolescents aged 8 to 18 years old (M=13.09, SD=2.95) with a clinical diagnosis of depression. Comparisons were made against the normative mean. All participants completed 11 subtests of the WJ-III-COG including Visual-Auditory Learning, Spatial Relations, Sound Blending, Concept Formations, Visual Matching, Numbers Reversed, Auditory-Working Memory, Picture Recognition, Analysis Synthesis, Decision Speed, and Memory for Words. Children and adolescents with depression demonstrated significantly lower performance on subtests related to learning and memory (long-term retrieval), attentional capacity, working memory, reasoning, and processing speed. No problems were noted on subtests related to visual-spatial thinking and auditory processing. Findings suggested sensitivity of the WJ-III-COG and CHC theory in identifying cognitive problems associated with depression in children and adolescents. C1 [Basnet, Pravesh; Noggle, Chad A.] So Illinois Univ, Sch Med, Dept Psychiat, Springfield, IL 62794 USA. [Dean, Raymond S.] Ball State Univ, Neuropsychol Lab, Muncie, IN 47306 USA. 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Neuropsychol.-Child PD OCT 2 PY 2015 VL 4 IS 4 BP 257 EP 265 DI 10.1080/21622965.2014.908124 PG 9 WC Clinical Neurology; Psychology SC Neurosciences & Neurology; Psychology GA CT2QT UT WOS:000362649000005 PM 25412352 DA 2018-03-07 ER PT J AU Kornkasem, S Black, JB AF Kornkasem, Sorachai Black, John B. TI Formation of spatial thinking skills through different training methods SO COGNITIVE PROCESSING LA English DT Article; Proceedings Paper CT Proceedings of the Sixth International Conference on Spatial Cognition (ICSC) CY SEP 07-11, 2015 CL Rome, ITALY SP Dept Psychol, Sapienza Univ Rome, Catholic Univ Leuven, Cassianeum Fdn, Catholic Univ Eichstatt Ingolstadt, LMU Munich, Dept Psychol, Peking Univ DE Spatial thinking training; 3D environments; Cognitive processes ID MENTAL ROTATION AB Spatial training can be durable and transferable if the training involves cognitive process-based tasks. The current study explored different spatial training methods and investigated the sequences of process-based mental simulation that was facilitated by various structures of external spatial representation, 3D technology, spatial cues, and/or technical languages. A total of 115 Columbia University's students were conducted through three experiments using a between-subjects design to examine the effects of spatial training methods on spatial ability performance. The conditions for training environments included 3D-virtual and 3D-physical interactions with abstract (nonsense-geometric) and concrete (everyday-object) contents. Overall, learners in the treatment conditions improved in their spatial skills significantly more than those in the control conditions. Particularly, 3D-direct-manipulation conditions in the third experiment added promising results about the specific sequences during spatial thinking formation processes. 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PD SEP PY 2015 VL 16 SU 1 SI SI BP S281 EP S285 DI 10.1007/s10339-015-0707-8 PG 5 WC Psychology, Experimental SC Psychology GA DB4GR UT WOS:000368472000319 PM 26224268 DA 2018-03-07 ER PT J AU Hawes, Z Moss, J Caswell, B Poliszczuk, D AF Hawes, Zachary Moss, Joan Caswell, Beverly Poliszczuk, Daniel TI Effects of mental rotation training on children's spatial and mathematics performance: A randomized controlled study SO TRENDS IN NEUROSCIENCE AND EDUCATION LA English DT Article DE Spatial thinking; Mental rotation; Spatial training; Computerized cognitive training; Mathematics education; STEM ID GENDER-DIFFERENCES; 3-DIMENSIONAL OBJECTS; WORKING-MEMORY; VISUALIZATION; REPRESENTATIONS; ACHIEVEMENT; MEDIATORS; KNOWLEDGE; THINKING; ABILITY AB The purpose of the current study was to (i) investigate the malleability of children's spatial thinking, and (ii) the extent to which training-related gains in spatial thinking generalize to mathematics performance. Sixty-one 6- to 8-year-olds were randomly assigned to either computerized mental rotation training or literacy training. Training took place on iPad devices over a 6-week period as part of regular classroom activity. Results revealed that in comparison to the control group, children who received spatial training demonstrated significant gains on two measures of mental rotation and marginally significant improvements on an untrained mental transformation task: a finding that suggests that training may have had a general effect on children's spatial ability. However, contrary to theoretical claims and prior empirical findings, there was no evidence that spatial training transferred to mathematics performance. (C) 2015 Elsevier GmbH. All rights reserved. C1 [Hawes, Zachary; Moss, Joan; Caswell, Beverly; Poliszczuk, Daniel] Univ Toronto, Dept Appl Psychol & Human Dev, Ontario Inst Studies Educ, Toronto, ON M5R 2X2, Canada. RP Hawes, Z (reprint author), Univ Toronto, Dept Appl Psychol & Human Dev, Toronto, ON M5R 2X2, Canada. EM zack.hawes@utoronto.ca; joan.moss@utoronto.ca; beverly.caswell@utoronto.ca; daniel.poliszczuk@mail.utoronto.ca FU technology and education grant by TV Ontario (TVO); TVO [72046217] FX We owe a huge thank you to the school principal, teachers, and students involved. This research would not have been possible without your encouragement and support. Funding for this project was provided in part by a technology and education grant by TV Ontario (TVO) to Joan Moss. TVO is a publicly funded broadcaster of the Government of Ontario, Canada (FRD No. 72046217). All computer games that were part of this study are now freely available to the public and can be found by following this link: http://www.tvokids.com/games. To access the spatial training games, please visit: http://www.tvokids.com/games/matchamatchaisland. 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Educ. PD SEP PY 2015 VL 4 IS 3 BP 60 EP 68 DI 10.1016/j.Line.2015.05.001 PG 9 WC Neurosciences SC Neurosciences & Neurology GA CU5BI UT WOS:000363546200002 DA 2018-03-07 ER PT J AU Deans, J Cohrssen, C AF Deans, Janice Cohrssen, Caroline TI Young children dancing mathematical thinking SO AUSTRALASIAN JOURNAL OF EARLY CHILDHOOD LA English DT Article AB EARLY CHILDHOOD EDUCATORS ARE required to recognise multiple sources of evidence of children's mathematical thinking. This paper encourages early childhood educators to consider how young children's spontaneous dance improvisations provide evidence of their exploration of the mathematical concepts of spatial orientation and spatial visualisation. In this research, examples of four-year-old children's improvisational dance are drawn from a larger corpus of children's dance vignettes and analysed, highlighting children's demonstrations of embodied spatial orientation and spatial visualisation. 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PD SEP PY 2015 VL 40 IS 3 BP 61 EP 67 PG 7 WC Education & Educational Research SC Education & Educational Research GA CS8CX UT WOS:000362314400009 DA 2018-03-07 ER PT J AU Bachmann, V AF Bachmann, Veit TI Global Europa, ESPON and the EU's Regulated Spaces of Interaction SO JOURNAL OF EUROPEAN INTEGRATION LA English DT Article DE EU; spaces of interaction; civilian power; normative power; sociospatial; ESPON ID NORMATIVE POWER EUROPE; SPEAKING EUROPE; UNION; WORLD; TERRITORIALITY; GEOGRAPHIES; INTEGRATION; POLITICS; GOVERNMENT; DISCOURSE AB This paper seeks to bring together approaches to sociospatial theorising with debates on the EU's international role. It points to a general lack of engagement with the spatial underpinnings of EU geopolitical agency, citing the example of four visions for Europe in the world' from the EU's key spatial think tank (ESPON). Moreover, this paper illustrates how EU geopolitical agency can be better understood when examined in its historical and sociospatial context. Space is not defined as physical space, but as socially produced spaces of interaction within which different actors stand in particular relations to each other. Through the history of European integration, the EU can most effectively exercise influence if such spaces of interaction are regulated and institutionalised, as opposed to disordered and anarchic. Regulated spaces of interaction are therefore a key parameter of EU geopolitical agency and, consequently, the promotion thereof a key objective of EU external relations. C1 Goethe Univ Frankfurt, Inst Humangeog, PEG Gebaude, D-60629 Frankfurt, Germany. RP Bachmann, V (reprint author), Goethe Univ Frankfurt, Inst Humangeog, PEG Gebaude, Theodor W Adorno Pl 6, D-60629 Frankfurt, Germany. 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PD SEP PY 2015 VL 37 IS 6 BP 685 EP 703 DI 10.1080/07036337.2015.1050012 PG 19 WC International Relations; Political Science SC International Relations; Government & Law GA CM6WL UT WOS:000357832000005 DA 2018-03-07 ER PT J AU Cole, M Wilhelm, J Yang, HW AF Cole, Merryn Wilhelm, Jennifer Yang, Hongwei TI Student Moon Observations and Spatial-Scientific Reasoning SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION LA English DT Article DE Geometry and geometrical and spatial thinking; Middle school education; Lunar phases; Spatial ability; Geometric spatial visualization; Periodic patterns; Astronomy ID SEX-DIFFERENCES; UNDERSTANDINGS; METAANALYSIS AB Relationships between sixth grade students' moon journaling and students' spatial-scientific reasoning after implementation of an Earth/Space unit were examined. Teachers used the project-based Realistic Explorations in Astronomical Learning curriculum. We used a regression model to analyze the relationship between the students' Lunar Phases Concept Inventory (LPCI) post-test score variables and several predictors, including moon journal score, number of moon journal entries, student gender, teacher experience, and pre-test score. The model shows that students who performed better on moon journals, both in terms of overall score and number of entries, tended to score higher on the LPCI. For every 1 point increase in the overall moon journal score, participants scored 0.18 points (out of 20) or nearly 1% point higher on the LPCI post-test when holding constant the effects of the other two predictors. Similarly, students who increased their scores by 1 point in the overall moon journal score scored approximately 1% higher in the Periodic Patterns (PP) and Geometric Spatial Visualization (GSV) domains of the LPCI. 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PD JUL 24 PY 2015 VL 37 IS 11 BP 1815 EP 1833 DI 10.1080/09500693.2015.1052861 PG 19 WC Education & Educational Research SC Education & Educational Research GA CK9VW UT WOS:000356588600005 DA 2018-03-07 ER PT J AU Lobben, A Lawrence, M AF Lobben, Amy Lawrence, Megan TI Synthesized Model of Geospatial Thinking SO PROFESSIONAL GEOGRAPHER LA English DT Article DE geospatial thinking; human information processing; model; synthesis; pensamiento geoespacial; procesamiento de informacion humana; modelo; sintesis ID SPATIAL THINKING; TEMPORAL INFORMATION; FMRI; SPACE; REPRESENTATION; RECOGNITION; PERCEPTION; ACTIVATION; SCIENCE; SYSTEMS AB Since the National Research Council (2006) report Learning to Think Spatially formalized geospatial thinking, researchers and educators have recognized the importance of investigating and understanding geospatial thinking. Conceptual frameworks have been developed and applied to individual research projects. 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PD JUL 3 PY 2015 VL 67 IS 3 BP 307 EP 318 DI 10.1080/00330124.2014.935155 PG 12 WC Geography SC Geography GA CK9WS UT WOS:000356590800001 DA 2018-03-07 ER PT J AU Chauvin, ID AF Chauvin, Irene Depetris TI How to live together. Arts of space and affectivity in El otro dia, by Ignacio Aguero SO REVISTA CRITICA CULTURAL LA Portuguese DT Article DE Cinema; Chile; Spatial Thinking; Affectivity AB As dramas of mobile space, films not only exemplify topics developed by architecture and urbanism as specific fields of knowledge, but they also explore new ways of conceiving the "passages" between closed and open, visible and invisible, public and private spaces. Considering recent contributions from the field of spatial theory as well as studies on the connections between affect and space, this article discusses how the documentary El otro dia (2012), by the Chilean Ignacio Aguero, redefines the links between the modes of spatial thinking of architecture, urbanism and cinema proposing a "practice of space" that leads to an "affective mapping": a way to redefine the connections between the intimate and the public, the house and the city, biography and collective memory. C1 [Chauvin, Irene Depetris] Consejo Nacl Invest Cient & Tecn, Buenos Aires, DF, Argentina. [Chauvin, Irene Depetris] Nucleo Estudios Intimidad Afectos & Emoc, Buenos Aires, DF, Argentina. [Chauvin, Irene Depetris] Seminario Genero Afestos & Polit, Buenos Aires, DF, Argentina. RP Chauvin, ID (reprint author), Consejo Nacl Invest Cient & Tecn, Buenos Aires, DF, Argentina. 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Crit. Cult. PD JUL-DEC PY 2015 VL 10 IS 2 BP 181 EP 196 PG 16 WC Literary Theory & Criticism SC Literature GA V0M4Q UT WOS:000216361500002 DA 2018-03-07 ER PT J AU Harris, LM Wirz, JP Hinde, ER Libbee, M AF Harris, Lauren McArthur Wirz, Jennifer Palacios Hinde, Elizabeth R. Libbee, Michael TI Exploring Teachers' Use of Resources to Integrate Geography and History SO JOURNAL OF GEOGRAPHY LA English DT Article DE geography; curriculum integration; spatial thinking; professional development; world history ID SPATIAL THINKING AB This article describes the findings of a study involving a professional development program that prepared middle school teachers to integrate content on the earliest eras of world history and world geography. In particular, this study focused on participants' (n = 37) use of geographic resources to integrate geography and history and to encourage spatial thinking. Teachers were enthusiastic about all of the resources and used them to integrate geography and history content. Thus, this study found that teachers will adopt relevant and accessible materials if they are trained to use them. The Atlas of World History was the most widely adopted resource; the mapping software StrataLogica was more effective at promoting spatial thinking, but the teachers found it to be less accessible and therefore did not use it as often. C1 [Harris, Lauren McArthur] Arizona State Univ, Tempe, AZ 85281 USA. [Harris, Lauren McArthur] Sch Hist Philosoph & Religious Studies, Tempe, AZ USA. [Harris, Lauren McArthur] Mary Lou Fulton Teachers Coll, Tempe, AZ USA. [Wirz, Jennifer Palacios] Cent Michigan Univ, Dept Counseling & Special Educ, Coll Educ & Human Serv, Mt Pleasant, MI 48859 USA. [Hinde, Elizabeth R.] Metropolitan State Univ Denver, Sch Educ, Denver, CO USA. [Hinde, Elizabeth R.] Arizona State Univ, Mary Lou Fulton Teachers Coll, Tempe, AZ USA. 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PD JUL-AUG PY 2015 VL 114 IS 4 BP 158 EP 167 DI 10.1080/00221341.2014.959986 PG 10 WC Geography SC Geography GA CH8YN UT WOS:000354322800003 DA 2018-03-07 ER PT J AU Xia, JZ Yang, CW Liu, K Gui, ZP Li, ZL Huang, QY Li, R AF Xia, Jizhe Yang, Chaowei Liu, Kai Gui, Zhipeng Li, Zhenlong Huang, Qunying Li, Rui TI Adopting cloud computing to optimize spatial web portals for better performance to support Digital Earth and other global geospatial initiatives SO INTERNATIONAL JOURNAL OF DIGITAL EARTH LA English DT Article DE CyberGIS/WebGIS; spatial cloud computing; GEO; spatiotemporal thinking and computing; national geographic state; GeoPortal ID SERVICE QUALITY; INFORMATION; MODEL AB A spatial web portal (SWP) provides a web-based gateway to discover, access, manage, and integrate worldwide geospatial resources through the Internet and has the access characteristics of regional to global interest and spiking. Although various technologies have been adopted to improve SWP performance, enabling high-speed resource access for global users to better support Digital Earth remains challenging because of the computing and communication intensities in the SWP operation and the dynamic distribution of end users. This paper proposes a cloud-enabled framework for high-speed SWP access by leveraging elastic resource pooling, dynamic workload balancing, and global deployment. Experimental results demonstrate that the new SWP framework outperforms the traditional computing infrastructure and better supports users of a global system such as Digital Earth. Reported methodologies and framework can be adopted to support operational geospatial systems, such as monitoring national geographic state and spanning across regional and global geographic extent. C1 [Xia, Jizhe; Yang, Chaowei; Liu, Kai; Gui, Zhipeng; Li, Zhenlong; Huang, Qunying; Li, Rui] George Mason Univ, Dept Geog & GeoInformat Sci, NSF Spatiotemporal Innovat Ctr, Fairfax, VA 22030 USA. [Gui, Zhipeng] Wuhan Univ, Sch Remote Sensing & Informat Engn, Wuhan 430072, Hubei, Peoples R China. [Li, Rui] Wuhan Univ, LIESMARS, Wuhan 430072, Hubei, Peoples R China. RP Yang, CW (reprint author), George Mason Univ, Dept Geog & GeoInformat Sci, NSF Spatiotemporal Innovat Ctr, Fairfax, VA 22030 USA. EM chaowei.yang.1@gmail.com RI Li, Zhenlong/M-1065-2017; Yang, Chaowei/A-9881-2017 OI Li, Zhenlong/0000-0002-8938-5466; Yang, Chaowei/0000-0001-7768-4066; Gui, Zhipeng/0000-0001-9467-9680 FU NSF [PLR-1349259, IIP-1338925]; FGDC [G13PG00091]; NASA [NNG12PP37I] FX Research reported is partially supported by NSF [grant numbers PLR-1349259 and IIP-1338925], FGDC [grant number G13PG00091], and NASA [grant number NNG12PP37I]. 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Mitasova, Helena TI Integrating Free and Open Source Solutions into Geospatial Science Education SO ISPRS INTERNATIONAL JOURNAL OF GEO-INFORMATION LA English DT Article DE online course; GRASS GIS; ArcGIS; FOSS; geospatial modeling; visualization AB While free and open source software becomes increasingly important in geospatial research and industry, open science perspectives are generally less reflected in universities' educational programs. We present an example of how free and open source software can be incorporated into geospatial education to promote open and reproducible science. Since 2008 graduate students at North Carolina State University have the opportunity to take a course on geospatial modeling and analysis that is taught with both proprietary and free and open source software. In this course, students perform geospatial tasks simultaneously in the proprietary package ArcGIS and the free and open source package GRASS GIS. By ensuring that students learn to distinguish between geospatial concepts and software specifics, students become more flexible and stronger spatial thinkers when choosing solutions for their independent work in the future. We also discuss ways to continually update and improve our publicly available teaching materials for reuse by teachers, self-learners and other members of the GIS community. Only when free and open source software is fully integrated into geospatial education, we will be able to encourage a culture of openness and, thus, enable greater reproducibility in research and development applications. C1 [Petras, Vaclav; Petrasova, Anna; Mitasova, Helena] N Carolina State Univ, Dept Marine Earth & Atmospher Sci, Raleigh, NC 27695 USA. [Petras, Vaclav; Petrasova, Anna; Harmon, Brendan; Meentemeyer, Ross K.; Mitasova, Helena] N Carolina State Univ, Ctr Geospatial Analyt, Raleigh, NC 27695 USA. 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J., 2012, P 2012 OP SOURC GEOS Rocchini D, 2012, TRENDS ECOL EVOL, V27, P310, DOI 10.1016/j.tree.2012.03.009 STALLMAN R, 1985, DR DOBBS J, V10, P30 Steiniger S, 2009, ECOL INFORM, V4, P183, DOI 10.1016/j.ecoinf.2009.07.004 Sui D, 2014, T GIS, V18, P1, DOI 10.1111/tgis.12075 Weibel R., 2012, P 2012 OP SOURC GEOS NR 23 TC 3 Z9 3 U1 1 U2 13 PU MDPI AG PI BASEL PA POSTFACH, CH-4005 BASEL, SWITZERLAND SN 2220-9964 J9 ISPRS INT GEO-INF JI ISPRS Int. Geo-Inf. PD JUN PY 2015 VL 4 IS 2 BP 942 EP 956 DI 10.3390/ijgi4020942 PG 15 WC Geography, Physical; Remote Sensing SC Physical Geography; Remote Sensing GA CO2LL UT WOS:000358987600028 OA gold DA 2018-03-07 ER PT J AU Kotsopoulos, D Cordy, M Langemeyer, M AF Kotsopoulos, Donna Cordy, Michelle Langemeyer, Melanie TI Children's understanding of large-scale mapping tasks: an analysis of talk, drawings, and gesture SO ZDM-MATHEMATICS EDUCATION LA English DT Article DE Children; Drawing; Dynamic; Gesture; Map; Spatial; Static; Transformational geometry; Verbal ID SPATIAL THINKING; GEOMETRY; ADULTS; SPACE; TRANSFORMATIONS; STRATEGIES; ABILITIES; LANGUAGE; HANDS AB This research examined how children represent motion in large-scale mapping tasks that we referred to as "motion maps". The underlying mathematical content was transformational geometry. In total, 19 children, 8- to 10-year- old, created motion maps and captured their motion maps with accompanying verbal description digitally. Analysis of the responses included a fine-grained coding of their drawing, oral description, and hand gestures used while describing. In addition, the classroom teacher (second author) also assessed the drawings and the oral responses. Results indicate that low achieving children produced fewer objects in their drawings, fewer gestures, and fewer verbal descriptions when engaging in a large-scale mapping task compared to high achieving children. Moreover, these children were found to use a series of connected small-scale maps to construct the larger-scale representation. C1 [Kotsopoulos, Donna] Wilfrid Laurier Univ, Fac Educ, 75 Univ Ave West, Waterloo, ON N2L 3C5, Canada. [Kotsopoulos, Donna] Wilfrid Laurier Univ, Fac Sci, Waterloo, ON N2L 3C5, Canada. [Cordy, Michelle] Thames Valley Dist Sch Board, London, ON, Canada. [Langemeyer, Melanie] Georgian Coll, Barrie, ON, Canada. [Langemeyer, Melanie] Univ Toronto, Toronto, ON, Canada. RP Kotsopoulos, D (reprint author), Wilfrid Laurier Univ, Fac Educ, 75 Univ Ave West, Waterloo, ON N2L 3C5, Canada. 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PD JUN PY 2015 VL 47 IS 3 BP 451 EP 463 DI 10.1007/s11858-014-0661-4 PG 13 WC Education & Educational Research SC Education & Educational Research GA CK6SD UT WOS:000356357100010 DA 2018-03-07 ER PT J AU Root-Bernstein, R AF Root-Bernstein, Robert TI Arts and crafts as adjuncts to STEM education to foster creativity in gifted and talented students SO ASIA PACIFIC EDUCATION REVIEW LA English DT Article; Proceedings Paper CT International Conference on Education Research (ICER) CY OCT 15-17, 2014 CL Seoul, SOUTH KOREA SP Seoul Natl Univ, Educ Res Inst DE Polymathy; Creativity; Spatial imagination; Manipulative skill; Music; Entrepreneurship ID AUSCULTATORY SKILLS; INTERNAL-MEDICINE; SPATIAL THINKING; FAMILY-PRACTICE; VISUALIZATION; INTELLIGENCE; SCIENCE; DESIGN; SCIENTISTS; IMPACT AB Studies have found little correlation between creativity and being gifted or talented, but do show that creative people are more broadly trained, have more avocational interests, and display more ability in these interests than the average person. In the sciences, technology, engineering and mathematics (STEM) fields, the avocational interests of the most successful professionals are unusually likely to involve fine arts such as painting or music; literary accomplishments; or crafts such as woodworking and metalworking, mechanics and electronics. Four types of evidence are brought together in this review to explore why such avocations might stimulate the creative capacity of STEM professionals. First, STEM professionals themselves argue that beyond verbal and mathematical skill, success requires a vivid visual and spatial imagination; hand-eye coordination and manipulative ability; skill with making and interpreting models; and a highly developed aesthetic or artistic sensibility. Second, controlled statistical studies of large groups (hundreds to thousands) of STEM professionals reveal strong correlations between artistic, musical, literary and crafts activities and measures of success in STEM subjects such as Nobel Prizes, numbers of patents or companies founded. Third, STEM professionals involved in these statistical studies themselves can describe specific ways in which their avocations stimulate their vocational successes. And fourth, many of these specific stimuli (such as improved observational and visual thinking skills, manipulative skills and tool use, and improved learning and retention strategies) also improve STEM learning in well-controlled classroom trials. The knowledge and skills required to be professionally creative are, in short, learnable. C1 Michigan State Univ, E Lansing, MI 48824 USA. RP Root-Bernstein, R (reprint author), Michigan State Univ, 2174 Biomed & Phys Sci Bldg,567 Wilson Rd,Room 22, E Lansing, MI 48824 USA. 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PD JUN PY 2015 VL 16 IS 2 SI SI BP 203 EP 212 DI 10.1007/s12564-015-9362-0 PG 10 WC Education & Educational Research SC Education & Educational Research GA CI6PM UT WOS:000354882900008 OA gold DA 2018-03-07 ER PT J AU Minca, C Rowan, R AF Minca, Claudio Rowan, Rory TI The question of space in Carl Schmitt SO PROGRESS IN HUMAN GEOGRAPHY LA English DT Article DE biopolitics; Gro ss raum; Nazi geopolitics; nomos; political theology; Schmitt; spatial history; the political ID GEOGRAPHIES AB In this paper we present an analysis of the German legal and political theorist Carl Schmitt as a spatial thinker whose work contains many elements relevant to the concerns of political geography. In examining his fundamental concern with how to ground modern political order without theological foundation, we identify a conceptual matrix between space, political order and conflict that underpins his thought. Charting the development of his spatial theory across his work, we focus on two key spatial moments from immediately before and after the Second World War: first, his theory of Gro ss raum (greater space') order as a reformulation of global order after the eclipse of the state and its complicated entanglements with Nazi spatial thinking and expansionism in eastern Europe; second, his notion of nomos, developed after the war to embrace both a geo-elemental spatial ontology and an account of the rise and fall of Eurocentric global order. We conclude by noting Schmitt's failure to move beyond an understanding of order grounded on spatial division and his increasing retreat into eschatological fantasy as global spatio-political relations became increasingly more complex in the late 20th century. C1 [Minca, Claudio; Rowan, Rory] Wageningen Univ, NL-6708 PB Wageningen, Netherlands. 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Hum. Geogr. PD JUN PY 2015 VL 39 IS 3 BP 268 EP 289 DI 10.1177/0309132513517989 PG 22 WC Geography SC Geography GA CI2AQ UT WOS:000354547200003 DA 2018-03-07 ER PT J AU Rule, AC Webb, AN AF Rule, Audrey C. Webb, Angela Naomi TI Building Student Understanding of the Cause of Day and Night: A Study of Literacy- and Spatial Thinking-Integrated Activities Compared to a Commercial Curriculum SO EARLY CHILDHOOD EDUCATION JOURNAL LA English DT Article DE Science-literacy integration; Spatial thinking skills; Research study; Movable books; Day and night; Shadows AB The cause of day and night is a difficult concept to master without concrete foundational skills of understanding shadows, rotation, changing point of view, and relative positions of objects in the sky. This pretest-posttest experimental-control group study examined student learning in a science-literacy-spatial skills integrated unit with concrete, kinesthetic, and model-making experiences compared to a typical commercial curriculum formerly used at the school. The 23 2nd graders in the experimental group from a low socio-economic district in Iowa were matched to 23 2nd graders in other classrooms at the same school on pretest scores to form the control group. Although both groups gained knowledge from pretest to posttest, the experimental group evidenced a very large effect size overall compared to a medium effect size for the control group. Differences between groups on posttest scores favored the experimental group with a very large effect size. The integrated lessons, greeted with enthusiasm, included experimenting with flashlights, reading relevant books, photographing shadows and making books with written explanations, participating in kinesthetic rotation activities, developing new time of day vocabulary, creating books with movable pages, composing play scripts about diverse space or time-related scientists, making shadow puppets, and presenting the shadow plays. C1 [Rule, Audrey C.] Univ Northern Iowa, Ctr Educ Transformat, Cedar Falls, IA 50614 USA. [Webb, Angela Naomi] Waterloo Community Sch, Waterloo, IA USA. RP Rule, AC (reprint author), Univ Northern Iowa, Ctr Educ Transformat, Cedar Falls, IA 50614 USA. 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Kolvoord, Bob Moore, Steven Sinton, Diana Uttal, David TI A Research Agenda for Geospatial Technologies and Learning SO JOURNAL OF GEOGRAPHY LA English DT Article DE GIS; instructional activities; learning; pedagogy; geospatial thinking ID GEOGRAPHIC INFORMATION-SYSTEMS; PROFESSIONAL-DEVELOPMENT; SPATIAL THINKING; CONTENT KNOWLEDGE; SCHOOL STUDENTS; MAP USE; GIS; SCIENCE; IMPLEMENTATION; EDUCATION AB Knowledge around geospatial technologies and learning remains sparse, inconsistent, and overly anecdotal. Studies are needed that are better structured; more systematic and replicable; attentive to progress and findings in the cognate fields of science, technology, engineering, and math education; and coordinated for multidisciplinary approaches. A proposed agenda is designed to frame the next generation of research in this field, organized around four foci: (1) connections between GST and geospatial thinking; (2) learning GST; (3) curriculum and student learning through GST; and (4) educators' professional development with GST. Recommendations for advancing this agenda are included. C1 [Battersby, Sarah] Univ S Carolina, Geog, Columbia, SC 29208 USA. [Bednarz, Sarah W.] Texas A&M Univ, Geog, College Stn, TX USA. [Bodzin, Alec M.] Lehigh Univ, Teaching Learning & Technol Program, Bethlehem, PA 18015 USA. [Kolvoord, Bob] James Madison Univ, Coll Integrated Sci & Engn, Harrisonburg, VA 22807 USA. [Moore, Steven] Univ Redlands, Ctr Spatial Studies, Redlands, CA 92373 USA. [Sinton, Diana] Cornell Univ, Univ Consortium Geog Informat Sci, Ithaca, NY USA. [Sinton, Diana] Cornell Univ, GIS, Ithaca, NY USA. [Uttal, David] Northwestern Univ, Psychol, Evanston, IL USA. [Uttal, David] Northwestern Univ, Educ, Evanston, IL USA. 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PD MAY-JUN PY 2015 VL 114 IS 3 BP 118 EP 130 DI 10.1080/00221341.2014.950684 PG 13 WC Geography SC Geography GA CF5UX UT WOS:000352623800004 DA 2018-03-07 ER PT J AU Hopkins, R Alberts, H AF Hopkins, Robert, II Alberts, Halley TI Improving Student Understanding of Spatial Ecology Statistics SO AMERICAN BIOLOGY TEACHER LA English DT Article DE Spatial ecology; statistics; mathematics; behavior; index; dispersion; quantitative AB This activity is designed as a primer to teaching population dispersion analysis. The aim is to help improve students' spatial thinking and their understanding of how spatial statistic equations work. Students use simulated data to develop their own statistic and apply that equation to experimental behavioral data for Gambusia affinis (western mosquitofish). This activity can be adapted and conducted at the 9-16 grade levels. C1 [Hopkins, Robert, II] Univ Rio Grande, Wildlife & Fish Program, Biol, Rio Grande, OH 45674 USA. [Alberts, Halley] Univ Rio Grande, Biol & Chem, Rio Grande, OH 45674 USA. RP Hopkins, R (reprint author), Univ Rio Grande, Wildlife & Fish Program, Biol, Rio Grande, OH 45674 USA. EM rhopkins@rio.edu; halley8236@yahoo.com CR Cox G. W, 2002, GEN ECOLOGY LAB MANU NR 1 TC 0 Z9 0 U1 0 U2 6 PU NATL ASSOC BIOLOGY TEACHERS INC PI RESTON PA 12030 SUNRISE VALLEY DR, #110, RESTON, VA 20191 USA SN 0002-7685 EI 1938-4211 J9 AM BIOL TEACH JI Am. Biol. Teach. PD APR PY 2015 VL 77 IS 4 BP 289 EP 293 DI 10.1525/abt.2015.77.4.9 PG 5 WC Biology; Education, Scientific Disciplines SC Life Sciences & Biomedicine - Other Topics; Education & Educational Research GA CF7MU UT WOS:000352741400009 DA 2018-03-07 ER PT J AU Mohring, W Newcombe, NS Frick, A AF Moehring, Wenke Newcombe, Nora S. Frick, Andrea TI The relation between spatial thinking and proportional reasoning in preschoolers SO JOURNAL OF EXPERIMENTAL CHILD PSYCHOLOGY LA English DT Article DE Proportional reasoning; Spatial cognition; Map use; Scaling; Cognitive development; Mental transformations ID YOUNG-CHILDREN; HALF AB Previous research has indicated a close link between spatial and mathematical thinking. However, what shared processes account for this link? In this study, we focused on the spatial skill of map reading and the mathematical skill of proportional reasoning and investigated whether scaling, or the ability to relate information in different-sized representations, is a shared process. Scaling was experimentally manipulated in both tasks. In the map task, 4- and 5-year-olds (N = 50) were asked to point to the same position shown on a map in a larger referent space on a touch screen. The sizes of the maps were varied systematically, such that some trials required scaling and some did not (i.e., the map had the same size as the referent space). In the proportional reasoning task, children were presented with different relative amounts of juice and water and were asked to estimate each mixture on a rating scale. Again, some trials required scaling, but others could be solved by directly mapping the proportional components onto the rating scale. Children's absolute errors in locating targets in the map task were closely related to their performance in the proportional reasoning task even after controlling for age and verbal intelligence. Crucially, this was only true for trials that required scaling, whereas performance on nonscaled trials was not related. These results shed light on the mechanisms involved in the close connection between spatial and mathematical thinking early in life. (C) 2015 Elsevier Inc. All rights reserved. C1 [Moehring, Wenke; Newcombe, Nora S.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Frick, Andrea] Univ Fribourg, Dept Psychol, CH-1700 Fribourg, Switzerland. RP Mohring, W (reprint author), Univ Fribourg, Dept Psychol, CH-1700 Fribourg, Switzerland. EM wenke.moehring@unifr.ch OI Frick, Andrea/0000-0001-6190-0895 FU U.S. National Science Foundation [SBE-0541957, SBE-1041707]; Swiss National Science Foundation [PP00P1_150486] FX This research was supported by research grants from the U.S. National Science Foundation (SBE-0541957 and SBE-1041707) and a research grant from the Swiss National Science Foundation (PP00P1_150486). We are grateful to Kizzann Shana Ramsook and Nate George for their help with data collection. 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Exp. Child Psychol. PD APR PY 2015 VL 132 BP 213 EP 220 DI 10.1016/j.jecp.2015.01.005 PG 8 WC Psychology, Developmental; Psychology, Experimental SC Psychology GA CE4LP UT WOS:000351802400014 PM 25705050 DA 2018-03-07 ER PT J AU Tomaszewski, B Vodacek, A Parody, R Holt, N AF Tomaszewski, Brian Vodacek, Anthony Parody, Robert Holt, Nicholas TI Spatial Thinking Ability Assessment in Rwandan Secondary Schools: Baseline Results SO JOURNAL OF GEOGRAPHY LA English DT Article DE assessment; secondary education; spatial knowledge AB This article discusses use and modification of Lee and Bednarz's (2012) Spatial Thinking Ability Test (STAT) as a spatial thinking assessment device in Rwandan secondary schools. After piloting and modifying the STAT, 222 students total from our rural and urban test schools and one control school were tested. Statistical analysis revealed that urban test school students outperformed rural test school students and that males outperformed females. 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Geogr. PD MAR-APR PY 2015 VL 114 IS 2 BP 39 EP 48 DI 10.1080/00221341.2014.918165 PG 10 WC Geography SC Geography GA CC3MZ UT WOS:000350254900001 DA 2018-03-07 ER PT J AU Lamb, R Akmal, T Petrie, K AF Lamb, Richard Akmal, Tariq Petrie, Kaylan TI Development of a Cognition-Priming Model Describing Learning in a STEM Classroom SO JOURNAL OF RESEARCH IN SCIENCE TEACHING LA English DT Article DE STEM education; elementary science; learning ID MATHEMATICS SELF-EFFICACY; SCIENCE-EDUCATION; SPATIAL THINKING; SCHOOL-STUDENTS; VIDEO GAMES; MEMORY; ATTITUDES; STRATEGY; TEACHERS; EMOTION AB Successful STEM learning depends on the interaction of affect, cognition, and application of ideas. Simply put students who are unwilling to persist in STEM based endeavors do not suddenly develop into scientists, mathematicians, engineers or computer scientists, nor do they seek out STEM related courses or STEM based careers. The purpose of this study is to investigate content, cognitive, and affective outcomes related to STEM integrated curriculum within the K-5 arena. Educational and psychological literature tends to focus one aspect of the other when examining the role of affect and cognition on student outcomes. Current trends in educational measurement and psychometrics have begun to address the artificial disconnect that exists between affect, cognition, and content outcomes within the science education literature. The methods used to develop the results within this study are a mixture of quantitative methods to develop a model of learning occurring in a STEM school. Using ANOVA, structural equation modeling, and model analysis, an understanding of the problems presented becomes clear. Analysis of model fit statistics suggests adequate model fit ((2)(21)=30.91, p=0.075, CFI=0.94, TLI=0.93, RMSEA=0.04, SRMR=0.05). The standardized structural coefficients for the path from group to each of the constructs is statistically significant (p<0.05) thus indicating that the two groups differ on the constructs of self-efficacy, science interest, spatial visualization, and mental rotation. An estimate of effect size of the mean group difference across the statistically significant constructs reveals self-efficacy (d=1.27, large), science interest (d=1.97, large), spatial visualization (d=1.30, large), and mental rotation (d=1.42, large). There is considerable evidence that the inclusion, STEM integrated learning at the earlier elementary level becomes critically important for the students as they progress in school. (c) 2015 Wiley Periodicals, Inc. J Res Sci Teach 52: 410-437, 2015 C1 [Lamb, Richard; Akmal, Tariq; Petrie, Kaylan] Washington State Univ, Dept Teaching & Learning, Pullman, WA 99164 USA. RP Lamb, R (reprint author), Washington State Univ, Dept Teaching & Learning, Pullman, WA 99164 USA. 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In this paper, we challenge this assumption by analyzing verbal protocols collected during an Origami folding task. Participants verbalised thoughts well beyond reading or reformulating task instructions, or commenting on actions. In particular, they compared the task status to pictures in the instruction, evaluated the progress so far, referred to previous experience, expressed problems and confusions, and-crucially-added complex thoughts and ideas about the current instructional step. The last two categories highlight the fact that participants conceptualised this spatial task as a problem to be solved, and used creativity to achieve this aim. Procedurally, the verbalisations reflect a typical order of steps: reading-reformulating-reconceptualising-evaluating. During reconceptualisation, the creative range of spatial concepts represented in language highlights the complex mental operations involved when transferring the two-dimensional representation into the real world. 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Probl. Solving PD FEB PY 2015 VL 8 IS 1 BP 2 EP 22 DI 10.7771/1932-6246.1154 PG 21 WC Education & Educational Research SC Education & Educational Research GA CY9II UT WOS:000366720200001 OA gold DA 2018-03-07 ER PT J AU Ferrandino, J AF Ferrandino, Joseph TI Using GIS to Apply Learning across the Undergraduate Criminal Justice Curriculum SO JOURNAL OF CRIMINAL JUSTICE EDUCATION LA English DT Article ID CONTEXT; CRIME AB Geographical information systems (GIS) utilization has exploded in criminal justice over the last decade, but there is scant mention of pedagogical models published in the Journal of Criminal Justice Education, with a content analysis revealing just one GIS-based article published since 2001. This work proposes a GIS-based pedagogical model to move the discussion beyond crime mapping to applying, integrating, and enhancing learning across the criminal justice curriculum. Four pertinent data sources from New York City are integrated to provide an example framework for studying NYPD stop and frisk policy in upper level undergraduate-level criminal justice courses. Using ArcGIS specifically, the model incorporates sociology, criminological theory, corrections, diversity/multiculturalism, research methods, statistics, policing, and policy knowledge to coalesce prior student learning, while enhancing spatial thinking and analytical skills relative to an important social policy. Example maps, assignments, and approaches are included, as are the limitations of such a pedagogical model. C1 Indiana Univ Northwest, Criminal Justice, Gary, IN 46408 USA. RP Ferrandino, J (reprint author), Indiana Univ Northwest, Criminal Justice, Gary, IN 46408 USA. CR Althausen J. 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PD JAN 2 PY 2015 VL 26 IS 1 BP 74 EP 93 DI 10.1080/10511253.2014.925567 PG 20 WC Criminology & Penology SC Criminology & Penology GA CI0NZ UT WOS:000354435300004 DA 2018-03-07 ER PT S AU Ionita, A Niculescu, C Visan, M AF Ionita, Angela Niculescu, Cristina Visan, Maria BE Roceanu, I Moldoveanu, F TrausanMatu, S Barbieru, D Beligan, D Ionita, A TI PREPARING FOR GEOINFORMATION SOCIETY SO RETHINKING EDUCATION BY LEVERAGING THE ELEARNING PILLAR OF THE DIGITAL AGENDA FOR EUROPE!, VOL. I SE eLearning and Software for Education LA English DT Proceedings Paper CT 11th International Scientific Conference on eLearning and Software for Education (eLSE) CY APR 23-24, 2015 CL Bucharest, ROMANIA DE geo(spatial)information; Spatially Enabled Society and Government; Geospatial Information Technology; geoknowledge models; geospatial semantics and interoperability AB Switching to Spatially Enabled Society and Government or Geoinformation Society and Government is irreversible, and affects all aspects of society and interrelationships between stakeholders and partners, institutions and citizens being in different hypostasis: from researchers, professionals for every citizen. In this framework must be recognized that all activities and events have a geographically and temporally feature, and use geospatial data, information and services efficiently and effectively in decision making and organizing businesses. In the Geoinformation Society there is a continuous and intensive demand for widely available capabilities to use open material, coming from heterogeneous sources, for processing, analysing and sharing it, especially in an interdisciplinary approach. Relevant tools need to be freely and openly available and the related infrastructure - after all tools need somewhere to run, and data needs somewhere to be stored - should be capable of effective deployment by distributed communities. And, which is most important, there is a strong need for understanding the content of the open materials accessed or resulted from the processing and analyzing in order to create the sharing premises by different communities of professionals. Using the potential of geoinformation technologies can create new service markets; may facilitate the provision of services by the private sector rather than the public sector, including a new partnership between academia and the private and public sectors; can accelerate administrative decision-making procedures; may consolidate the current research and open new perspectives for research. But first of all, must be recognized the change in education in terms of at least two aspects: teaching/learning about geospatial information and teaching/learning geospatial information technologies and the associate challenges. The purpose of this paper is to discuss the change in education under influences of characteristics of Spatially Enabled Society and Government, spatial thinking, presentation of issues related to training versus learning, some geospatial knowledge models and tools and educational resources in order to build the premises for creating well-educated citizens in Spatially Enabled Society and Government. A few use cases using applications based on Intergraph Co. technologies have been selected. C1 [Ionita, Angela; Niculescu, Cristina] Romanian Acad, Res Inst Artificial Intelligence Mihai Draganescu, 13,Calea 13 Septembrie, Bucharest 050711, Romania. [Visan, Maria] Interg Comp Serv Srl, Bucharest 011683, Romania. RP Ionita, A (reprint author), Romanian Acad, Res Inst Artificial Intelligence Mihai Draganescu, 13,Calea 13 Septembrie, Bucharest 050711, Romania. EM aionita@racai.ro; ncristina@racai.ro; mvisan@ingr.ro CR Auer S, 2009, LECT NOTES COMPUT SC, V5823, P731, DOI 10.1007/978-3-642-04930-9_46 Ballatore A, 2013, INTELLIGENT SYSTEMS, V50, P93 Caley L., 2002, HOW DO PEOPLE LEARN Craglia M, 2012, INT J DIGIT EARTH, V5, P4, DOI 10.1080/17538947.2011.638500 Euzenat J., 2010, TECH REP ONTOLOGY AL Fonseca Frederico T., 2002, T GIS, V6, P231, DOI DOI 10.1111/1467-9671.00109 Giunchiglia F, 2010, LECT NOTES COMPUT SC, V6088, P121, DOI 10.1007/978-3-642-13486-9_9 Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 Gore A., 1998, AUSTR SURVEYOR, V43, P89, DOI DOI 10.1080/00050348.1998.10558728 Haklay M, 2008, IEEE PERVAS COMPUT, V7, P12, DOI 10.1109/MPRV.2008.80 Hinton S., 2006, BOYCE LEARNING DEV C IONITA A, 2014, P LETS BUILD FUT LEA, P243 Ionita A., 2014, P 6 WORLD C ED SCI W Ionita A., 2013, SPATIALLY ENABLED SO Jones C. 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P., 2010, 5 DISCIPLINE ART PRA Sloman M., 2003, TRAINING AGE LEARNER Steudler D, 2012, FIG PUBLICATION, V58 Steudler D., 2011, FIG WORKING WEEK 201 Talwalkar A., 2012, BRIDGING DATA DELUGE Wallace J., 2006, J SPAT SCI, V51, P79, DOI [10.1080/14498596.2006.9635066, DOI 10.1080/14498596.2006.9635066] Williamson I., 2010, FIG C 2010 FAC CHALL Zhu W., 2009, P ICEMS NOV 15 18, P1 NR 31 TC 0 Z9 0 U1 0 U2 0 PU CAROL I NATL DEFENCE UNIV PUBLISHING HOUSE PI BUCHAREST PA PANDURI ST, 68-72, BUCHAREST, 00000, ROMANIA SN 2066-026X J9 ELEARN SOFTW EDUC PY 2015 BP 327 EP 334 DI 10.12753/2066-026X-15-048 PG 8 WC Education & Educational Research SC Education & Educational Research GA BF7TO UT WOS:000384469000048 DA 2018-03-07 ER PT B AU Sun, F AF Sun, Feng GP ACM TI Exploring Intent-driven Multimodal Interface for Geographical Information System SO ICMI'15: PROCEEDINGS OF THE 2015 ACM INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION LA English DT Proceedings Paper CT 2015 ACM International Conference on Multimodal Interaction CY NOV 09-13, 2015 CL Seattle, WA SP ACM SIGCHI DE Multimodal interface; geographical information systems; user interface design; geospatial analysis; agents and intelligent systems; usability AB Geographic Information Systems (GIS) offers a large amount of functions for performing spatial analysis and geospatial information retrieval. However, off-the-shelf GIS remains difficult to use for occasional GIS experts. The major problem lies in that its interface organizes spatial analysis tools and functions according to spatial data structures and corresponding algorithms, which is conceptually confusing and cognitively complex. Prior work identified the usability problem of conventional GIS interface and developed alternatives based on speech or gesture to narrow the gap between the high-functionality provided by GIS and its usability. This paper outlined my doctoral research goal in understanding human-GIS interaction activity, especially how interaction modalities assist to capture spatial analysis intention and influence collaborative spatial problem solving. We proposed a framework for enabling multimodal human-GIS interaction driven by intention. We also implemented a prototype GeoEASI (Geo-dialogue Environment for Assisted Spatial Inquiry) to demonstrate the effectiveness of our framework. Further work will evaluate the effectiveness of our framework, improve the reliability and flexibility of the system, extend the GIS interface for supporting multiple users, and integrate the system into Geo-Deliberation. We will concentrate on how multimodality technology can be adopted in these circumstances and explore the potentials of it. The study aims to demonstrate the feasibility of building a GIS to be both useful and usable by introducing an intent-driven multimodal interface, forming the key to building a better theory of spatial thinking for GIS. C1 [Sun, Feng] Penn State Univ, Coll Informat Sci & Technol, University Pk, PA 16802 USA. RP Sun, F (reprint author), Penn State Univ, Coll Informat Sci & Technol, University Pk, PA 16802 USA. 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Small number of contact hours and very different entrance level of the first year students at tertiary institutions. To improve the situation the computer game for the training of the basic skills in technical drawing is created and verified. 120 first year students of civil engineering speciality were involved and 50 of them played the game at home on an optional basis, but other students did not. All the students completed the graphical test after three weeks and results were compared. The number of mistakes was higher for the students who did not play the game. The average mark was higher for the students who played the game. The results of the experiment showed positive influence on learning results and attitude. The paper is recommended to the persons who work in the field of graphical education and create the technical educational aids for this aim. Paper is recommended for all interested people as well. C1 [Jurane, Ieva] Rigas Tehniska Univ, Riga, Latvia. [Znotina, Inta; Mackus, Austris; Snipkis, Andris] Liepajas Univ, Liepaja, Latvia. RP Jurane, I (reprint author), Rigas Tehniska Univ, Riga, Latvia. OI Jurane, Ieva/0000-0003-2413-0435 CR Bacca J, 2014, EDUC TECHNOL SOC, V17, P133 Bujak KR, 2013, COMPUT EDUC, V68, P536, DOI 10.1016/j.compedu.2013.02.017 Cameron B., 2005, J INTERACTIVE LEARNI, V16, P243 Chang KE, 2014, COMPUT EDUC, V71, P185, DOI 10.1016/j.compedu.2013.09.022 Csikszentmihalyi M., 1990, FLOW PSYCHOL OPTIMAL Freitas de E.S., 2013, INFORM SCI REFERENCE, P38 Di Serio A, 2013, COMPUT EDUC, V68, P586, DOI 10.1016/j.compedu.2012.03.002 Gorbunovs A, 2014, RURAL ENV EDUC PERS, P231 Guay R. B., 1976, PURDUE SPATIAL VISUA Haynes L. 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As a result, university lecturers often find that students lack the spatial and constructive thinking skills needed to successfully participate in graphics and design related courses. To try to improve the situation in early 2013, Riga Technical University lecturer Ieva Jurane (Mg.sc.ing.), in collaboration with University of Liepaja Natural and Engineering Faculty, decided to develop a website, Technical Drawing" (http://rasesana.it-studenti.liepu.edu.lv), in which every interested person, irrespective of whether it is a student or a pupil, could independently solve a variety of technical drawing course related tasks, thus developing their spatial and constructive thinking skills, which later makes it easier to learn complex Engineering Graphics programs such as AutoCAD or SolidWorks. This publication is made to present the web sites, Technical Drawing" purpose, content and development process. C1 [Mackus, Austris; Snipkis, Andris; Znotina, Inta] Liepajas Univ, Liepajas, Latvia. [Jurane, Ieva] Rigas Tehn Univ, Riga, Latvia. RP Mackus, A (reprint author), Liepajas Univ, Liepajas, Latvia. OI Jurane, Ieva/0000-0003-2413-0435 CR Branoff T. J., 2012, ENG DESIGN GRAPHICS, V76 Contero M., 2006, INT J ENG EDUC, V22, P77 Guay R. B., 1976, PURDUE SPATIAL VISUA Jurane I., 2011, ENG GRAPH BALTGRAF 1, P70 Jurane I, 2013, SABIED INTEGR IZGL, P100 Konukseven EI, 2010, KEY ENG MAT, V419-420, P777 Koterska-Bozena L., 2008, P 13 INT C GEOM GRAP Leopold C., 2005, J POLISH SOC GEOMETR, V15, P39 NR 8 TC 0 Z9 0 U1 0 U2 1 PU REZEKNE HIGHER EDUC INST-REZEKNES AUGSTSKOLA PI REZEKNE PA LIBERATION ALLEY 90, REZEKNE, SL-4600, LATVIA SN 1691-5887 J9 SABIED INTEGR IZGL PY 2015 BP 450 EP 456 DI 10.17770/sie2015vol4.406 PG 7 WC Education & Educational Research SC Education & Educational Research GA BF4AN UT WOS:000380612100040 DA 2018-03-07 ER PT S AU Liu, HP AF Liu, Huiping BE Mills, H Konig, G TI BASIC GRADUATE CURRICULA OF GIS DESIGN IN BEIJING NORMAL UNIVERSITY, CHINA SO ISPRS Workshop of Commission VI 1-3, Advances in Web-based Education Services SE International Archives of the Photogrammetry Remote Sensing and Spatial Information Sciences LA English DT Proceedings Paper CT ISPRS Workshop of Commission VI 1-3, Advances in Web-based Education Services CY JUN 18-19, 2015 CL Berlin, GERMANY DE Basic graduate curricula design; Body knowledge; Practice exercises design AB As the basic course of postgraduate programme in Beijing Normal University, the Introduction of GIS&T is selected by almost all the students of the GIS specialty and other related specialties like physical and human geography, ecology, environmental science and so on. The number of the students dropped in the course was over 100 each year in the past 5 years. The background of education and demands of the students were very different. How to design the course of Introduction of GIS&T to meet the demands of students is important. This paper include following parts: (1) The analysis of student's difference and the structure design of the course, (2) Spatial thinking and the body of knowledge design, (3) The practice exercises design, and (4) Feedback and evaluating. C1 [Liu, Huiping] Beijing Normal Univ, Sch Geog, Beijing Key Lab Environm Remote Sensing & Digital, State Key Lab Remote Sensing Sci, Beijing, Peoples R China. RP Liu, HP (reprint author), Beijing Normal Univ, Sch Geog, Beijing Key Lab Environm Remote Sensing & Digital, State Key Lab Remote Sensing Sci, Beijing, Peoples R China. EM hpliu@bnu.edu.cn CR [Anonymous], 2006, GIS SUPP SYST K 12 C, P25 Foote K. E., 2012, TEACHING GEOGRAPHIC, P81, DOI 10.1002/9781119950592 Curvelo P, 2012, TEACHING GEOGRAPHIC, P97, DOI 10.1002/9781119950592 Prager S. D., 2012, TEACHING GEOGRAPHIC, P63 NR 4 TC 0 Z9 0 U1 0 U2 0 PU COPERNICUS GESELLSCHAFT MBH PI GOTTINGEN PA BAHNHOFSALLE 1E, GOTTINGEN, 37081, GERMANY SN 2194-9034 J9 INT ARCH PHOTOGRAMM PY 2015 VL 46 IS W1 BP 11 EP 13 DI 10.5194/isprsarchives-XL-6-W1-11-2015 PG 3 WC Education, Scientific Disciplines; Geography, Physical; Remote Sensing; Imaging Science & Photographic Technology SC Education & Educational Research; Physical Geography; Remote Sensing; Imaging Science & Photographic Technology GA BF3UX UT WOS:000380585300004 OA gold DA 2018-03-07 ER PT B AU Kornkasem, S Black, JB AF Kornkasem, Sorachai Black, John B. BE Ikeda, Y Herr, CM Holzer, D Kaijima, S Kim, MJ Schnabel, MA TI CAAD, COGNITION & SPATIAL THINKING TRAINING SO Proceedings of the 20th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA 2015): EMERGING EXPERIENCES IN THE PAST, PRESENT AND FUTURE OF DIGITAL ARCHITECTURE LA English DT Proceedings Paper CT Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA) CY MAY 20-23, 2015 CL Korea Society of Modern Hanok, Daegu, SOUTH KOREA HO Korea Society of Modern Hanok DE spatial thinking training; cognitive processes; CAAD ID MENTAL ROTATION; ABILITY AB The current study explored different spatial training methods and investigated the sequence of processed-based mental simulation that was facilitated by various structures of external spatial representations, including 3D technology in Computer Aided-Architectural Design (CAAD), spatial cues, and/or technical languages. The goal was to better understand how these components fostered planning experiences and affected spatial ability acquisition framed as the formation of spatial mental models, for further developing spatial training environments fundamental to Science, Technology, Engineering, and Mathematics (STEM) education, specifically for architecture education and cognition. Two experiments were conducted using a between-subjects design to examine the effects of spatial training methods on spatial ability performance. Across both studies learners improved in their spatial skills, specifically the learners in the 3D-augmented virtual environments over the 3D-direct physical manipulation conditions. This study is built upon the work in the fields of computer-user interface, visuospatial thinking and human learning. C1 [Kornkasem, Sorachai; Black, John B.] Columbia Univ, New York, NY 10027 USA. RP Kornkasem, S (reprint author), Columbia Univ, New York, NY 10027 USA. 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S., 2010, AM EDUC, V8, P29 PIAGET J, 1967, MENTAL IMAGERY CHILD Rohrer T., 2007, BODY LANGUAGE MIND, V1, P339 SHEPARD RN, 1971, SCIENCE, V171, P701, DOI 10.1126/science.171.3972.701 Talmy L, 1983, SPATIAL ORIENTATION Tversky B., 1998, Spatial Cognition. An Interdisciplinary Approach to Representing and Processing Spatial Knowledge, P157 TVERSKY B, 2009, CAMBRIDGE HDB SITUAT Uttal DH, 2013, CURR DIR PSYCHOL SCI, V22, P367, DOI 10.1177/0963721413484756 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 Wilson M, 2002, PSYCHON B REV, V9, P625, DOI 10.3758/BF03196322 Wright R, 2008, PSYCHON B REV, V15, P763, DOI 10.3758/PBR.15.4.763 NR 27 TC 0 Z9 0 U1 0 U2 3 PU CAADRIA-ASSOC COMPUTER-AIDED ARCHITECTURAL DESIGN RESEARCH ASIA PI HONG KONG PA CHINESE UNIV HONG KONG, DEPT ARCHITECTURE, SHATIN N T,, HONG KONG, 00000, PEOPLES R CHINA BN 978-988-19026-6-5 PY 2015 BP 561 EP 570 PG 10 WC Architecture; Computer Science, Interdisciplinary Applications SC Architecture; Computer Science GA BF3JP UT WOS:000380549300055 DA 2018-03-07 ER PT S AU Kuc, S Zemelka, G AF Kuc, Sabina Zemelka, Gabriela GP SGEM TI 2013 IBA HAMBURG-WATER TECHNOLOGY AND WATER SPACE SO SGEM 2015, BOOK 4: ARTS, PERFORMING ARTS, ARCHITECTURE AND DESIGN SE International Multidisciplinary Scientific Conferences on Social Sciences and Arts LA English DT Proceedings Paper CT 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts (SGEM 2015) CY AUG 26-SEP 01, 2015 CL Albena, BULGARIA SP Bulgarian Acad Sci, Acad Sci Czech Republ, Latvian Acad Sci, Polish Acad Sci, Russian Acad Sci, Serbian Acad Sci & Arts, Slovak Acad Sci, Natl Acad Sci Ukraine, Natl Acad Sci Armenia, Sci Council Japan, World Acad Sci, European Acad Sci, Arts & Lett, Acad Fine Arts Zagreb, Croatia, Croatian Acad Sci & Arts, Acad Sci Moldova, Montenegrin Acad Sci & Arts, Georgian Acad Sci, Acad Fine Arts & Design Bratislava, Russian Acad Arts, Turkish Acad Sci DE water space; water technologies; architectural and landscape design; sustainable development AB Hamburg has been recognized as a world-class innovation centre, indicating the direction of urban ecological solutions in the 21st century. It is the only city in Germany where water is so much a part of local identity. The recent achievements of water technology and designs of water spaces represent a change in spatial thinking and action which can be seen at Internationale Bauausstellung (International Building Exhibition) IBA Hamburg 2006-2013 and Internationale Gartenschau (International Garden Show) IGS Hamburg 2013. Due to this event a new park in Wilhelmsburg was created for city-dwellers. This part of Hamburg is now creating a harmonious water space. As a result the quality of life has improved. The results of these efforts show transformation of neglected urban space in a sustainable way so that is not only attractive for people but also environmentally-friendly. The study of water technology and water space involves a number of ways and methods. It has become particularly important when the latest technologies and concepts on shaping water areas can be applied to create city space. This paper shows possibilities of using water in various forms, leaving it open for further research in this topic. The analysis, in situ of city space in Hamburg, from different points of view, including water technology and water space aspects is shown. The new way of shaping space with water and green-water technologies can be included in the design practice of cities. The usage of water in different forms gives on the one hand various of technical solution and on the other hand a lot of urban and architectural possibilities of creation. Due to this, technologically advanced green-water space solutions have become a very important way of shaping cities. C1 [Kuc, Sabina] Cracow Univ Technol, Fac Architecture, Inst Bldg Design, PL-30084 Krakow, Poland. [Zemelka, Gabriela] Cracow Univ Technol, PL-30084 Krakow, Poland. RP Kuc, S (reprint author), Cracow Univ Technol, Fac Architecture, Inst Bldg Design, PL-30084 Krakow, Poland. RI Zemelka, Gabriela/F-4569-2017; Kuc, Sabina/E-9515-2017 OI Zemelka, Gabriela/0000-0003-3980-1924; Kuc, Sabina/0000-0002-8106-9215 CR Bielek M., 2010, TECHNICAL T CUT, P25 Celadyn W., 2012, PANSTWOWE WYDAWNICTW, V57, P36 IBA Hamburg, 2011, PROJ CONC CAT INT PR Atlas Energy, 2012, FUT KONC REN WILH Kuc S., 2014, TECHNICAL T CUT, P19 Kmiec M., 2015, 15 INT SGEM GEOCONFE Kuc S., 2015, INT PRACT RES C URB, P184 Towards a New City, 2012, NEW CITY GUIDE ELBE Vitt J., 2012, SMART MAT HOUSES GRU NR 9 TC 0 Z9 0 U1 0 U2 3 PU STEF92 TECHNOLOGY LTD PI SOFIA PA 1 ANDREY LYAPCHEV BLVD, SOFIA, 1797, BULGARIA SN 2367-5659 BN 978-619-7105-50-6 J9 INT MULTIDDISCIP SCI PY 2015 BP 231 EP 238 PG 8 WC Humanities, Multidisciplinary; Social Sciences, Interdisciplinary SC Arts & Humanities - Other Topics; Social Sciences - Other Topics GA BE9RO UT WOS:000378098500028 DA 2018-03-07 ER PT S AU Bontchev, B AF Bontchev, Boyan BE GomezChova, L LopezMartinez, A CandelTorres, I TI CUSTOMIZABLE 3D VIDEO GAMES AS EDUCATIONAL SOFTWARE SO EDULEARN15: 7TH INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 7th International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 06-08, 2015 CL Barcelona, SPAIN DE video games; game-based learning; maze; customizable AB In last two decades, educational video games have been proven as a modern platform able to enhance substantially traditional e-learning in K12 and higher education. Many recent studies demonstrate using such video games tends to be effective in helping students to obtain new knowledge and to develop useful practical skills; however, lacking free tools and platforms for creation and customization of educational games hampers their mass usage. The paper presents an open software platform for easy creation and flexible customization of video games for teaching students in any subject based on 3D mazes and embedded mini-games for assessment or fostering visual skills and creativity. Teachers can construct easily customizable mazes in their educational domain as a non-restricted hierarchical graph allowing non-linear student gameplay and, next, customize maze nodes using a property editor by shaping each node as they like and by adding multimedia content to it. Playing such maze games, students can learn new ideas, concepts and theories while exploring the customized 3D maze at each hierarchy level for finding the final maze node which may contain some special gift for them. As well, they can play several embedded mini-games for developing fine-motor brain skills, visual and spatial thinking, context-based reasoning and entrepreneurial creativity. The reported results of first field trial are very promising in terms of high appreciation by master students of the created 3D maze video games. C1 [Bontchev, Boyan] Univ Sofia, Fac Math & Informat, Dept Software Technol, Sofia, Bulgaria. [Bontchev, Boyan] Brainstorm Multimedia, Madrid, Spain. RP Bontchev, B (reprint author), Univ Sofia, Fac Math & Informat, Dept Software Technol, Sofia, Bulgaria. CR All A, 2014, INT J SERIOUS GAMES, V1, P3, DOI 10.17083/ijsg.v2i4.98 Azadegan Aida, 2012, Serious Games Development and Applications. Proceedings Third International Conference, SGDA 2012, P74, DOI 10.1007/978-3-642-33687-4_6 Banyai I., 1998, PUFFIN BOOKS Barelle C., 2014, INT J HLTH RES INN, V2, P37 Bastos N., 2012, P AT ENC JOG MOB LEA, P231 Bontchev B., 2012, INT C INT COMP SYST, P134 Chandler GN, 2011, J BUS VENTURING, V26, P375, DOI 10.1016/j.jbusvent.2009.10.006 De Gloria A., 2014, INT J SERIOUS GAMES, V1 Gee J. P., 2010, 201002 U WISC MAD Baalsrud Hauge J., 2013, J CONVERGENCE INFORM, V8, P1 Hunicke R., 2004, P AAAI WORKSH CHALL Ibanez F., P CSEDU 2010 VAL SPA, V1, P489 Ito M., 2008, MACARTHUR FDN SERIES Katsaliaki K., 2012, P 2012 WINT SIM C, P1528 Kirjavainen A., 2009, THESIS U JYVASKYLA McClarty K. L., 2012, RES REPORT Savill-Smith C, 2004, USE COMPUTER VIDEO G Neck H. M., 2011, J SMALL BUS MANAGE, P55 Omelina L, 2012, P 9 INT C DIS VIRT R, V2012 Schaul T., 2013, P 2013 IEEE C COMP I, P1 Shaw M, 2001, PROC INT CONF SOFTW, P656, DOI 10.1109/ICSE.2001.919142 NR 21 TC 1 Z9 1 U1 0 U2 4 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-606-8243-1 J9 EDULEARN PROC PY 2015 BP 6943 EP 6950 PG 8 WC Education & Educational Research SC Education & Educational Research GA BE8PL UT WOS:000376685707002 DA 2018-03-07 ER PT J AU Rule, AC Tallakson, DA Glascock, AL Chao, A AF Rule, Audrey C. Tallakson, Denise A. Glascock, Alex L. Chao, Astoria TI Science Inquiry into Local Animals: Structure and Function Explored through Model Making SO SCIENCE ACTIVITIES LA English DT Article DE form and function; inquiry; mammals; models; spatial thinking AB This article describes an arts-and spatial thinking skill-integrated inquiry project applied to life science concepts from the Next Generation Science Standards for fourth grade students that focuses on two unifying or crosscutting themes: (1) structure (or "form") and function and (2) use of models. Students made observations and photographs of common wild mammals that lived near their homes, such as squirrels, rabbits, deer, groundhogs, and opossums. They then created a three-dimensional diorama to showcase models of the various structures and functions that help the animals survive. These models included a papier-mache model of the animal's home with explanations of its form and functions, acrylic polymer clay models of the animal, a student-drawn computer generated fold-up model of the animal in a natural history scene, models of the animal's dentition, and models of its skull made from recycled plastic bottles. Student comments, photographs of example finished products, a chart of spatial thinking skills addressed by the project, and a rubric for scoring this successful project are included. C1 [Rule, Audrey C.; Tallakson, Denise A.; Glascock, Alex L.; Chao, Astoria] Univ No Iowa, Cedar Falls, IA 50614 USA. RP Rule, AC (reprint author), Univ No Iowa, Dept Curriculum & Instruct, Schindler Educ Ctr 618, Cedar Falls, IA 50614 USA. EM audrey.rule@uni.edu CR [Anonymous], 1989, 2061 AM ASS ADV SCI, V1 Bull G., 2011, LEARNING LEADING TEC, V38, P26 Catterall J. S., 2009, DOING WELL DOING GOO Lederman N. 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PY 2015 VL 52 IS 3 BP 54 EP 64 DI 10.1080/00368121.2015.1049581 PG 11 WC Education & Educational Research SC Education & Educational Research GA DM7VW UT WOS:000376569100002 DA 2018-03-07 ER PT J AU Azar, Z Ozyurek, A AF Azar, Zeynep Ozyurek, Asli TI Discourse management Reference tracking in speech and gesture in Turkish narratives SO DUTCH JOURNAL OF APPLIED LINGUISTICS LA English DT Article DE Discourse; reference tracking; gesture; pro-drop languages; Turkish ID SPATIAL THINKING; COHESION; SPEAKING; 2ND-LANGUAGE; PRONOUNS; ENGLISH AB Speakers achieve coherence in discourse by alternating between differential lexical forms e.g. noun phrase, pronoun, and null form in accordance with the accessibility of the entities they refer to, i.e. whether they introduce an entity into discourse for the first time or continue referring to an entity they already mentioned before. Moreover, tracking of entities in discourse is a multimodal phenomenon. Studies show that speakers are sensitive to the informational structure of discourse and use fuller forms (e.g. full noun phrases) in speech and gesture more when re-introducing an entity while they use attenuated forms (e.g. pronouns) in speech and gesture less when maintaining a referent. However, those studies focus mainly on non-pro-drop languages (e.g. English, German and French). The present study investigates whether the same pattern holds for pro-rop languages. It draws data from adult native speakers of Turkish using elicited narratives. We find that Turkish speakers mostly use fuller forms to code subject referents in re-introduction context and the null form in maintenance context and they point to gesture space for referents more in re-introduction context compared maintained context. Hence we provide supportive evidence for the reverse correlation between the accessibility of a discourse referent and its coding in speech and gesture. 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Appl. Linguist. PY 2015 VL 4 IS 2 BP 222 EP 240 DI 10.1075/dujal.4.2.06aza PG 19 WC Linguistics SC Linguistics GA DD8LV UT WOS:000370179000008 DA 2018-03-07 ER PT J AU Sabelnikova, EV Khmeleva, NL AF Sabelnikova, E., V Khmeleva, N. L. TI Higher Education Outcomes at the National Level on the Example of the Project "Collegiate Learning Assessment" SO PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND EDUCATION LA Russian DT Article DE learning outcomes; higher education; meta-subjective skills; students; testing; measurement; assessment of learning outcomes in higher education; meta-skills; CLA AB We discuss the interpretation of the concept of "learning outcomes". Theoretical analysis widely represents the interpretations of the learning outcomes of a high school student: academic skills: understanding, application of knowledge to solve problems, synthesis, analysis and evaluation; basic skills and basic knowledge, and skills of a higher order and advanced knowledge; skills of a higher order represented as a system of critical thinking, analytic reasoning, problem solving and written communication; wide abilities interpreted as verbal, quantitative and spatial thinking, understanding, problem solving and decision making. We conclude that each considered approach distinguishes meta-subjective skills, i.e. skills to interact with the quality of information regardless of the context. The ability to measure the meta-skills is discussed on an example of the "Collegiate learning assessment", realized in the United States. C1 [Sabelnikova, E., V] Natl Res Univ, Higher Sch Econ, Inst Stat Studies & Econ Knowledge, Informat & Coordinat Ctr Cooperat Org Econ Cooper, Moscow, Russia. [Khmeleva, N. L.] Inst Publ Adm, Moscow, Russia. RP Sabelnikova, EV (reprint author), Natl Res Univ, Higher Sch Econ, Inst Stat Studies & Econ Knowledge, Informat & Coordinat Ctr Cooperat Org Econ Cooper, Moscow, Russia. EM esabelnikova@hse.ru; nlh2009@yandex.ru RI Sabelnikova, Elena/B-7855-2014 OI Sabelnikova, Elena/0000-0002-0261-1345 CR Allan J, 1996, STUD HIGH EDUC, V21, P93, DOI 10.1080/03075079612331381487 Bloom B. S., 1956, HDB, P201 Cole A, 2009, J POLITICAL SCI EDUC, V5, P294, DOI 10.1080/15512160903253368 [Anonymous], CLA OV Dewey JD, 2008, AM J EVAL, V29, P268, DOI 10.1177/1098214008321152 Klein SP, 2005, RES HIGH EDUC, V46, P251, DOI 10.1007/s11162-004-1640-3 Kuh G. 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PY 2015 VL 20 IS 2 BP 16 EP 23 DI 10.17759/pse.2015200202 PG 8 WC Psychology, Multidisciplinary SC Psychology GA CT4YH UT WOS:000362813000002 OA gold DA 2018-03-07 ER PT S AU Karlsone, I AF Karlsone, Inguna BE Bekirogullari, Z Minas, MY TI The Principles of universal design for learning implementation in design study process SO ICCSBS 2015 - THE ANNUAL INTERNATIONAL CONFERENCE ON COGNITIVE - SOCIAL, AND BEHAVIOURAL SCIENCES SE European Proceedings of Social and Behavioural Sciences LA English DT Proceedings Paper CT Annual International Conference on Cognitive - Social, and Behavioural Sciences (icCSBs) CY JAN 06-09, 2015 CL Kyrenia, CYPRUS SP Future Acad DE Universal design; Design studies ID COGNITION AB Starting their studies students have different level of perception and understanding. There is a need for an instructional framework that would allow educational programming, inclusive for all students. Objective of the current study is to investigate pedagogical possibilities to promote design students perception abilities and reasoning skills using in learning process principles of Universal Design for Learning (UDL) in context of student's diversity. In start-up phase students were tested by Santa Barbara Sense-Of-Direction Scale, Spatial Orientation Test, The Visual-Spatial/Sequential Identifier. Process of studies was performed according to UDL principles and guidelines. Evaluation of design project development was carried out by student's involvement in discussions. Presentations of ideas expression and demonstration varied according to diversity of students' skills and learning strategies. In the final stage repeated testing. Variety in presentation of information, tasks accomplishment, types of expression and involvement in learning process, is improving the understanding of knowledge interconnection and decision making skills. In order to develop students' spatial thinking and reasoning, as well as understanding of interconnection of knowledge and decision making skills needed for problem solving in design related tasks design study process should be organized according to guidelines and principles of UDL. (C) 2015 Published by Future Academy www.FutureAcademy.org.uk C1 Latvian State Univ, LV-1586 Riga, Latvia. RP Karlsone, I (reprint author), Latvian State Univ, Raina Bulvaris 19, LV-1586 Riga, Latvia. EM inguna.karlsone@lu.lv CR Belland BR, 2013, EDUC PSYCHOL-US, V48, P243, DOI 10.1080/00461520.2013.838920 Bowe F., 2000, UNIVERSAL DESIGN ED Chatterjee Anjan, 2008, Seminars in Speech and Language, V29, P226, DOI 10.1055/s-0028-1082886 Coffield F., 2004, LEARNING STYLES PEDA Cohn AG, 2001, FUND INFORM, V46, P1 Contero M., 2007, J ENG EDUC, V22, P470 Center for Universal Design, 2010, RL MAC Field DA, 2004, COMPUT AIDED DESIGN, V36, P1431, DOI 10.1016/j.cad.2003.10.007 Freksa C, 1999, BEHAV BRAIN SCI, V22, P616, DOI 10.1017/S0140525X9929214X Hall T., 2012, UNIVERSAL DESIGN LEA Higbee J., 2008, PEDAGOGY STUDENT SER Koch L. H., 2006, REHABILITATION ED, V20, P191 McCuistion P., 1991, ENG DESIGN GRAPHIC J, V55, P25 McGuire J. S., 2006, LEARNING DISABILITIE, V14, P21 National Research Council, 2006, LEARN THINK SPAT GIS Newcombe N. 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L., 1938, PSYCHOMETRIC MONOGR, V1, pix UNESCO, 2000, ED FOR ALL NR 24 TC 0 Z9 0 U1 0 U2 8 PU FUTURE ACAD PI NICOSIA PA PO BOX 24333, NICOSIA, 1703, CYPRUS SN 2357-1330 J9 EUR PROC SOC BEHAV PY 2015 VL 2 BP 106 EP 113 PG 8 WC Behavioral Sciences; Psychology; Psychology, Multidisciplinary SC Behavioral Sciences; Psychology GA BD3KS UT WOS:000359808100010 DA 2018-03-07 ER PT J AU Vizureanu, V AF Vizureanu, Viorel TI PRESENTING FOUCAULT'S "THEORETICAL" POSITION CONCERNING SPACE: GENERAL REMARKS AND SOME DIFFERENT PERSPECTIVES SO REVUE ROUMAINE DE PHILOSOPHIE LA English DT Article DE Foucault; space; "spatialised vocabulary"; "spatialised gaze" AB Assuming that Foucault is a "spatializing thinker" (Flynn), my aim is to offer starting with this article a presentation of the multiple strategies that could be employed in order to highlight Foucault's peculiar relation with the topic of space present in his works. To put it briefly, I identified what I called the three levels of the presence of space in/for Foucault's thought: 1) the theoretical role (presence) of space in interpreting Foucault's thought derived from the possibility of defining his general philosophical position in which space plays a central, decisive, even "programmatic" role; 2) space as an inner category of Foucault's work; 3) space as a means of opening possibilities of the concrete human practice. Furthermore, the first level itself implies a multiplicity of strategies of interpretation: a) that of a "spatialised" vocabulary and of a language that "spatialises"; b) that of identifying Foucault as having a "spatialised gaze"; c) that of an "obvious" insistence on the category of space instead that of time; d) that of a critique of historicism present in his work; e) that of Foucault's peculiar kind of structuralism and post-structuralism; f) that of his nominalism. Concretely, I will present in this study a justification for approaching the first level of analysis and I will highlight the first two perspectives subsumed to it, leaving for a further article a closer look on the other four strategies of interpretation and two levels. C1 Constantin Radulescu Motru Inst Philosophy & Psyc, Bucharest 05711, Romania. RP Vizureanu, V (reprint author), Constantin Radulescu Motru Inst Philosophy & Psyc, Calea 13 Septembrie,13,Sect 5, Bucharest 05711, Romania. 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J., 2009, J HIST IDEAS, V70 NR 23 TC 0 Z9 0 U1 1 U2 3 PU EDITURA ACAD ROMANE PI BUCURESTI PA CALEA 13 SEPTEMBRIE NR 13, SECTOR 5, BUCURESTI 050711, ROMANIA SN 1220-5400 J9 REV ROUM PHILOS JI Rev. Roum. Philos. PD JAN-JUN PY 2015 VL 59 IS 1 BP 131 EP 144 PG 14 WC Philosophy SC Philosophy GA CK9JM UT WOS:000356556400011 DA 2018-03-07 ER PT J AU Fairbanks, M Hackenberger, S Hickey, R AF Fairbanks, Marc Hackenberger, Steven Hickey, Robert TI USING 3-D GIS IN ARCHAEOLOGY CLASSROOMS: AN EXAMPLE FROM HELLS CANYON, OREGON SO NORTH AMERICAN ARCHAEOLOGIST LA English DT Article ID RESIDENCE; AREA; SITE AB Excavation data from an ancestral Nez Perce dwelling in Hells Canyon, Oregon (1600-500 B.P.) are used to integrate 3-D GIS and spatio-temporal problem-solving for university-level archaeology instruction. By working through three sequential projects, students learn visualization skills as well as archaeological methods, spatial thinking, and problem-solving. These projects include digital excavation of a house site with evaluation of the spatio-temporal relationships and patterns of artifacts, group analysis of different occupation layers, and 3-D visualization. Beyond this, students were encouraged to continue to explore areas of interest, develop new research questions, and complete more detailed studies as independent research efforts. Applications like 3-D GIS have the potential to reach many more students and dramatically increase student interest in and understanding of archaeology, using computer methods as a supplement to field work. C1 [Fairbanks, Marc] Cent Washington Univ, Ellensburg, WA 98926 USA. [Hackenberger, Steven] Cent Washington Univ, Anthropol, Ellensburg, WA 98926 USA. [Hickey, Robert] Cent Washington Univ, Geog, Ellensburg, WA 98926 USA. RP Hickey, R (reprint author), Cent Washington Univ, Dept Geog, 400 East Univ Way, Ellensburg, WA 98926 USA. 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G., 1966, TEBIWA, V11, P1 Wheatly D., 1996, ANTHR SPACE GEOGRAPH NR 73 TC 2 Z9 2 U1 0 U2 4 PU SAGE PUBLICATIONS INC PI THOUSAND OAKS PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA SN 0197-6931 EI 1541-3543 J9 N AM ARCHAEOL JI N. Am. Archaeol. PD JAN PY 2015 VL 36 IS 1 BP 59 EP 88 DI 10.2190/NA.36.1.c PG 30 WC Archaeology SC Archaeology GA CE8FF UT WOS:000352076400003 DA 2018-03-07 ER PT J AU Graulich, N AF Graulich, Nicole TI The tip of the iceberg in organic chemistry classes: how do students deal with the invisible? SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE LA English DT Review ID KNOWLEDGE SPACE THEORY; INITIATED STUDY-GROUPS; ALTERNATIVE CONCEPTIONS; SPATIAL THINKING; LEWIS STRUCTURES; MENTAL MODELS; REPRESENTATIONS; SCIENCE; DIFFICULTIES; PERFORMANCE AB Organic chemistry education is one of the youngest research areas among all chemistry related research efforts, and its published scholarly work has become vibrant and diverse over the last 15 years. Research on problem-solving behavior, students' use of the arrow-pushing formalism, the investigation of students' conceptual knowledge and their cognitive skills have shaped our understanding of college students' understanding in organic chemistry classes. This review provides an overview of research efforts focusing on student's perspectives and summarizes the main results and pending questions that may guide subsequent research activities. C1 Univ Giessen, Inst Chem Educ, D-35392 Giessen, Germany. RP Graulich, N (reprint author), Univ Giessen, Inst Chem Educ, Heinrich Buff Ring 58, D-35392 Giessen, Germany. 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Educ. Res. Pract. PY 2015 VL 16 IS 1 BP 9 EP 21 DI 10.1039/c4rp00165f PG 13 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AZ0SN UT WOS:000347955000002 OA gold DA 2018-03-07 ER PT J AU Mastianica, O AF Mastianica, Olga TI PRODUCTION AND REPRESENTATION OF THEIR "OWN" SPACE BY THE BELARUSIAN NATIONAL MOVEMENT IN THE EARLY TWENTIETH CENTURY SO AB IMPERIO-STUDIES OF NEW IMPERIAL HISTORY AND NATIONALISM IN THE POST-SOVIET SPACE LA Russian DT Article AB The article reconstructs spatial thinking about Belarus as a national territory in the early twentieth century. Different approaches to national mental mapping, suggesting and revising boundaries with analogous national territories of other national groups (first of all, Poles and Lithuanians), were developed within the rising nationalist movement. The author reconstructs the most influential discursive practices of Belarusian nationalism by looking into political documents as well as the few national Belarusian periodicals existing at the time, belles lettres, and educational materials. Targeting the broad Belarusian public (first of all, peasantry), these literatures collectively pursued the goal of their nationalization. Intertextual analysis allows the author to discuss the rival projects of the territorialization of Belarus (including the supranational idea of restoring the ancient Grand Duchy of Lithuania as a commonwealth of Belarusians, Lithuanians, and other nationalities); various criteria of identifying belonging to a nation, with language becoming the primary factor; and the political implications of different versions of the Belarusianization of territory. C1 [Mastianica, Olga] Lithuanian Inst Hist, Vilnius, Lithuania. RP Mastianica, O (reprint author), Lithuanian Inst Hist, Vilnius, Lithuania. 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PY 2015 IS 1 BP 175 EP 211 DI 10.1353/imp.2015.0006 PG 37 WC History SC History GA V8S1A UT WOS:000421916100006 DA 2018-03-07 ER PT S AU Sanchez, IB Gonzalez, RDM Torres, MLDY AF Buzo Sanchez, I. De Miguel Gonzalez, R. de Lazaro y Torres, M. L. BE Chova, LG Martinez, AL Torres, IC TI SCHOOL ON THE CLOUD: A SPANISH PERSPECTIVE SO INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 9th International Technology, Education and Development Conference (INTED) CY MAR 02-04, 2015 CL Madrid, SPAIN DE Innovation; Cloud; Learning; Collaborative learning; Geography; Spatial Thinking AB The geospatial revolution and the increase in information and geoinformation on the cloud has improved awareness of spatial thinking and citizenship. New jobs, new challenges and new users are all reinforcing the importance of the cloud. We need to prepare our students to confront all of these challenges which is the base of the new paradigm shift by the project "School on the Cloud: connecting education to the cloud for digital citizenship"(SoC). The Spanish team have further researched on some SoC reflections on what an iTeacher is and about the iLearner creating good practice for lectures and lessons. They mainly focus on Geography and ICT competences for spatial thinking and 21st century students (iLearners) after putting into action the new paradigm during their daily lessons. We will explain briefly the SoC project. Some examples of best practices in Geography lessons at preservice teachers training at university, at current teacher training and Secondary School classes will be at the core of the paper using different strategies of active methodology. C1 [Buzo Sanchez, I.] IES San Roque Badajoz, Badajoz, Spain. [De Miguel Gonzalez, R.] Univ Zaragoza, Zaragoza, Spain. [de Lazaro y Torres, M. L.] Univ Complutense Madrid, Madrid, Spain. RP Sanchez, IB (reprint author), IES San Roque Badajoz, Badajoz, Spain. FU European Commission [543221-LLP-1-2013-1-GR-KA3-KA3NW]; Spanish Ministry for Defence [023/02/2014]; [PIMCD 98/2014] FX This work is part of the Spanish contribution to the project "School on the Cloud: connecting education to the cloud for digital citizenship" (543221-LLP-1-2013-1-GR-KA3-KA3NW) from the European Commission; and the Spanish Ministry for Defence updated project: "Cartografia de conflictos en un mundo globalizado: De la seguridad militar a la seguridad humana" ref. 023/02/2014. Orden DEF/887/2014, de 28 de mayo (BOE no 131, de 30 de mayo de 2014) as well as the project: "Learning Geography with web 2.0 through the development of agricultural landscapes in Spain", PIMCD 98/2014. CR Alcolea M.A., 2014, PROYECTOS INNOVACION Bonanou H., 2014, ED CLOUD STATE ART Buzo I., 2014, ACT 16 C NAC TECN IN, P711 Buzo I., 2014, NUEVAS PERSPECTIVAS, VII, P11 De Miguel R., 2014, IBER DIDACTICA CIENC, V76, P60 De Miguel R., 2014, 26 S INT DID CIENC S MIGUEL R. de, 2014, INNOVATIVE LEARNING European Union, 2006, OFFICIAL J L, V394 deMiguel Gonzalez R., 2013, DIDACTICA GEOGRAFICA, V14, P17 Koutsopoulos K, 2014, THEMES SCI TECHNOLOG, V7, P47 Lazaro M.L., B ASOCIACIO IN PRESS Lazaro M.L., 2014, P ICERI2014 7 INT C, P100 Marron M. J., 2011, B ASOC GEOGR ESP, V57, P313 Milson A., 2011, DIDACTICA GEOGRAFICA, P111 Alvarez Otero J., 2014, NUEVAS PERSPECTIVAS Fernandez Perez M., 5 ENC EXP I IN PRESS NR 16 TC 0 Z9 0 U1 1 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-606-5763-7 J9 INTED PROC PY 2015 BP 793 EP 801 PG 9 WC Education & Educational Research SC Education & Educational Research GA BH1XF UT WOS:000398586300118 DA 2018-03-07 ER PT S AU Okumus, S AF Okumus, Sibel BE Chova, LG Martinez, AL Torres, IC TI HOW TO GAMIFY THE CLASS LEVELS, QUESTS & AWARDS SO INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE SE INTED Proceedings LA English DT Proceedings Paper CT 9th International Technology, Education and Development Conference (INTED) CY MAR 02-04, 2015 CL Madrid, SPAIN DE Gamification; Quests; Levels; Awards AB Traditional methods are out of favor for the 21st century's classroom. Students are spending more time in games than ever, and with the information readily available at their fingertips, their interest and involvement in classes are decreasing. As the students change, education needs to evolve as well. Enriching the way of teaching have now become essential. The facts of increased student time spent in games have caused the idea of gaming in education to emerge. Games have already invaded the world; why can they not invade the classes as well? As stated by Lee, J. J. & Hammer, J. (2011), gamification can help schools do better. The first documented use of the term "gamification" was in 2008 (Deterding, Dixon, Khaled, & Nacke 2011). Zicherman and Cunningham (2011) defines gamification as the use of game thinking and game mechanics in non-game contexts to engage users in solving problems. Gamification can change the rules, but it can also affect students' emotional experience. Many researchers comment about the association of gaming and problem solving skills such as the powers of deduction, spatial thinking (in addition to linear thinking), and evidence based decision making (Kapp, 2012). As suggested by Leblanc (2006), gamification can motivate students to participate more deeply and even to change their self-concept as learners. The aim of this study is to inquire the research problem 'Does Gamification motivate students better?' and the purpose of the study is to investigate how gamification affects mathematics classes. The study was conducted on 46 seventh grade students during a year grading period at Metu private school in Ankara, Turkey. The groups used in the study were two seventh grade classes, each having an enrollment of 23 students. Both classes were taught mathematics by gamifying at the same rate and by using the same rules and methods. Educational gamification proposes the use of game-like rule systems, player experiences and cultural roles to shape learners' behavior and understandings. To understand the potential of gamification however, we must consider how these techniques can best be deployed in practice. In these gamified classes; students are progressing towards levels of mastery, as one does in games. Some of the points covered in the study are: Utilizing the idea that students are motivated by points and tangible rewards like badges, students get points for their class participation and overall behavior in class. These points are then translated to titles as 'director' and badges. There simply are not enough hours in the day for teachers so learning has to continue after the bell rings. In support of this view, gamifying homework is helpful for encouraging informal learning. In the study, students get points for completing homeworks on time and correctly, which add up to levels. In game terms, by how much they have accomplished their quests. The accumulated levels will finally have a direct effect on Oral grades at the end of each semester. The use of games generally removes the fear in failure and allows students to persevere and eventually overcome the problem. Instantaneous feedback and small rewards (or big ones, like winning) are external motivators that work. In this study, lots of current-topic-relevant games are integrated into the curriculum. With these games, classes could also be flipped. Team work is very important for learning. In this study, a quest and rewards system is in place where students complete tasks and achieve rewards as a team. That way, students are working to master the material together instead of competing. As explained briefly above, gamification creates an alternate well-defined fun path for the student to follow in the mathematics classes, with things to achieve along the way. Games and gamification cannot be used to replace pedagogy, but can be used to enhance the overall learning experience. C1 [Okumus, Sibel] Metu Fdn Sch, Ankara, Turkey. RP Okumus, S (reprint author), Metu Fdn Sch, Ankara, Turkey. CR Antin J., 2011, CHI 2011 Blizzard, 2010, WORLD WARCR SUBSCR B Deterding Dixon, 2011, MIN TREK SEP, P28 Leblanc G., 2004, ESSAYS ED Lee J.J., 2011, ACAD EXCHANGE Q, V15, P2 Mashable, 2010, FARMV SURP 80 MILL U McGonigal J., 2011, REALITY IS BROKEN WH Miller C., 2013, DEV BUSINESS SIMULAT, V40 Wood L. C., 2015, GAMIFICATION ED BUSI NR 9 TC 0 Z9 0 U1 0 U2 0 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1079 BN 978-84-606-5763-7 J9 INTED PROC PY 2015 BP 2119 EP 2123 PG 5 WC Education & Educational Research SC Education & Educational Research GA BH1XF UT WOS:000398586302025 DA 2018-03-07 ER PT J AU Riihela, J Maki, S AF Riihela, Juha Maki, Sanna TI Designing and Implementing an Online GIS Tool for Schools: The Finnish Case of the PaikkaOppi Project SO JOURNAL OF GEOGRAPHY LA English DT Article DE geographic information systems; geography education; Web-based learning ID GEOGRAPHY; EDUCATION AB This article describes initiatives implemented in Finland to create an online learning environment for studying geographic information systems (GIS). A development project produced an online GIS tool called PaikkaOppi, aimed at promoting GIS studies and spatial thinking skills in upper secondary schools. 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Tikoff, Basil TI Drawing on Experience: How Domain Knowledge Is Reflected in Sketches of Scientific Structures and Processes SO RESEARCH IN SCIENCE EDUCATION LA English DT Article DE Spatial knowledge; Causal knowledge; Science education; Sketching; Sketching software; STEM ID SPATIAL THINKING; PLATE-TECTONICS; REY-OSTERRIETH; MENTAL MODELS; EXPERTISE; DIAGRAMS; STUDENTS; PERCEPTION; GEOSCIENCE; EDUCATION AB Capturing the nature of students' mental representations and how they change with learning is a primary goal in science education research. This can be challenging in spatially intense domains, such as geoscience, architecture, and engineering. In this research, we test whether sketching can be used to gauge level of expertise in geoscience, using new technology designed to facilitate this process. We asked participants with differing levels of geoscience experience to copy two kinds of geoscience images-photographs of rock formations and causal diagrams. To permit studying the process of sketching as well as the structure and content of the sketches, we used the CogSketch system (Forbus et al. 2011, Topics in Cognitive Science 3:648-666) to record the time course of sketching and analyze the sketches themselves. Relative to novices, geoscience students included more geological structures and relational symbols in their sketches of geoscience materials and were more likely to construct their sketches in a sequence consistent with the order of causal events. These differences appear to stem from differences in domain knowledge, because they did not show up in participants' sketches of materials from other fields. The findings and methods of this research suggest new ways to promote and assess science learning, which are well suited to the visual-spatial demands of many domains. C1 [Gentner, Dedre; Uttal, David H.; Sageman, Bradley; Forbus, Kenneth] Northwestern Univ, Evanston, IL 60208 USA. 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Participants were provided with either printed 2D ball-and-stick images of molecules or manipulable projections of 3D molecular structures on an iPad. Following a brief introduction to common molecular shapes, participants were assessed on their representational competence. In particular, learners were tested on their ability to match and construct molecular representations. Using the device for less than 15 min, iPad users exhibited increased ability to correctly identify related chemical representations relative to learners taught with a paper-based method. Even in the last stage of the experiment, without access to the iPad, a significant difference between the two populations was sustained, with iPad-based learners demonstrating significantly higher representational competence than learners using the paper-based method. 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PD NOV PY 2014 VL 91 IS 11 BP 1810 EP 1817 DI 10.1021/ed400674v PG 8 WC Chemistry, Multidisciplinary; Education, Scientific Disciplines SC Chemistry; Education & Educational Research GA AT9ST UT WOS:000345267100008 DA 2018-03-07 ER PT J AU McGeachan, C AF McGeachan, Cheryl TI 'The world is full of big bad wolves': investigating the experimental therapeutic spaces of R.D. Laing and Aaron Esterson SO HISTORY OF PSYCHIATRY LA English DT Article DE Aaron Esterson; families; place; RD Laing; therapeutic communities; Sanity; Madness and the Family AB In conjunction with the recent critical assessments of the life and work of R. D. Laing, this paper seeks to demonstrate what is revealed when Laing's work on families and created spaces of mental health care are examined through a geographical lens. 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D., 1978, PSYCHIAT NEWS, p[50, 28] NR 45 TC 7 Z9 7 U1 0 U2 3 PU SAGE PUBLICATIONS LTD PI LONDON PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND SN 0957-154X EI 1740-2360 J9 HIST PSYCHIATR JI Hist. Psychiatr. PD SEP PY 2014 VL 25 IS 3 BP 283 EP 298 DI 10.1177/0957154X14529222 PG 16 WC History Of Social Sciences; Psychiatry SC Social Sciences - Other Topics; Psychiatry GA AN6OW UT WOS:000340715600002 PM 25114145 OA gold DA 2018-03-07 ER PT J AU Waller, LA AF Waller, Lance A. TI Putting spatial statistics (back) on the map SO SPATIAL STATISTICS LA English DT Article DE Spatial thinking; Statistical thinking; Spatial statistics ID VARYING COEFFICIENT MODELS; GOODNESS-OF-FIT; CLUSTERS; THINKING; TESTS AB The literature in Geographical Information Science and Statistical Science often contains calls for analysts to "think spatially'' and to "think statistically'', respectively, in order to gain better insight into proposed hypotheses. A central element of these calls involves the development of a spatial intuition or a statistical intuition, i.e., conceptual ways of framing questions, incorporating available data, calculating quantitative summaries, interpreting outcomes, and providing empirical answers from either a spatial or a statistical perspective. In this paper, I draw on past experience to identify and illustrate the potential for "spatial statistical thinking'', that is, the development of a spatial statistical intuition. Several examples illustrate the potential for a more explicit development of such intuition drawing simultaneously from both spatial analysis and statistics. As a step in this direction, I stress the importance of maintaining a spatial conceptual framework in the application and interpretation of spatial statistical methods, i.e., the importance of spatial interpretation of spatial statistics. (C) 2014 Elsevier B.V. All rights reserved. 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Stat. PD AUG PY 2014 VL 9 BP 4 EP 19 DI 10.1016/j.spasta.2014.03.007 PG 16 WC Geosciences, Multidisciplinary; Mathematics, Interdisciplinary Applications; Remote Sensing; Statistics & Probability SC Geology; Mathematics; Remote Sensing GA AW9TR UT WOS:000346600800002 DA 2018-03-07 ER PT J AU Albastroiu, I Felea, M Vasiliu, C AF Albastroiu, Irina Felea, Mihai Vasiliu, Cristinel TI GEOGRAPHIC INFORMATION SYSTEM - MODERN TEACHING METHOD IN BUSINESS ADMINISTRATION SO AMFITEATRU ECONOMIC LA English DT Article DE Geographic Information System (GIS); teaching method; business administration; education ID GIS; TECHNOLOGY; KNOWLEDGE; EDUCATION; STUDENTS; SKILLS AB The evolution of information and communication technologies has made possible the use of new ways of teaching and learning. Geographic Information System (GIS), one of these new technologies, allows a visual learning environment, facilitates active learning and spatial thinking, and also improves students' skills on using information technologies. The aim of this paper is to examine how GIS applications contribute to the education field but also to present the limitations of their use in the teaching process. Also, we intend to present issues associated with their use in the business administration field. In our approach regarding the modernization of teaching methods in business administration, we conducted an exploratory research using a standard questionnaire-based methodology to identify the opinions of teachers from the Academy of Economic Studies (AES) regarding the introduction of GIS subjects and applications in business administration study programs. The results of our research showed that most AES teachers have knowledge of GIS. 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Hegarty, Mary TI Visualizing cross sections: Training spatial thinking using interactive animations and virtual objects SO LEARNING AND INDIVIDUAL DIFFERENCES LA English DT Article DE Individual differences; Spatial ability; Spatial training; Interactive animation; Virtual models; STEM education ID MENTAL ROTATION; SEX-DIFFERENCES; WORKING-MEMORY; META-ANALYSIS; 3-D OBJECTS; PERFORMANCE; STUDENTS; SKILLS; VISUALIZATIONS; RECOGNITION AB In two experiments, we investigated the efficacy of a brief intervention that used interactive animation to train students to infer the two-dimensional cross section of a virtual three-dimensional geometric figure. Undergraduates with poor spatial ability were assigned to receive the intervention or to a control group. Compared to the control group, trained participants improved significantly on stimuli viewed during the intervention and demonstrated transfer to untrained stimuli. Results were considered with respect to two accounts of performance gains and transfer after spatial visualization training, an instance-based account and a process-based account. The instance-based account attributes performance gains to a larger store of memories and predicts no transfer to new stimuli or new spatial processes. The process-based account attributes performance gains to increased efficiency of mental processes and predicts transfer to new stimuli and tasks that share the same mental processes. The results of these experiments cannot be accounted for by an instance-based account alone. Performance gains and transfer in these experiments suggest that interactive animation and virtual solids are promising tools for training spatial thinking in undergraduates. (C) 2014 Elsevier Inc. All rights reserved. C1 [Cohen, Cheryl A.; Hegarty, Mary] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. 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Individ. Differ. PD JUL PY 2014 VL 33 BP 63 EP 71 DI 10.1016/j.lindif.2014.04.002 PG 9 WC Psychology, Educational SC Psychology GA AK7NC UT WOS:000338614000008 DA 2018-03-07 ER PT J AU Favier, TT van der Schee, JA AF Favier, Tim T. van der Schee, Joop A. TI The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking SO COMPUTERS & EDUCATION LA English DT Article DE ICT; Secondary geography education; Relational thinking; Systems thinking; Spatial thinking ID SEX-RELATED DIFFERENCES; SPATIAL ABILITIES; INFORMATION-SYSTEMS; EARTH SYSTEM; GIS; EDUCATION; SKILLS; IMPLEMENTATION; CURRICULUM; KNOWLEDGE AB Geospatial technologies offer access to geospatial information via digital representations, such as digital maps, and tools for interaction with those representations. The question is whether geography lessons with geospatial technologies really contribute to the development of students' geospatial thinking, in particular geospatial relational thinking, as is suggested in the literature about geospatial technologies in secondary education. This paper reports about the outcomes of a quasi-experimental research project, in which a geography lesson series with geospatial technologies was compared with a conventional geography lesson series that had the same content. Although the lesson series covered only three lessons, the data showed that the lesson series with geospatial technologies contributed significantly more to the development of students' geospatial relational thinking than the conventional lesson series. The effect size was 'medium large'. (C) 2014 Elsevier Ltd. All rights reserved. C1 [Favier, Tim T.; van der Schee, Joop A.] Vrije Univ Amsterdam, Fac Psychol & Pedag, NL-1081 HV Amsterdam, Netherlands. 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Hum. Geogr. PD JUN PY 2014 VL 38 IS 3 BP 420 EP 438 DI 10.1177/0309132513508209 PG 19 WC Geography SC Geography GA AM1RB UT WOS:000339624600005 DA 2018-03-07 ER PT J AU Xu, HW Logan, JR Short, SE AF Xu, Hongwei Logan, John R. Short, Susan E. TI Integrating Space With Place in Health Research: A Multilevel Spatial Investigation Using Child Mortality in 1880 Newark, New Jersey SO DEMOGRAPHY LA English DT Article DE Spatial; Multilevel; Egocentric neighborhood; Child mortality; Neighborhood effects ID RACIAL RESIDENTIAL SEGREGATION; BIRTH-WEIGHT; NEIGHBORHOOD; DYNAMICS; MODEL; LATE-19TH-CENTURY; CONSEQUENCES; ENVIRONMENTS; INEQUALITY; BOUNDARIES AB Research on neighborhoods and health increasingly acknowledges the need to conceptualize, measure, and model spatial features of social and physical environments. When ignoring underlying spatial dynamics, we run the risk of biased statistical inference and misleading results. In this article, we propose an integrated multilevel spatial approach for Poisson models of discrete responses. In an empirical example of child mortality in 1880 Newark, New Jersey, we compare this multilevel spatial approach with the more typical aspatial multilevel approach. Results indicate that spatially defined egocentric neighborhoods, or distance-based measures, outperform administrative areal units, such as census units. In addition, although results do not vary by specific definitions of egocentric neighborhoods, they are sensitive to geographic scale and modeling strategy. Overall, our findings confirm that adopting a spatial multilevel approach enhances our ability to disentangle the effect of space from that of place, pointing to the need for more careful spatial thinking in population research on neighborhoods and health. C1 [Xu, Hongwei] Univ Michigan, Inst Social Res, Ann Arbor, MI 48106 USA. 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RP Manning, A (reprint author), UCL, Dept Geog, London WC1E 6BT, England. EM a.manning@ucl.ac.uk CR DEPARTMENT FOR EDUCATION, 2014, NAT CURR ASS INF SCH Downs R., 2006, LEARNING THINK SPATI Gersmehl P.J., 2006, RES GEOGRAPHIC ED, V8, P5 Lambert D, 2013, GEOGRAPHY, V98, P10 NR 4 TC 0 Z9 0 U1 0 U2 3 PU GEOGRAPHICAL ASSOC PI SHEFFIELD PA 160 SOLLY ST, SHEFFIELD S1 4BF, S YORKSHIRE, ENGLAND SN 0016-7487 EI 2043-6564 J9 GEOGRAPHY JI Geography PD SUM PY 2014 VL 99 BP 108 EP 110 PN 2 PG 3 WC Geography SC Geography GA AI5XA UT WOS:000336941800009 DA 2018-03-07 ER PT J AU Ye, XY She, B Wu, L Zhu, XY Cheng, YQ AF Ye Xinyue She Bing Wu Ling Zhu Xinyan Cheng Yeqing TI An open source toolkit for identifying comparative space-time research questions SO CHINESE GEOGRAPHICAL SCIENCE LA English DT Article DE open source; comparative; spatiotemporally integrated social sciences ID SPATIAL DATA-ANALYSIS; GEOGRAPHICAL INFORMATION-SYSTEMS; REGIONAL INCOME INEQUALITY; VISUAL ANALYTICS; ROAD NETWORKS; PER-CAPITA; PATTERNS; GROWTH; CHINA; CONVERGENCE AB Comparative space-time thinking lies at the heart of spatiotemporally integrated social sciences. The multiple dimensions and scales of socioeconomic dynamics pose numerous challenges for the application and evaluation of public policies in the comparative context. At the same time, social scientists have been slow to adopt and implement new spatiotemporally explicit methods of data analysis due to the lack of extensible software packages, which becomes a major impediment to the promotion of spatiotemporal thinking. The proposed framework will address this need by developing a set of research questions based on space-time-distributional features of socioeconomic datasets. The authors aim to develop, evaluate, and implement this framework in an open source toolkit to comprehensively quantify the changes and level of hidden variation of space-time datasets across scales and dimensions. Free access to the source code allows a broader community to incorporate additional advances in perspectives and methods, thus facilitating interdisciplinary collaboration. Being written in Python, it is entirely cross-platform, lowering transmission costs in research and education. C1 [Ye Xinyue] Kent State Univ, Computat Social Sci Lab, Kent, OH 44242 USA. [Ye Xinyue] Kent State Univ, Dept Geog, Kent, OH 44242 USA. [She Bing; Zhu Xinyan] Wuhan Univ, State Key Lab Informat Engn Surveying Mapping & R, Wuhan 430079, Peoples R China. [Wu Ling] Zhongnan Univ Econ & Law, Coll Criminal Justice, Wuhan 430073, Peoples R China. [Cheng Yeqing] Chinese Acad Sci, Northeast Inst Geog & Agroecol, Changchun 130102, Peoples R China. RP Cheng, YQ (reprint author), Chinese Acad Sci, Northeast Inst Geog & Agroecol, Changchun 130102, Peoples R China. 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Geogr. Sci. PD JUN PY 2014 VL 24 IS 3 BP 348 EP 361 DI 10.1007/s11769-014-0679-0 PG 14 WC Environmental Sciences SC Environmental Sciences & Ecology GA AH9GP UT WOS:000336450300009 DA 2018-03-07 ER PT J AU Manson, S Shannon, J Eria, S Kne, L Dyke, K Nelson, S Batra, L Bonsal, D Kernik, M Immich, J Matson, L AF Manson, Steven Shannon, Jerry Eria, Sami Kne, Len Dyke, Kevin Nelson, Sara Batra, Lalit Bonsal, Dudley Kernik, Melinda Immich, Jennifer Matson, Laura TI Resource Needs and Pedagogical Value of Web Mapping for Spatial Thinking SO JOURNAL OF GEOGRAPHY LA English DT Article DE geographic information science (GISci); Internet; technology; cartography; digital maps ID GEOGRAPHIC INFORMATION; GIS; INTEROPERABILITY; IMPLEMENTATION; MOTIVATION; SYSTEMS; SCHOOLS; MAPS AB Web mapping involves publishing and using maps via the Internet, and can range from presenting static maps to offering dynamic data querying and spatial analysis. 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PD MAY 4 PY 2014 VL 113 IS 3 BP 107 EP 117 DI 10.1080/00221341.2013.790915 PG 11 WC Geography SC Geography GA AF8VH UT WOS:000334993200002 DA 2018-03-07 ER PT J AU Madsen, LM Christiansen, F Rump, C AF Madsen, Lene Moller Christiansen, Frederik Rump, Camilla TI Students individual engagement in GIS SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE geographical information systems; Kuhn; didactical contract ID SPATIAL THINKING; GEOGRAPHY AB This paper develops two sets of concepts to theorize why students engage differently in Geographical Information Systems (GIS). These theoretical concepts are used as an analytical lens to explore empirical data on the experiences and engagement of students enrolled in an undergraduate GIS course in planning and management. The analysis shows that both the theoretical perspectives and the custom and didactical contract are important to understand students' engagement in GIS. 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PD APR 3 PY 2014 VL 38 IS 2 BP 251 EP 265 DI 10.1080/03098265.2014.910758 PG 15 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA AG1TH UT WOS:000335198500007 DA 2018-03-07 ER PT J AU Jo, I Bednarz, SW AF Jo, Injeong Bednarz, Sarah Witham TI Developing pre-service teachers' pedagogical content knowledge for teaching spatial thinking through geography SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE spatial thinking; pedagogical content knowledge; pre-service teachers; teacher education ID QUESTIONS; EDUCATION AB Twenty-four pre-service teachers participated in a workshop designed to provide explicit opportunities to learn what spatial thinking is and how to incorporate it into teaching practice. 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W., 2001, SOC STUD, V92, P26 NR 47 TC 6 Z9 6 U1 1 U2 25 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 0309-8265 EI 1466-1845 J9 J GEOGR HIGHER EDUC JI J. Geogr. High. Educ. PD APR 3 PY 2014 VL 38 IS 2 BP 301 EP 313 DI 10.1080/03098265.2014.911828 PG 13 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA AG1TH UT WOS:000335198500010 DA 2018-03-07 ER PT J AU Janelle, DG Hegarty, M Newcombe, NS AF Janelle, Donald G. Hegarty, Mary Newcombe, Nora S. TI Spatial Thinking Across the College Curriculum: A Report on a Specialist Meeting SO SPATIAL COGNITION AND COMPUTATION LA English DT Article DE college curriculum; spatial concepts; spatial thinking; STEM education ID ABILITY AB This report presents findings from a specialist meeting of spatially-minded researchers and administrators from education and industry to consider prospects for introducing courses and curricula on spatial thinking in higher education. More than 40 participants explored the rationale for expanding student exposure to concepts, tools, and applications of spatial reasoning across a range of science, engineering, and humanities disciplines. The focus was on what we know and what we need to know to make the case for space, underscoring basic research on what is meant by spatial thinking and on variations in the spatial reasoning skills required in different domains of knowledge. The need for rigorous assessments of learning outcomes associated with different approaches to teaching spatial thinking was emphasized. C1 [Janelle, Donald G.; Hegarty, Mary] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. [Newcombe, Nora S.] Temple Univ, Philadelphia, PA 19122 USA. RP Janelle, DG (reprint author), UCSB, Ctr Spatial Studies, Santa Barbara, CA 93106 USA. EM janelle@geog.ucsb.edu CR Dear Michael, 2011, GEOHUMANITIES ART HI Detterman D. 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PD APR 3 PY 2014 VL 14 IS 2 BP 124 EP 141 DI 10.1080/13875868.2014.888558 PG 18 WC Psychology, Experimental SC Psychology GA AE4LE UT WOS:000333953100004 DA 2018-03-07 ER PT J AU Hegarty, M AF Hegarty, Mary TI Spatial Thinking in Undergraduate Science Education SO SPATIAL COGNITION AND COMPUTATION LA English DT Article DE science education; visualizations; training; spatial ability; graphical displays ID MENTAL ROTATION; EXTERNAL VISUALIZATIONS; INDIVIDUAL-DIFFERENCES; MECHANICAL SYSTEMS; GENDER-DIFFERENCES; ORGANIC-CHEMISTRY; STUDENTS; ABILITY; SKILLS; REPRESENTATIONS AB Spatial thinking is central to many scientific domains and professions spatial ability predicts success and participation in science. However spatial thinking is not is not emphasized in our educational system. This paper presents a selective review of four types of studies regarding spatial thinking in undergraduate science curricula; (1) correlational studies examining the relations between measures of spatial ability and performance in science disciplines, (2) studies that attempt to train aspects of spatial thinking, (3) studies of how students understand specific spatial representations in sciences (4) studies that use dynamic spatial representations to promote scientific understanding. For each type of study, the evidence is critically evaluated and conclusions are drawn about how to nurture spatial thinking in science. C1 Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. RP Hegarty, M (reprint author), Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA 93106 USA. 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PD APR 3 PY 2014 VL 14 IS 2 BP 142 EP 167 DI 10.1080/13875868.2014.889696 PG 26 WC Psychology, Experimental SC Psychology GA AE4LE UT WOS:000333953100005 DA 2018-03-07 ER PT J AU Weckbacher, LM Okamoto, Y AF Weckbacher, Lisa Marie Okamoto, Yukari TI Mental rotation ability in relation to self-perceptions of high school geometry SO LEARNING AND INDIVIDUAL DIFFERENCES LA English DT Article DE Mental rotation ability; Geometry; Mathematical self-perceptions; Spatial thinking; STEM ID ENTRANCE TEST-SCORES; SPATIAL-VISUALIZATION; GENDER-DIFFERENCES; SEX-DIFFERENCES; MATHEMATICS; SKILLS; ACHIEVEMENT; PERFORMANCE; MEDIATORS; CHILDREN AB The study examined relations among mental rotation ability, mathematics achievement and mathematical self-perceptions among 113 high school students. Each participant completed a mental rotations test, an assessment of self-perceptions of geometry and self-perceptions of algebra. Geometry and algebra grades along with a standardized geometry test were used as measures of mathematics achievement. Significant relations emerged between mental rotation and both geometry grades and the standardized geometry measure: no significant relation emerged between mental rotation and algebra grades. A significant relation also emerged between mental rotation and self-perceptions of doing well in geometry and algebra, but not between mental rotation and self-perceptions of either liking geometry or algebra. Implications pertaining to the improvement of spatial thinking as they relate to encouraging students' interests in mathematical and scientific careers are addressed. (C) 2013 Elsevier Inc. All rights reserved, C1 [Weckbacher, Lisa Marie; Okamoto, Yukari] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. RP Weckbacher, LM (reprint author), Calif State Univ, Camarillo, CA 93012 USA. 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PD FEB PY 2014 VL 30 BP 58 EP 63 DI 10.1016/j.lindif.2013.10.007 PG 6 WC Psychology, Educational SC Psychology GA AG6PU UT WOS:000335541700006 DA 2018-03-07 ER PT S AU Siiman, L Maeots, M Pedaste, M AF Siiman, Leo Maeeots, Mario Pedaste, Margus BE Orngreen, R Levinsen, KT TI Learning Biology With Interactive Digital 3D Content: Teacher Attitudes SO PROCEEDINGS OF THE 13TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2014) SE Proceedings on the European Conference of e-Learning LA English DT Proceedings Paper CT 13th European Conference on e-Learning (ECEL) CY OCT 30-31, 2014 CL Aalborg Univ, Copenhagen, DENMARK HO Aalborg Univ DE e-learning; visualization; digital 3D content; STEM education; secondary school; teacher attitudes AB E-learning has the potential to transform the educational experience by going beyond traditional ways of learning such as reading textbooks or listening to in-class lectures. Digital content forms the foundation of e-learning and internet connectivity makes the delivery of digital content fast, reliable and convenient. However, thus far most e-learning content has been simply traditional content converted to digital form (paper textbooks become e-books and in-class lectures become online video lectures). But digital content can offer new functionality that transcends the limitations of traditional content. One important example where this is true is digital 3D models. Digital 3D models allow learners to interactively navigate and visually examine the spatial structure, composition and arrangement of objects. This type of interactivity supports spatial thinking, which is strongly linked to academic success in the STEM (science, technology, engineering and mathematics) disciplines. The STEM subjects are important drivers of innovation and economic growth in knowledge-based societies, but currently the number of young people pursuing and obtaining high qualifications in STEM is insufficient to meet the future needs of many developed countries. In this paper we explored how digital 3D content can enhance and improve STEM learning. To investigate this topic we created a digital 3D model of the human respiratory system, distributed it via a web-based platform to three experienced biology teachers and then conducted in-person interviews with the teachers. Based on the teacher responses we were able to synthesize four instructional design principles (dynamic, spatial, informative and authentic) that characterize what effective 3D content should look like. The opinions and attitudes of teachers towards using digital 3D models for teaching a domain-specific STEM subject, and their views on the learning experiences afforded by 3D content are important for designing and using new e-learning content so it impacts student learning in an effective and meaningful way. C1 [Siiman, Leo; Maeeots, Mario; Pedaste, Margus] Univ Tartu, Ctr Educ Technol, EE-50090 Tartu, Estonia. RP Siiman, L (reprint author), Univ Tartu, Ctr Educ Technol, Ulikooli 18, EE-50090 Tartu, Estonia. EM leo.siiman@ut.ee; mario.maeots@ut.ee; margus.pedaste@ut.ee CR Bodenlos E., 2012, SOC INF TECHN TEACH, P4209 Korakakis G, 2009, COMPUT EDUC, V52, P390, DOI 10.1016/j.compedu.2008.09.011 Mayer RE, 2003, LEARN INSTR, V13, P125, DOI 10.1016/S0959-4752(02)00016-6 Meuser M, 2009, RES METHODS SER, P17 Mitsuhashi N, 2009, NUCLEIC ACIDS RES, V37, pD782, DOI 10.1093/nar/gkn613 Moreno R, 2007, EDUC PSYCHOL REV, V19, P309, DOI 10.1007/s10648-007-9047-2 Sanjek R., 1990, FIELDNOTES MAKINGS A Siiman Leo A., 2014, International Journal of Modern Education and Computer Science, V6, P45, DOI 10.5815/ijmecs.2014.03.06 Siiman LA, 2013, 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013), P5992 Tessier S, 2012, INT J QUAL METH, V11, P446, DOI 10.1177/160940691201100410 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 Yue J., 2008, ENG DESIGN GRAPHICS, V72, P28 NR 12 TC 0 Z9 0 U1 1 U2 5 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 2048-8637 BN 978-1-910309-69-8 J9 PROC EUR CONF ELEARN PY 2014 BP 478 EP 484 PG 7 WC Education & Educational Research SC Education & Educational Research GA BC2XL UT WOS:000351434400060 DA 2018-03-07 ER PT S AU Kalmpourtzis, G AF Kalmpourtzis, George BE Busch, C TI Teaching of Spatial Thinking in Early Childhood Through Game-Based Learning: The use of the Ipad SO PROCEEDINGS OF THE 8TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING (ECGBL 2014), VOLS 1 AND 2 SE Proceedings of the European Conference on Games-Based Learning LA English DT Proceedings Paper CT 8th European Conference on Games Based Learning (ECGBL) CY OCT 09-10, 2014 CL Univ Appl Sci, Res & Training Ctr Culture & Comp Sci, Berlin, GERMANY HO Univ Appl Sci, Res & Training Ctr Culture & Comp Sci DE serious games; mathematics; kindergarten; spatial thinking AB Ladybug's Box is a framework of gaming activities aiming to increase early childhood students' motivation and support the teaching of spatial thinking through tablet devices. In this paper, the impact of the framework was tested both in regards to the development of spatial thinking competencies as well as the motivation of students to engage in mathematical activities. The development of spatial thinking skills, such as navigation, orientation, mental representations and working with maps, starting from the early childhood is important for various mathematical competencies, like geometry. The game universe, presented in floor plan view, revolves around a ladybug, which was lost and needs help to find its family inside a carton full of stationery, serving as physical obstacles. Players can navigate by rotating the ladybug and moving it forward or backward. Some activities use a grid of defined possible positions and other activities allow the ladybug to wander freely around space. Ladybug's Box also offers collaborative activities using maps, requiring the collaboration of two or more players to guide the ladybug by giving and receiving directions and understanding map symbolizations. Findings, concerning the support of the development of spatial thinking, suggest that players' ability to complete levels, with ascending difficulty, increased after the first session of the activities. Players showed development in their problem solving skills, as there were optimized ways of completing levels, counting the number of moves and rotations they performed to reach their final destination. There was also considerable improvement in giving and receiving directions when explaining someone's position on a map and following directions. Students showed positive attitude towards the game on organized activities and their free time. This paper offers contribution to the empirical evidence of game based learning in the teaching of spatial thinking skills for the early childhood. C1 Aristotle Univ Thessaloniki, Dept Early Childhood Educ, Thessaloniki, Greece. RP Kalmpourtzis, G (reprint author), Aristotle Univ Thessaloniki, Dept Early Childhood Educ, Thessaloniki, Greece. EM gkalmp@nured.auth.gr CR Arcavi A., 2003, EDUC STUD MATH, V52, P215, DOI DOI 10.1023/A:1024312321077 Bishop A. J., 1980, EDUC STUD MATH, V11, P257, DOI DOI 10.1007/BF00697739 de Freitas S, 2007, BRIT J EDUC TECHNOL, V38, P523, DOI 10.1111/j.1467-8535.2007.00716.x de Freitas S., 2007, LEARNING IMMERSIVE W Habgood MPJ, 2011, J LEARN SCI, V20, P169, DOI 10.1080/10508406.2010.508029 Kalmpourtzis G., 2014, CHI 14 HUM FACT COMP, P1165 Kirriemuir J., 2003, P LEV DIG GAM RES C LO JJ, 1994, J RES MATH EDUC, V25, P30, DOI 10.2307/749291 Papert S., 1980, MINDSTORMS CHILDREN Sarama J, 2009, STUD MATH THINK LEAR, P1 NR 10 TC 1 Z9 1 U1 0 U2 6 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND SN 2049-0992 BN 978-1-910309-57-5 J9 PROC EUR CONF GAME PY 2014 BP 231 EP 239 PG 9 WC Education & Educational Research SC Education & Educational Research GA BC2XM UT WOS:000351435200029 DA 2018-03-07 ER PT S AU Kavouras, M Kokla, M Tomai, E Darra, N Baglatzi, A Sotiriou, S Lazoudis, A AF Kavouras, Marinos Kokla, Margarita Tomai, Eleni Darra, Nancy Baglatzi, Alkyoni Sotiriou, Sofoklis Lazoudis, Angelos GP IEEE TI The GEOTHNK platform: connecting spatial thinking to secondary education SO 2014 14TH IEEE INTERNATIONAL CONFERENCE ON ADVANCED LEARNING TECHNOLOGIES (ICALT) SE IEEE International Conference on Advanced Learning Technologies LA English DT Proceedings Paper CT 14th IEEE International Conference on Advanced Learning Technologies (ICALT) - Advanced Technologies for Supporting Open Access to Formal and Informal Learning CY JUL 07-10, 2014 CL Athens, GREECE SP IEEE, IEEE Comp Soc, IEEE Tech Comm Learning Technol DE spatial thinking; semantic network; informal learning; learning pathways AB The GEOTHNK project focuses on spatial thinking, a newly acknowledged ability with profound and rewarding effects on numerous aspects of everyday life and science from giving and following directions and interpreting maps and diagrams, to achieving innovation in STEM disciplines. Spatial thinking constitutes a key competence for life and work in the 21st century and therefore an essential component of European educational and training activities. GEOTHNK aims at enhancing geospatial thinking skills and engaging users in meaningful, inquiry-based learning experiences. C1 [Kavouras, Marinos; Kokla, Margarita; Tomai, Eleni; Darra, Nancy; Baglatzi, Alkyoni] Natl Tech Univ Athens, Sch Rural & Surveying Engn, GR-10682 Athens, Greece. RP Kavouras, M (reprint author), Natl Tech Univ Athens, Sch Rural & Surveying Engn, H Polytech Str 9,15780 Zografos Campus, GR-10682 Athens, Greece. EM mkav@mail.ntua.gr; mkokla@survey.ntua.gr; etomai@mail.ntua.gr; nancyd@survey.ntua.gr; baglatzi@mail.ntua.gr; sotiriou@ea.gr; angelos@ea.gr CR Bruer J., 2010, PREPARING NEXT GENER Downs R., 2006, LEARNING THINK SPATI Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 Uttal DH, 2012, PSYCHOL LEARN MOTIV, V57, P147, DOI 10.1016/B978-0-12-394293-7.00004-2 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 NR 5 TC 0 Z9 0 U1 0 U2 2 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA SN 2161-3761 BN 978-1-4799-4038-7 J9 IEEE INT CONF ADV LE PY 2014 BP 754 EP 758 DI 10.1109/ICALT.2014.221 PG 5 WC Computer Science, Information Systems; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BB8WZ UT WOS:000347713100222 DA 2018-03-07 ER PT B AU Feulner, B Kremer, D AF Feulner, Barbara Kremer, Dominik BE Vogler, R Car, A Strobl, J Griesebner, G TI Using Geogames to Foster Spatial Thinking SO GI FORUM 2014: GEOSPATIAL INNOVATION FOR SOCIETY LA English DT Proceedings Paper CT Geoinformatics Forum CY JUL 01-04, 2014 CL Salzburg, AUSTRIA SP Univ Salzburg, Interfaculty Dept Geoinformat Z GIS, Austrian Acad Sci, Commiss GISci, Univ Technol, Dept Sustainable Tourism & Reg Dev AB This paper deals with the implementation of the Geogame Neocartographer in a theoretically based developed learning environment for secondary education, using the design-based research methodology (DBR). The research interests in this context are to which extent motivation can be created, and how it affects the students' performance, as well as the effects of the game on aspects of spatial thinking. C1 [Feulner, Barbara] Chair Geog Educ, Augsburg, Germany. [Kremer, Dominik] Chair Comp Cultural Sci, Bamberg, Germany. RP Feulner, B (reprint author), Chair Geog Educ, Augsburg, Germany. EM barbara.feulner@geo.uni-augsburg.de CR ANDERSON T., 2012, DESIGN BASED RES DEC Deci L., 1985, INTRINSIC MOTIVATION DECI L., 2002, HDB SELF DETERMINATI KIEFER P., 2007, 4 INT S PERV GAM APP, P63 KREMER D., 2013, VS GAMES 13, P134 RUSTENMEYER R., 2011, EINFUHRUNG UNTERRICH RYAN R., 2006, MOTIVATIONAL PULL VI SCHLIEDER C., 2014, INFORM SPEK IN PRESS NR 8 TC 1 Z9 1 U1 0 U2 0 PU AUSTRIAN ACAD SCIENCE PRESS PI VIENNA PA PO BOX 471, POSTGASSE 7, VIENNA, 1011, AUSTRIA BN 978-3-87907-545-4 PY 2014 BP 344 EP 347 DI 10.1553/giscience2014s344 PG 4 WC Geography, Physical; Geosciences, Multidisciplinary SC Physical Geography; Geology GA BB7YQ UT WOS:000346127000045 DA 2018-03-07 ER PT B AU Ellbrunner, H Barnikel, F Vetter, M AF Ellbrunner, Heike Barnikel, Friedrich Vetter, Mark BE Vogler, R Car, A Strobl, J Griesebner, G TI "Geocaching" as a Method to Improve not only Spatial but also Social Skills: Results from a School Project SO GI FORUM 2014: GEOSPATIAL INNOVATION FOR SOCIETY LA English DT Proceedings Paper CT Geoinformatics Forum CY JUL 01-04, 2014 CL Salzburg, AUSTRIA SP Univ Salzburg, Interfaculty Dept Geoinformat Z GIS, Austrian Acad Sci, Commiss GISci, Univ Technol, Dept Sustainable Tourism & Reg Dev AB "Geocaching" is a proven way to bring fun into the Geosciences classroom. But in what way can geocaching improve spatial thinking and social skills alike? This contribution describes results from a project which is currently organized by two schools in the Greater Munich area. The scientific support comes from the University of Applied Sciences in Karlsruhe. Results from the ongoing project show significant improvement, not only in spatial, but also in social skills for the participating students. Especially weaker students gained self-assurance and respect among their peers, as well as learning to estimate distances and thus to be more punctual and self-confident, even in unknown environments. C1 [Ellbrunner, Heike] Forderzentrum Unterschleissheim, Rupert Egenberger Sch, Unterschleissheim, Germany. [Barnikel, Friedrich] Stadtisches Adolf Weber Gymnasium, Munich, Germany. [Vetter, Mark] Univ Appl Sci, Cartography & Geovisualisat, Karlsruhe, Germany. RP Ellbrunner, H (reprint author), Forderzentrum Unterschleissheim, Rupert Egenberger Sch, Unterschleissheim, Germany. EM friedrich.barnikel@awg.musin.de CR HOHNLE S., 2011, LEARNING GI 2011 IMP, P124 KOLLER A., 2010, GW UNTERRICHT, V119, P58 VETTER M., 2014, GI FORUM 2014 VETTER M., 2012, RAUMLICHE ORIENTIERU, V49, P227 ZECHA S., 2009, PRAXIS GEOGRAPHIE, V11, P18 ZECHA S., 2012, ED RES, V1, P177, DOI [10.5838/erej.1.2, DOI 10.5838/EREJ.1.2] NR 6 TC 0 Z9 0 U1 0 U2 10 PU AUSTRIAN ACAD SCIENCE PRESS PI VIENNA PA PO BOX 471, POSTGASSE 7, VIENNA, 1011, AUSTRIA BN 978-3-87907-545-4 PY 2014 BP 348 EP 351 DI 10.1553/giscience2014s348 PG 4 WC Geography, Physical; Geosciences, Multidisciplinary SC Physical Geography; Geology GA BB7YQ UT WOS:000346127000046 OA gold DA 2018-03-07 ER PT S AU Calle-Jimenez, T Sanchez-Gordon, S Lujan-Mora, S AF Calle-Jimenez, Tania Sanchez-Gordon, Sandra Lujan-Mora, Sergio GP IEEE TI Web Accessibility Evaluation of Massive Open Online Courses on Geographical Information Systems SO 2014 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) SE IEEE Global Engineering Education Conference LA English DT Proceedings Paper CT IEEE Global Engineering Education Conference CY APR 03-05, 2014 CL Istanbul, TURKEY SP IEEE DE Geographical Information Systems; Massive Open Online Courses; Geo-MOOC; Web Accessibility; Automatic Accessibility Evaluation Tools; Chrome Accessibility Audit; eXaminator; WAVE AB This paper describes some of the challenges that exist to make accessible massive open online courses (MOOCs) on Geographical Information Systems (GIS). These courses are known by the generic name of Geo-MOOCs. A MOOC is an online course that is open to the general public for free, which causes a massive registration. A GIS is a computer application that acquire, manipulate, manage, model and visualize geo-referenced data. The goal of a Geo-MOOC is to expand the culture of spatial thinking and the use of geographic information, enabling geospatial web technologies for widespread use. However, the Geo-MOOCs, by nature, have inherent problems of accessibility. The Convention on the Rights of Persons with Disabilities (CRPD), Article 24, recognize the right of persons with disabilities to education. "States Parties must ensure that persons with disabilities are able to access general tertiary education, vocational training, adult education and lifelong learning without discrimination and on an equal basis with others" [1]. Therefore, it is important to have accessible Geo-MOOCs. In this paper, we present the results of the evaluation of a Geo-MOOC called "Maps and the Geospatial Revolution" using three tools available for free on the Internet: Chrome Developer Tools-Accessibility Audit, eXaminator and WAVE; and included a selection of web content and geographical data representative of the course. This provided feedback for establishing recommendations to improve the accessibility of the analyzed course. Other Geo-MOOCs can also benefit from these recommendations. C1 [Calle-Jimenez, Tania; Sanchez-Gordon, Sandra] Natl Polytech Sch, Dept Informat & Comp Sci, Quito, Ecuador. [Lujan-Mora, Sergio] Univ Alicante, Visiting teacher Natl Polytechn Sch, Dept Software & Comp Syst, Alicante, Spain. RP Calle-Jimenez, T (reprint author), Natl Polytech Sch, Dept Informat & Comp Sci, Quito, Ecuador. EM tania.calle@epn.edu.ec; sandra.sanchez@epn.edu.ec; sergio.lujan@ua.es RI Lujan-Mora, Sergio/D-9207-2013 OI Lujan-Mora, Sergio/0000-0001-5000-864X; Sanchez-Gordon, Sandra/0000-0002-2940-7010 FU Prometeo Project by SENESCYT, Ecuadorian Government FX This work has been partially supported by the Prometeo Project by SENESCYT, Ecuadorian Government. 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PY 2014 VL 113 IS 5 BP 198 EP 207 DI 10.1080/00221341.2014.881409 PG 10 WC Geography SC Geography GA AM8SW UT WOS:000340148400003 DA 2018-03-07 ER PT J AU Scholz, MA Huynh, NT Brysch, CP Scholz, RW AF Scholz, Michael A. Niem Tu Huynh Brysch, Carmen P. Scholz, Ruojing Wang TI An Evaluation of University World Geography Textbook Questions for Components of Spatial Thinking SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; geography textbooks; concepts of space; tools of representation; processes of reasoning ID SEX-RELATED DIFFERENCES; GEOSPATIAL CONCEPTS; YOUNG-CHILDREN; SKILLS; VISUALIZATION; ABILITIES; KNOWLEDGE; EDUCATION; STUDENTS; AFRICA AB Geography textbooks contain chapter or review questions that may engage students in spatial thinking. This research used Jo and Bednarz's (2009) Taxonomy of Spatial Thinking to evaluate the percentage of spatial thinking questions in four university-level world geography course textbooks. The results from this study were then compared to the findings in Jo and Bednarz's (2009) analysis of high school geography textbooks. Thirty-five percent of university level textbook questions are related to spatial thinking compared to twenty-four percent in high school geography textbooks. The results provide information useful to stakeholders, such as teachers, administrators, and textbook writers and may help these stakeholders to consciously incorporate the three components of spatial thinking as defined by the National Research Council (2006). A simplified taxonomy for identifying spatial-thinking concepts in textbook review questions is also suggested. C1 [Niem Tu Huynh] Assoc Amer Geographers, Washington, DC USA. [Brysch, Carmen P.; Scholz, Ruojing Wang] Texas State Univ, Dept Geog, San Marcos, TX USA. RP Scholz, MA (reprint author), Winona State Univ, Winona, MN 55987 USA. 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PY 2014 VL 113 IS 5 BP 208 EP 219 DI 10.1080/00221341.2013.872692 PG 12 WC Geography SC Geography GA AM8SW UT WOS:000340148400004 DA 2018-03-07 ER PT J AU Elia, I Evangelou, K AF Elia, Iliada Evangelou, Kyriacoulla TI Gesture in a kindergarten mathematics classroom SO EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL LA English DT Article DE gestures; spatial concepts; kindergarten; mathematics learning; kindergartner-teacher interaction ID SPEECH PRODUCTION; KNOWLEDGE; HANDS; REPRESENTATION; TEACHERS; MEMORY AB Recent studies have advocated that mathematical meaning is mediated by gestures. This case study explores the gestures kindergarten children produce when learning spatial concepts in a mathematics classroom setting. Based on a video study of a mathematical lesson in a kindergarten class, we concentrated on the verbal and non-verbal behavior of one kindergartner who produced a great amount of gestures during instruction. The microgenetic approach was used for the analysis of the data. The results showed that the kindergartner used gestures throughout the whole instruction. For all the spatial concepts that were addressed ('in' and 'out', 'on' and 'under', 'up' and 'down'), he produced mainly deictic gestures referring either to existing or virtual objects. The child was found to produce different types of gestures in different spatial contexts. Our analysis revealed the occurrence of a gesture-speech match and a gesture-speech mismatch. In the latter case, the child's gestures were found to complement and enrich his verbal utterances. The child's gestures along with his speech acted as semiotic means of objectification of specific spatial relations that were rather abstract for the child and were not represented adequately by speech. Besides the phenomenon of the coordination between oral speech and gesture, enacted by the child himself, evidence was found for the coordination between the two semiotic systems activated by different people, that is, the child under study and the other children or the teacher of the class. Furthermore, the teacher's gestures were found to influence the child's gestures in different ways. These findings are discussed and suggestions for further research on the role of gestures in the development of spatial thinking in the early years are drawn. C1 [Elia, Iliada; Evangelou, Kyriacoulla] Univ Cyprus, Dept Educ, Nicosia, Cyprus. RP Evangelou, K (reprint author), Univ Cyprus, Dept Educ, Nicosia, Cyprus. 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Sci. Educ. PY 2014 VL 50 IS 1 BP 1 EP 45 DI 10.1080/03057267.2013.869039 PG 45 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA AI9RZ UT WOS:000337273700001 DA 2018-03-07 ER PT J AU Xia, JZ Yang, CW Gui, ZP Liu, K Li, ZL AF Xia, Jizhe Yang, Chaowei Gui, Zhipeng Liu, Kai Li, Zhenlong TI Optimizing an index with spatiotemporal patterns to support GEOSS Clearinghouse SO INTERNATIONAL JOURNAL OF GEOGRAPHICAL INFORMATION SCIENCE LA English DT Article DE geospatial cyberinfrastructure; CyberGIS; spatiotemporal thinking and computing; spatial/spatiotemporal index; Big Data; cloud computing ID GEOSPATIAL CYBERINFRASTRUCTURE; PERFORMANCE; MAPREDUCE; SCIENCES; MODEL; TREE AB A variety of Earth observation systems monitor the Earth and provide petabytes of geospatial data to decision-makers and scientists on a daily basis. However, few studies utilize spatiotemporal patterns to optimize the management of the Big Data. This article reports a new indexing mechanism with spatiotemporal patterns integrated to support Big Earth Observation (EO) metadata indexing for global user access. Specifically, the predefined multiple indices mechanism (PMIM) categorizes heterogeneous user queries based on spatiotemporal patterns, and multiple indices are predefined for various user categories. A new indexing structure, the Access Possibility R-tree (APR-tree), is proposed to build an R-tree-based index using spatiotemporal query patterns. The proposed indexing mechanism was compared with the classic R*-tree index in a number of scenarios. The experimental result shows that the proposed indexing mechanism generally outperforms a regular R*-tree and supports better operation of Global Earth Observation System of Systems (GEOSS) Clearinghouse. C1 [Xia, Jizhe; Yang, Chaowei; Gui, Zhipeng; Liu, Kai; Li, Zhenlong] George Mason Univ, Ctr Intelligent Spatial Comp Water Energy Sci, Dept Geog & GeoInformat Sci, Fairfax, VA 22030 USA. RP Yang, CW (reprint author), George Mason Univ, Ctr Intelligent Spatial Comp Water Energy Sci, Dept Geog & GeoInformat Sci, Fairfax, VA 22030 USA. EM chaowei.yang.1@gmail.com RI Li, Zhenlong/M-1065-2017; Yang, Chaowei/A-9881-2017 OI Li, Zhenlong/0000-0002-8938-5466; Yang, Chaowei/0000-0001-7768-4066; Gui, Zhipeng/0000-0001-9467-9680 FU FGDC GeoCloud Clearinghouse grant; GEOSS Clearinghouse grant; Microsoft Research; NSF I/UCRC, EarthCube, and CyberPolar [IIP-1338925, ICER-1343759, PLR-1349259] FX This research is supported by FGDC GeoCloud and GEOSS Clearinghouse grants, Microsoft Research, and NSF I/UCRC, EarthCube, and CyberPolar [grant number IIP-1338925], [grant number ICER-1343759], [grant number PLR-1349259]. 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PY 2014 VL 28 IS 7 BP 1459 EP 1481 DI 10.1080/13658816.2014.894195 PG 23 WC Computer Science, Information Systems; Geography; Geography, Physical; Information Science & Library Science SC Computer Science; Geography; Physical Geography; Information Science & Library Science GA AH8IC UT WOS:000336380000008 DA 2018-03-07 ER PT B AU Vronsky, O Vronsky, N AF Vronsky, Olaf Vronsky, Natalja BE Slahova, A TI DETERMINATION OF THE GRAPHICAL COMPETENCE LEVEL IN DESCRIPTIVE GEOMETRY STUDY COURSE SO PERSON, COLOR, NATURE, MUSIC LA English DT Proceedings Paper CT 8th International Conference on Person, Color, Nature and Music CY MAY 08-12, 2013 CL Daugavpils, LATVIA SP Art Teacher Union, Daugavpils City Council, Daugavpils Univ, Dept Art & Design, Daugavpils Mark Rothko Art Ctr DE descriptive geometry; graphical competence; knowledge; skills; spatial thinking; attitude AB Graphical competence is the ability to understand, interpret and analyze information depicted in graphical form. Today, the significance of graphical language has increased because information, when presented graphically, is perceived more rapidly. In order to acquire the required engineer's development level of graphical competence, a certain amount of knowledge and skills must be acquired, a positive attitude to work must be learned, and abilities of spatial imagination of problem solving situations must be developed. The aim of the research is to substantiate the parameters of evaluation criteria of graphical competence, and to substantiate development levels of graphical competence in descriptive geometry study course. The criteria parameters of graphical competence are established on the basis of theoretical investigations, but to establish the graphical competence level, an inquiry of experts was carried out. The experts were Latvian scientists and academic staff of higher education institutions whose research object or study course was descriptive geometry. Competence criteria, their structure, content and division were analyzed for substantiation of graphical competence parameters. Experts consider that the most important thing in descriptive geometry study course is to know regularities, be able to operate with one knowledge, be able to change object location and to perform any of the activities with sense of responsibility. C1 [Vronsky, Olaf; Vronsky, Natalja] Latvia Univ Agr, Fac Engn, Inst Mech, Jelgava, Latvia. EM Olafs.Vronskis@llu.lv; Natalja.Vronska@llu.lv CR [Anonymous], THINKING Becnaamco B. H., 1989, SPAZAEMIE PEDAGOGUCH [Anonymous], 1994, PSYCHOLOGY Briede B., 2004, EDUCATION [Anonymous], 2000, PEDAGOGY [Anonymous], 2005, HIGH EDUC [Anonymous], COMPUTER [Anonymous], 2005, HIGH EDUC [Anonymous], ENGINEERING, P663 [Anonymous], LIFELONG LEARNING [Anonymous], 2009, GRAFICHESKIH FAKULTE Briede B., 2004, STUDIES Rifkins D., 2004, ECONOMICS School, J SCI ED, V5 [Anonymous], 1991, VOPROS OBTSHEI PEDAG [Anonymous], PSYCHOLOGY Vronskis O., 2013, SYSTEM Fulans M., 1999, CHANGE [Anonymous], DEVELOPMENT [Anonymous], 2007, FORMIROVANIE INJENER [Anonymous], 2000, PEDAGOGIKA PEDAGOGIC [Anonymous], 1994, VOPROS ISIHOLOGII TR Tilla I., 2005, PROCESS Catell R. B., 2007, CULTURE [Anonymous], 2002, KOMPETENTNOST V SOVR [Anonymous], ABC Bloom B. S., 1956, HANDBOOK, V1 [Anonymous], TAXONOMY ED OBJECTIV [Anonymous], TIMES, V3 [Anonymous], 2002, PROCESS [Anonymous], 1980, RAZVITIE PROSTRANSTV [Anonymous], 2005, FORMIROVANIE GEOMERO NR 32 TC 0 Z9 0 U1 0 U2 1 PU UNIV DAUGAVPILS PI DAUGAVPILS PA VIENBAS IELA 13, DAUGAVPILS, LV-5401, LATVIA BN 978-9934-8393-2-0 PY 2014 BP 95 EP + PG 3 WC Art; Education & Educational Research; Music SC Art; Education & Educational Research; Music GA BA4GZ UT WOS:000335708900010 DA 2018-03-07 ER PT S AU Yang, LE AF Yang, Li'e BA Lee, G BF Lee, G TI Concept of Exploration and Research on Integrated Teaching of Theory and Practice of Mechanical Drawing and AutoCAD Courses SO 2014 4TH INTERNATIONAL CONFERENCE ON EDUCATION AND EDUCATION MANAGEMENT (EEM 2014), PT 3 SE Advances in Education Research LA English DT Proceedings Paper CT 4th International Conference on Education and Education Management (EEM 2014) CY DEC 08-09, 2014 CL Singapore, SINGAPORE SP Informat Engn Res Inst, Acad Conf Inst DE Mechanical Drawing; AutoCAD; Integration of Theory and Practice AB Mechanical Drawing is a professional basic course for majors of science and engineering in higher vocational colleges and it has both theoretical knowledge and strong practice. AutoCAD is a general software platform to draw engineering 2D graphs. It mainly engages in machinery, architecture, map, costume and other industries and is the commonly-used CAD software. The theoretical and practical integration of mechanical drawing and AutoCAD course can increase the degrees of fusion. Under the implementation of "integrated teaching of theory and practice", new teaching plans will be enacted and AutoCAD software, which functions as the platform, will combine theoretical knowledge with AutoCAD practical skills. Furthermore, the vivid 3D function of CAD/CAM software also helps to enhance students' ability of spatial thinking, decrease the difficulties to learn Mechanical Drawing and increase teaching efficiency. During my many years' teaching, I find that students in higher vocational colleges have weak logic thinking, but have strong image thinking. How to give play to the advantages of strong image thinking so as to increase teaching quality is the question that every teacher considers. The vivid SD function of CAD/CAM software is tried to be applied in order to enhance students' ability of spatial thinking, decrease the difficulties to learn Mechanical Drawing and increase the teaching efficiency. During the process of teaching, CAD/CAM 3D software is used in a large scale so as to increase the learning and application ability of CAD/CAM software. In order to enhance students' ability of spatial thinking and graph interpretation ability of practical work, some of the homework will require students to complete with manual drawing. C1 [Yang, Li'e] Yunnan Open Univ, Kunming 650223, Yunnan, Peoples R China. RP Yang, LE (reprint author), Yunnan Open Univ, Kunming 650223, Yunnan, Peoples R China. CR Jie Huang, 2012, J XIAN ELECT POWER C Zhang Rong, 2012, MANAGEMENT TECHNOLOG Yang Aiping, 2011, CHINA ELECT POWER ED NR 3 TC 0 Z9 0 U1 0 U2 0 PU INFORMATION ENGINEERING RESEARCH INST, USA PI NEWARK PA 100 CONTINENTAL DR, NEWARK, DE 19713 USA SN 2160-1070 BN 978-1-61275-069-9 J9 ADV EDUC RES PY 2014 VL 65 BP 241 EP 244 PG 4 WC Education & Educational Research; Social Sciences, Interdisciplinary SC Education & Educational Research; Social Sciences - Other Topics GA BE7WO UT WOS:000375963700050 DA 2018-03-07 ER PT S AU Karlsone, I AF Karlsone, Inguna GP Rezekne Higher Educ Inst TI The Facilitation of Design Students' Spatial Perception in Study Process SO SOCIETY, INTEGRATION, EDUCATION, VOL II, 2014 SE Sabiedriba Integracija Izglitiba-Society Integration Education LA Latvian DT Proceedings Paper CT International Scientific Conference on Society, Integration, Education CY MAY 23-24, 2014 CL Rezekne, LATVIA SP Rezekne Higher Educ Inst, Fac Educ & Design, Personal Socializat Res Inst DE Design education; spatial thinking; universal design ID ABILITY AB Spatial thinking is a considerable structural component of design students' professional competence. Objective of the current study is to evaluate and promote spatial perception of students using in the learning process principles of universal design for learning (UDL). As the result a model for development of design students spatial perception has been developed and approbated. C1 [Karlsone, Inguna] Latvijas Univ PPMF, Riga, Latvia. RP Karlsone, I (reprint author), Latvijas Univ PPMF, Riga, Latvia. 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TI Brain Mapping in Verbal and Spatial Thinking SO ZHURNAL VYSSHEI NERVNOI DEYATELNOSTI IMENI I P PAVLOVA LA Russian DT Article DE brain mapping; fMRI; verbal and spatial thinking; anagram; mental rotation ID PERCEPTION; MEMORY; FMRI AB The goal of this study was to describe the topography of the active cortical areas and subcortical structures in verbal and spatial thinking. The method of functional magnetic resonance imaging (fMRI) was used. 18 right-handed subjects participated in the study. Four types of tasks - were presented: two experimental tasks verbal (anagram) and spatial (search for a piece to complement a square), and two types of control tasks (written words and a spatial task, where all the pieces are identical). In solving verbal tasks the greater volume of activation was observed in the left hemisphere involving Broca's area, while the right middle frontal gyrus was activated in solving the spatial tasks. For occipital region an activation of the visual field 18 was more explicitin solving spatial problems, while the solution of anagrams caused an activation of the field 19 associated with higher levels of visual processing. The cerebellum was active bilaterally in both tasks with predominance in the second. The obtained fMRI data indicate that the verbal and spatial types of thinking are provided by an activation of narrow specific sets of brain structures, while the previous electrophysiological studies indicate the distributed nature of the brain processes in thinking. Combining these two approaches, it can be concluded that cognitive functions are supported by the systemic brain processes with a distinct location of the particular salient structures. C1 [Ivanitsky, A. M.; Portnova, G. V.; Martynova, O. V.; Mayorova, L. A.; Fedina, O. N.; Petrushevsky, A. G.] Russian Acad Sci, Inst Higher Nervous Act & Neurophysiol, Ctr Speech Pathol & Neurorehabil, Moscow, Russia. 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Nervn. Deyatelnosti Im. I P Pavlov. PD NOV-DEC PY 2013 VL 63 IS 6 BP 677 EP 686 DI 10.7868/S0044467713060075 PG 10 WC Neurosciences; Physiology SC Neurosciences & Neurology; Physiology GA 302MJ UT WOS:000330608300006 PM 25464758 DA 2018-03-07 ER PT J AU Kerski, JJ Demirci, A Milson, AJ AF Kerski, Joseph J. Demirci, Ali Milson, Andrew J. TI The Global Landscape of GIS in Secondary Education SO JOURNAL OF GEOGRAPHY LA English DT Article DE GIS; secondary education; global landscape; trends ID GEOGRAPHIC INFORMATION-SYSTEMS; IMPLEMENTATION; STUDENTS; SCHOOLS; TECHNOLOGY AB This study analyzes the status of GIS in schools in thirty-three countries and proposes recommendations for advancing the implementation and effectiveness of GIS in secondary education from an international perspective. 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SO CURRENT DIRECTIONS IN PSYCHOLOGICAL SCIENCE LA English DT Article DE spatial thinking; STEM education; cognitive training; transfer ID MENTAL ROTATION; GENDER-DIFFERENCES; WORKING-MEMORY; SKILLS; TASK; PERFORMANCE; KNOWLEDGE; DOMAINS; STEM AB Although neglected in traditional education, spatial thinking plays a critical role in achievement in science, technology, engineering, and mathematics (STEM) fields. We review this relationship and investigate the malleability of spatial thinking. Can spatial thinking be improved with training, life experience, or educational interventions? Can improving spatial thinking improve STEM achievement? Research indicates that the answer is yes to both questions. A recent quantitative synthesis of 206 spatial training studies found an average training improvement of 0.47 standard deviations. Training effects lasted for months in studies examining durability and transferred to tasks that differed at least moderately from training tasks. A few studies indicate that spatial training can improve STEM learning, although more research needs to be done on this issue. We argue that including spatial thinking in STEM curricula could substantially increase the number of Americans with the requisite cognitive skills to enter STEM careers. C1 [Uttal, David H.; Miller, David I.] Northwestern Univ, Evanston, IL 60208 USA. [Newcombe, Nora S.] Temple Univ, Philadelphia, PA 19122 USA. RP Uttal, DH (reprint author), 2029 Sheridan Rd, Evanston, IL 60208 USA. 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H., 2012, PSYCHOL LEARN MOTIV, V57, P148 Wai J, 2010, J EDUC PSYCHOL, V102, P860, DOI 10.1037/a0019454 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 Wright R, 2008, PSYCHON B REV, V15, P763, DOI 10.3758/PBR.15.4.763 NR 29 TC 35 Z9 35 U1 6 U2 35 PU SAGE PUBLICATIONS INC PI THOUSAND OAKS PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA SN 0963-7214 J9 CURR DIR PSYCHOL SCI JI Curr. Dir. Psychol. PD OCT PY 2013 VL 22 IS 5 BP 367 EP 373 DI 10.1177/0963721413484756 PG 7 WC Psychology, Multidisciplinary SC Psychology GA 224SV UT WOS:000324910600006 DA 2018-03-07 ER PT J AU Trautmann, NM Makinster, JG Batek, M AF Trautmann, Nancy M. Makinster, James G. Batek, Michael TI What Lives Where & Why? Understanding Biodiversity through Geospatial Exploration SO AMERICAN BIOLOGY TEACHER LA English DT Article DE Biodiversity; graphing; data analysis; spatial thinking; species richness; species abundance; ecoregion AB Using an interactive map-based PDF, students learn key concepts related to biodiversity while developing data-analysis and critical-thinking skills. The Bird Island lesson provides students with experience in translating geospatial data into bar graphs, then interpreting these graphs to compare biodiversity across ecoregions on a fictional island. When the lesson is extended to include real data for Puerto Rico, students can explore distributions of selected bird species based on environmental attributes, making connections between each species' adaptations, habitat requirements, and distribution across the island. This introductory lesson provides a jumping-off point for field and Web-based biodiversity investigations. C1 [Trautmann, Nancy M.] Cornell Lab Ornithol, Ithaca, NY 14850 USA. [Makinster, James G.; Batek, Michael] Hobart & William Smith Coll, Geneva, NY 14456 USA. RP Trautmann, NM (reprint author), Cornell Lab Ornithol, 159 Sapsucker Woods Rd, Ithaca, NY 14850 USA. EM nmt2@cornell.edu; makinster@hws.edu; michaelbatek@gmail.com FU National Science Foundation [0833675] FX We are grateful for the collaborative spirit of all the Crossing Boundaries teachers who have helped to shape these exercises, piloted them with their students, and determined how best to assess the multiple dimensions of intended student learning outcomes. Courtney Wilson took the lead in writing the Bird Island lesson and creating the geospatial PDFs. This material is based on work supported by the National Science Foundation under grant no. 0833675. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation. NR 0 TC 0 Z9 0 U1 0 U2 3 PU NATL ASSOC BIOLOGY TEACHERS INC PI RESTON PA 12030 SUNRISE VALLEY DR, #110, RESTON, VA 20191 USA SN 0002-7685 EI 1938-4211 J9 AM BIOL TEACH JI Am. Biol. Teach. PD SEP PY 2013 VL 75 IS 7 BP 462 EP 467 DI 10.1525/abt.2013.75.7.4 PG 6 WC Biology; Education, Scientific Disciplines SC Life Sciences & Biomedicine - Other Topics; Education & Educational Research GA 301ZG UT WOS:000330570400004 DA 2018-03-07 ER PT J AU Shipley, TF Tikoff, B Ormand, C Manduca, C AF Shipley, Thomas F. Tikoff, Basil Ormand, Carol Manduca, Cathy TI Structural geology practice and learning, from the perspective of cognitive science SO JOURNAL OF STRUCTURAL GEOLOGY LA English DT Article DE Spatial cognition; Student learning; Disembedding; Expert training ID MENTAL ROTATION; SPATIAL ABILITY; META-ANALYSIS; PERCEPTION; STUDENTS; OBJECT; TASK; ORGANIZATION; PERFORMANCE; RECOGNITION AB Spatial ability is required by practitioners and students of structural geology and so, considering spatial skills in the context of cognitive science has the potential to improve structural geology teaching and practice. Spatial thinking skills may be organized using three dichotomies, which can be linked to structural geology practice. First, a distinction is made between separating (attending to part of a whole) and combining (linking together aspects of the whole). While everyone has a basic ability to separate and combine, experts attend to differences guided by experiences of rock properties in context. Second, a distinction is made between seeing the relations among multiple objects as separate items or the relations within a single object with multiple parts. Experts can flexibly consider relations among or between objects to optimally reason about different types of spatial problems. Third, a distinction is made between reasoning about stationary and moving objects. Experts recognize static configurations that encode a movement history, and create mental models of the processes that led to the static state. The observations and inferences made by a geologist leading a field trip are compared with the corresponding observations and inferences made by a cognitive psychologist interested in spatial learning. The presented framework provides a vocabulary for discussing spatial skills both within and between the fields of structural geology and cognitive psychology. (C) 2013 Elsevier Ltd. All rights reserved. C1 [Shipley, Thomas F.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Tikoff, Basil] Univ Wisconsin, Dept Geog, Madison, WI 53706 USA. [Ormand, Carol; Manduca, Cathy] Carleton Coll, Sci Educ Resource Ctr, Northfield, MN 55057 USA. RP Shipley, TF (reprint author), Temple Univ, Dept Psychol, 1701 N 13th St, Philadelphia, PA 19122 USA. EM tshipley@temple.edu; basil@geology.wisc.edu; cormand@carleton.edu; cmanduca@carleton.edu FU NSF [SBE-0541957, SBE-1041707] FX The work was made possible through the NSF-sponsored SILC (Spatial Intelligence Learning Center: SBE-0541957 and SBE-1041707), both directly (via funding) and indirectly, via the interdisciplinary collaboration that is at the heart of SILC. We would also like to thank Kinnari Atit, who was instrumental in finding the correlations between the cognitive science framework, gesturing, and the field-based process of structural geology. BT acknowledges that Caroline Webber, Julie Newman, and he all worked together to figure out the confusing LPO patterns in New Zealand. This manuscript has benefitted substantially from thoughtful reviews by Eric Riggs and an anonymous reviewer. 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However, little has been done to systematically compare and evaluate the features and performance of open-source solutions in supporting Geosciences. This paper provides a comprehensive study of three open-source cloud solutions, including OpenNebula, Eucalyptus, and CloudStack. We compared a variety of features, capabilities, technologies and performances including: (1) general features and supported services for cloud resource creation and management, (2) advanced capabilities for networking and security, and (3) the performance of the cloud solutions in provisioning and operating the cloud resources as well as the performance of virtual machines initiated and managed by the cloud solutions in supporting selected geoscience applications. Our study found that: (I) no significant performance differences in central processing unit (CPU), memory and I/O of virtual machines created and managed by different solutions, (2) OpenNebula has the fastest internal network while both Eucalyptus and CloudStack have better virtual machine isolation and security strategies, (3) Cloudstack has the fastest operations in handling virtual machines, images, snapshots, volumes and networking, followed by OpenNebula, and (4) the selected cloud computing solutions are capable for supporting concurrent intensive web applications, computing intensive applications, and small-scale model simulations without intensive data communication. (C) 2013 Elsevier Ltd. All rights reserved. C1 [Yang, Chaowei] George Mason Univ, Coll Sci, Ctr Intelligent Spatial Comp, Fairfax, VA 22030 USA. George Mason Univ, Coll Sci, Dept Geog & GeoInformat Sci, Fairfax, VA 22030 USA. 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Geosci. PD SEP PY 2013 VL 59 BP 41 EP 52 DI 10.1016/j.cageo.2013.05.001 PG 12 WC Computer Science, Interdisciplinary Applications; Geosciences, Multidisciplinary SC Computer Science; Geology GA 204WC UT WOS:000323401000006 DA 2018-03-07 ER PT J AU Kim, M Bednarz, R AF Kim, Minsung Bednarz, Robert TI Development of critical spatial thinking through GIS learning SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE critical spatial thinking; data reliability; spatial reasoning; problem-solving validity; GIS learning ID GEOGRAPHIC INFORMATION-SYSTEMS; SEX-DIFFERENCES; EDUCATION; ABILITY; COMPONENTS; STUDENTS AB This study developed an interview-based critical spatial thinking oral test and used the test to investigate the effects of Geographic Information System (GIS) learning on three components of critical spatial thinking: evaluating data reliability, exercising spatial reasoning, and assessing problem-solving validity. 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Tversky, Barbara Rho, Yun-Jin Zahner, Doris Yu, Lixiu TI Cognitive tools shape thought: diagrams in design SO COGNITIVE PROCESSING LA English DT Article DE Diagrammatic reasoning; Design; Creativity; Cognitive tool; Affordance; Spatial thinking; Information systems design ID INFORMATION; ENVIRONMENTS; MODEL; BIAS AB Thinking often entails interacting with cognitive tools. In many cases, notably design, the predominant tool is the page. The page allows externalizing, organizing, and reorganizing thought. Yet, the page has its own properties that by expressing thought affect it: path, proximity, place, and permanence. The effects of these properties were evident in designs of information systems created by students Paths were interpreted as routes through components. Proximity was used to group subsystems. Horizontal position on the page was used to express temporal sequence and vertical position to reflect real-world spatial position. The permanence of designs on the page guided but also constrained generation of alternative designs. Cognitive tools both reflect and affect thought. C1 [Nickerson, Jeffrey V.; Zahner, Doris; Yu, Lixiu] Stevens Inst Technol, Ctr Decis Technol, Hoboken, NJ 07030 USA. [Corter, James E.; Tversky, Barbara; Rho, Yun-Jin] Columbia Univ, Teachers Coll, Dept Human Dev, New York, NY 10027 USA. RP Nickerson, JV (reprint author), Stevens Inst Technol, Ctr Decis Technol, 1 Castle Point Hudson, Hoboken, NJ 07030 USA. 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Process. PD AUG PY 2013 VL 14 IS 3 BP 255 EP 272 DI 10.1007/s10339-013-0547-3 PG 18 WC Psychology, Experimental SC Psychology GA 180YL UT WOS:000321635100004 PM 23413002 DA 2018-03-07 ER PT J AU Baskar, B AF Baskar, Bojan TI How Geographers, Anthropologists, and Literary Scholars Narrate the Spatial Turn SO PRIMERJALNA KNJIZEVNOST LA Polish DT Article DE literary theory; geography; anthropology; space; place; spatial turn AB This paper analyzes a series of emblematic instances of narrating the spatial turn in three disciplines: geography, anthropology, and literary studies. The term "spatial turn" itself suggests a transdisciplinary phenomenon, a sort of Zeitgeist that affected a range of disciplines in the humanities and social science, and possibly natural science. Such a view can be established for all three disciplines under discussion; at the same time, however, the (mostly implicit) notion is also widespread that geography has precedence over other disciplines in matters of the spatial turn and the production of spatial concepts. The coexistence of these two views and the resulting paradoxes are critically analyzed with reference to the concept of the spatial turn as introduced and elaborated by the geographer Edward Soja. Whereas the fundamental distinction in Soja's depiction of the spatial turn is that between space and time (as the spatial turn is seen as a victory of spatial thinkers over "history boys"), this distinction is entirely absent in anthropology, especially in its subfield referred to as the anthropology of space and place. Here, the term "space and place" is used in a more or less arbitrary manner, but the predilection for "place" is clear. The conceptual discussion (or polemics) regarding the preference for space or for place, characterizing current geography, is nevertheless absent in this subfield. Therein, the spatial turn is reduced to the claim that a new notion of space emerged in anthropology at the beginning of the 1990s. After the turn, space was no longer viewed as a container or a setting, as it moved to the fore. This field is mostly a fad that presupposes a serious lack of knowledge of the history of the discipline. Anthropology is actually a discipline fundamentally dependent on spatial thinking. For this reason, it used to be closely related to geography. A central concept linking the two disci-plines was that of landscape. Anthropology of landscape as a subfield is older and more coherent than "anthropology of space and place," and the leading spatial thinkers in the discipline are being associated with it. In this subfield, the notion of the spatial turn is not accepted because it simply does not make sense. By contrast, the spatial turn in literary studies is a rather obvious and hardly contestable fact. The turn can be observed in the return of the interest in extraliterary reality characterizing a range of new theoretical schools and programs. For Westphal, the rediscovery of the "referential function" implies transcending textualism, thereby crossing the borders of the humanities, and hybridizing the discipline with social and natural sciences. In a more specific vein, however, the spatial (or, say, topographical) turn in literary studies reveals itself through its cartographical aspiration, upgrading the mapping of non-fictional literary phenomena with the mapping of fictional spaces of literature. 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Knjizev. PD JUN PY 2013 VL 36 IS 2 BP 27 EP 42 PG 16 WC Literature, Slavic SC Literature GA 212NE UT WOS:000323989300003 DA 2018-03-07 ER PT J AU Skulj, J AF Skulj, Jola TI Space, Spatiality, Spatialization: Literary Studies after the Spatial Turn and the Spatial Logic of (Historical) Narratives SO PRIMERJALNA KNJIZEVNOST LA Polish DT Article DE literary theory; cultural geography; geocriticism; space; spatiality; spatial turn; spatialization ID REFLECTIONS; KNOWLEDGE; FORM AB Although the spatial turn in literary studies was addressed as early as at the 1988 ICLA/AILC congress in Munich, its impact in literary and cultural studies increased only after the publication of Edward W. Soja's Postmodern Geographies (1989), the key defense of theory's "spatial turn," and Bertrand Westphal's geocritical research at the University of Limoges, particularly his geocritical manifest, "Pour une approche geocritique des textes" (2005). A shift in the structural dominant of knowledge on literature assists geocritical studies and cultural geography by construing spatial models of literary phenomena by using new information technology. Through digital representations of geographical features of literature, the geocritical ideal of multifocal presentation can be realized, examining a Variety of topics. Dimensions of literary complexity can be grasped and a constellation describing the spatial relation of events or contexts of literature can be conveyed, as Walter Benjamin's criticism of linear, causal notions of history has anticipated. The article discusses the concepts of space, spatiality, and spatialization to clarify how to understand Soja's central argument concerning spatial thinking, or what has been called the geographical or spatial imagination. His alternative approach, as discussed in Thirdoace (1996), comprehending both the material and mental dimensions of spatiality, can be very useful in the current project of the Institute of Slovenian Literature and Literary Studies, "Space of Slovenian Literary Culture: Literary History and the GIS-Based Spatial Analysis." C1 ZRC SAZU, Inst Slovensko Literaturo & Literarne Vede, Ljubljana, Slovenia. RP Skulj, J (reprint author), ZRC SAZU, Inst Slovensko Literaturo & Literarne Vede, Ljubljana, Slovenia. 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PD JUN PY 2013 VL 36 IS 2 BP 43 EP 63 PG 21 WC Literature, Slavic SC Literature GA 212NE UT WOS:000323989300004 DA 2018-03-07 ER PT J AU Cai, GR Yu, B Chen, D AF Cai, Guoray Yu, Bo Chen, Dong TI Modeling and Communicating the Conceptual Intent of Geo-Analytical Tasks for Human-GIS Interaction SO TRANSACTIONS IN GIS LA English DT Article ID INFORMATION; SCIENCE; DESIGN; PLANS AB One of the fundamental issues of geographical information science is to design GIS interfaces and functionalities in a way that is easy to understand, teach, and use. Unfortunately, current geographical information systems (including ArcGIS) remains very difficult to use as spatial analysis tools, because they organize and expose functionalities according to GIS data structures and processing algorithms. As a result, GIS interfaces are conceptually confusing, cognitively complex, and semantically disconnected from the way human reason about spatial analytical activities. In this article, we propose an approach that structures GIS analytical functions based on the notion of analytical intent. We describe an experiment that replaces ArcGIS desktop interface with a conversational interface, to enable mixed-initiative user-system interactions at the level of analytical intentions. We initially focus on the subset of GIS functions that are relevant to finding what's inside as described by Mitchell, but the general principles apply to other types of spatial analysis. This work demonstrates the feasibility of delegating some spatial thinking tasks to computational agents, and also raises future research questions that are key to building a better theory of spatial thinking with GIS. C1 [Cai, Guoray; Yu, Bo; Chen, Dong] Penn State Univ, Coll Informat Sci & Technol, University Pk, PA 16802 USA. RP Cai, GR (reprint author), Penn State Univ, Coll Informat Sci & Technol, University Pk, PA 16802 USA. 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GIS PD JUN PY 2013 VL 17 IS 3 BP 353 EP 368 DI 10.1111/tgis.12040 PG 16 WC Geography SC Geography GA 152EB UT WOS:000319512300004 DA 2018-03-07 ER PT J AU Niedomysl, T Ellder, E Larsson, A Thelin, M Jansund, B AF Niedomysl, Thomas Ellder, Erik Larsson, Anders Thelin, Mikael Jansund, Bodil TI Learning Benefits of Using 2D Versus 3D Maps: Evidence from a Randomized Controlled Experiment SO JOURNAL OF GEOGRAPHY LA English DT Article DE 2D versus 3D maps; learning benefits; GIS; cartographic visualization; controlled experiment ID SPATIAL THINKING; EDUCATION; DISPLAYS; SKILLS; GIS AB The traditional important role of maps used for educational purposes has gained further potential with recent advances in GIS technology. But beyond specific courses in cartography this potential seems little realized in geography teaching. This article investigates the extent to which any learning benefits may be derived from the use of such technologies. A controlled experiment was conducted to examine whether information recall is improved when cartographic information on population distribution is presented in 2D versus 3D form. The results show statistically significant differences in learning benefits between the two formats, largely in favor of 2D representation. These findings suggest that learning benefits can be derived from paying greater attention to map format in educational settings. C1 [Niedomysl, Thomas] Lund Univ, Lund, Sweden. [Ellder, Erik; Jansund, Bodil] Univ Gothenburg, Gothenburg, Sweden. [Larsson, Anders] Univ Gothenburg, Dept Human & Econ Geog, Gothenburg, Sweden. [Thelin, Mikael] Uppsala Univ, Uppsala, Sweden. RP Niedomysl, T (reprint author), Lund Univ, Lund, Sweden. 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TI Breaking new ground in the mind: an initial study of mental brittle transformation and mental rigid rotation in science experts SO COGNITIVE PROCESSING LA English DT Article DE Mental brittle transformation; Mental rotation; Ecological approach; STEM; Expertize; Rigid body; Non-rigid ID SPATIAL ABILITY; PERCEPTION; KNOWLEDGE; MOTION AB The current study examines the spatial skills employed in different spatial reasoning tasks, by asking how science experts who are practiced in different types of visualizations perform on different spatial tasks. Specifically, the current study examines the varieties of mental transformations. We hypothesize that there may be two broad classes of mental transformations: rigid body mental transformations and non-rigid mental transformations. We focus on the disciplines of geology and organic chemistry because different types of transformations are central to the two disciplines: While geologists and organic chemists may both confront rotation in the practice of their profession, only geologists confront brittle transformations. A new instrument was developed to measure mental brittle transformation (visualizing breaking). Geologists and organic chemists performed similarly on a measure of mental rotation, while geologists outperformed organic chemists on the mental brittle transformation test. The differential pattern of skill on the two tests for the two groups of experts suggests that mental brittle transformation and mental rotation are different spatial skills. The roles of domain general cognitive resources (attentional control, spatial working memory, and perceptual filling in) and strategy in completing mental brittle transformation are discussed. The current study illustrates how ecological and interdisciplinary approaches complement traditional cognitive science to offer a comprehensive approach to understanding the nature of spatial thinking. C1 [Resnick, Ilyse; Shipley, Thomas F.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. RP Resnick, I (reprint author), Temple Univ, Dept Psychol, 1701 N 13th St, Philadelphia, PA 19122 USA. EM ilyse.resnick@temple.edu CR Atit, 2013, COGN PROCESS SPAT LE Carroll J. B, 1993, HUMAN COGNITIVE ABIL CHASE WG, 1973, COGNITIVE PSYCHOL, V4, P55, DOI 10.1016/0010-0285(73)90004-2 Chatterjee Anjan, 2008, Seminars in Speech and Language, V29, P226, DOI 10.1055/s-0028-1082886 Cohen J., 1988, STAT POWER ANAL BEHA Ekstrom R.B., 1976, KIT FACTOR REFERENCE Eliot J., 1983, INT DIRECTORY SPATIA Ericsson K. 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Tikoff, Basil TI Twisting space: are rigid and non-rigid mental transformations separate spatial skills? SO COGNITIVE PROCESSING LA English DT Article DE Mental transformations; Rigid transformations; Non-rigid transformations; Mental visualizations ID ROTATIONAL MOTION; PERCEPTION; ABILITIES; ORIENTATION; COMPREHENSION; ORGANIZATION; PERFORMANCE; DYNAMICS; SYSTEMS AB Cognitive science has primarily studied the mental simulation of spatial transformations with tests that focus on rigid transformations (e.g., mental rotation). However, the events of our world are not limited to rigid body movements. Objects can undergo complex non-rigid discontinuous and continuous changes, such as bending and breaking. We developed a new task to assess mental visualization of non-rigid transformations. The Non-rigid Bending test required participants to visualize a continuous non-rigid transformation applied to an array of objects by asking simple spatial questions about the position of two forms on a bent transparent sheet of plastic. Participants were to judge the relative position of the forms when the sheet was unbent. To study the cognitive skills needed to visualize rigid and non-rigid events, we employed four tests of mental transformations-the Non-rigid Bending test (a test of continuous non-rigid mental transformation), the Paper Folding test and the Mental Brittle Transformation test (two tests of non-rigid mental transformation with local rigid transformations), and the Vandenberg and Kuse (Percept Motor Skills 47:599-604, 1978) Mental Rotation test (a test of rigid mental transformation). Performance on the Mental Brittle Transformation test and the Paper Folding test independently predicted performance on the Non-rigid Bending test and performance on the Mental Rotation test; however, mental rotation performance was not a unique predictor of mental bending performance. Results are consistent with separable skills for rigid and non-rigid mental simulation and illustrate the value of an ecological approach to the analysis of the structure of spatial thinking. C1 [Atit, Kinnari; Shipley, Thomas F.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Tikoff, Basil] Univ Wisconsin, Dept Geol, Madison, WI USA. [Tikoff, Basil] Univ Wisconsin, Dept Geosci, Madison, WI 53706 USA. RP Atit, K (reprint author), Temple Univ, Dept Psychol, 1701 North 13th St, Philadelphia, PA 19122 USA. EM kinnari.atit@temple.edu CR APPELLE S, 1972, PSYCHOL BULL, V78, P266, DOI 10.1037/h0033117 CAPLAN PJ, 1985, AM PSYCHOL, V40, P786 Carroll J. 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Sageman, Bradley TI Finding faults: analogical comparison supports spatial concept learning in geoscience SO COGNITIVE PROCESSING LA English DT Article DE Analogy; Similarity; Science learning; Conceptual representation ID STRUCTURAL ALIGNMENT; SIMILARITY COMPARISONS; RELATIONAL SIMILARITY; CATEGORIES; KNOWLEDGE; EDUCATION; PERCEPTION; DIFFERENCE; ABILITIES; INFERENCE AB A central issue in education is how to support the spatial thinking involved in learning science, technology, engineering, and mathematics (STEM). We investigated whether and how the cognitive process of analogical comparison supports learning of a basic spatial concept in geoscience, fault. Because of the high variability in the appearance of faults, it may be difficult for students to learn the category-relevant spatial structure. There is abundant evidence that comparing analogous examples can help students gain insight into important category-defining features (Gentner in Cogn Sci 34(5):752-775, 2010). Further, comparing high-similarity pairs can be especially effective at revealing key differences (Sagi et al. 2012). Across three experiments, we tested whether comparison of visually similar contrasting examples would help students learn the fault concept. Our main findings were that participants performed better at identifying faults when they (1) compared contrasting (fault/no fault) cases versus viewing each case separately (Experiment 1), (2) compared similar as opposed to dissimilar contrasting cases early in learning (Experiment 2), and (3) viewed a contrasting pair of schematic block diagrams as opposed to a single block diagram of a fault as part of an instructional text (Experiment 3). These results suggest that comparison of visually similar contrasting cases helped distinguish category-relevant from category-irrelevant features for participants. When such comparisons occurred early in learning, participants were more likely to form an accurate conceptual representation. Thus, analogical comparison of images may provide one powerful way to enhance spatial learning in geoscience and other STEM disciplines. C1 [Jee, Benjamin D.] Coll Holy Cross, Dept Educ, Worcester, MA 01610 USA. [Uttal, David H.; Gentner, Dedre] Northwestern Univ, Dept Psychol, Evanston, IL USA. [Manduca, Cathy] Carleton Coll, Sci Educ Resource Ctr, Northfield, MN 55057 USA. [Shipley, Thomas F.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Sageman, Bradley] Northwestern Univ, Dept Earth & Planetary Sci, Evanston, IL USA. RP Jee, BD (reprint author), Coll Holy Cross, Dept Educ, 1 Coll St, Worcester, MA 01610 USA. 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Tenbrink, Thora TI The spatial thinking of origami: evidence from think-aloud protocols SO COGNITIVE PROCESSING LA English DT Article DE Spatial thinking; Think aloud; Cognitive discourse analysis; Origami ID SKILLS AB Origami, the ancient Japanese art of paper folding, involves spatial thinking to both interpret and carry out its instructions. As such, it has the potential to provide spatial training (Taylor and Hutton under review). The present work uses cognitive discourse analysis to reveal the spatial thinking involved in origami and to suggest how it may be beneficial for spatial training. Analysis of think-aloud data while participants folded origami and its relation to gender, spatial ability measures, and thinking style suggest that one way that people profit from spatial training is through the possibility to verbalize concepts needed to solve-related spatial tasks. C1 [Taylor, Holly A.] Tufts Univ, Dept Psychol, Medford, MA 02155 USA. [Tenbrink, Thora] Bangor Univ, Sch Linguist & English Language, Bangor, Gwynedd, Wales. RP Taylor, HA (reprint author), Tufts Univ, Dept Psychol, 490 Boston Ave, Medford, MA 02155 USA. 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A., 2001, J WOMEN MINORITIES S, V7, P153 Taylor HA, THINK3D TRA IN PRESS Tenbrink T, 2008, WORKSH LING METH TRA Uttal DH, 2013, PSYCHOL BULL, V139, P352, DOI 10.1037/a0028446 NR 17 TC 2 Z9 2 U1 0 U2 12 PU SPRINGER HEIDELBERG PI HEIDELBERG PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY SN 1612-4782 J9 COGN PROCESS JI Cogn. Process. PD MAY PY 2013 VL 14 IS 2 BP 189 EP 191 DI 10.1007/s10339-013-0540-x PG 3 WC Psychology, Experimental SC Psychology GA 135GV UT WOS:000318277500009 PM 23400840 DA 2018-03-07 ER PT J AU Nazareth, A Herrera, A Pruden, SM AF Nazareth, Alina Herrera, Asiel Pruden, Shannon M. TI Explaining sex differences in mental rotation: role of spatial activity experience SO COGNITIVE PROCESSING LA English DT Article DE Mental rotation; Sex difference; Spatial activity; Spatial thinking ID META-ANALYSIS; ABILITY; VISUALIZATION; PERFORMANCE; HORMONES AB Males consistently outperform females on mental rotation tasks, such as the Vandenberg and Kuse (1978) Perceptual and Motor Skills, 47(2), 599-604, mental rotation test (MRT; e.g. Voyer et al. 1995) in Psychological Bulletin, 117, 250-265. The present study investigates whether these sex differences in MRT scores can be explained in part by early spatial activity experience, particularly those spatial activities that have been sex-typed as masculine/male-oriented. Utilizing an online survey, 571 ethnically diverse adult university students completed a brief demographic survey, an 81-item spatial activity survey, and the MRT. Results suggest that the significant relation between sex of the participant and MRT score is partially mediated by the number of masculine spatial activities participants had engaged in as youth. Closing the gap between males and females in spatial ability, a skill linked to science, technology, engineering, and mathematics success, may be accomplished in part by encouraging female youth to engage in more particular kinds of spatial activities. C1 [Nazareth, Alina; Herrera, Asiel; Pruden, Shannon M.] Florida Int Univ, Dept Psychol, Miami, FL 33199 USA. RP Nazareth, A (reprint author), Florida Int Univ, Dept Psychol, DM248,11200 SW 8th St, Miami, FL 33199 USA. 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PD MAY PY 2013 VL 14 IS 2 BP 201 EP 204 DI 10.1007/s10339-013-0542-8 PG 4 WC Psychology, Experimental SC Psychology GA 135GV UT WOS:000318277500012 PM 23381194 DA 2018-03-07 ER PT J AU Schulze, U Kanwischer, D Reudenbach, C AF Schulze, Uwe Kanwischer, Detlef Reudenbach, Christoph TI Essential competences for GIS learning in higher education: a synthesis of international curricular documents in the GIS&T domain SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE competence; Europe; GIS; GIS&T BoK; GTCM; higher education ID SPATIAL THINKING; GEOGRAPHY AB Competence-oriented restructuring of curricular content for the study of geographic information system (GIS) in higher education has become a primary educational enterprise in Europe due to the Bologna Reform. Although there are different international curricular documents for outcome-based design of learning activities within the geographic information science and technology domain, it has not yet been clarified which competences should be considered essential components of a university-level course of study in GIS. Our content analysis of those curricular documents demonstrates that there are three dimensions of core competences foundational to the study of GIS in higher education, which are GIS knowledge and skills, spatial thinking, and problem-solving. C1 [Schulze, Uwe] Univ Koblenz Landau, Inst Sci Educ, D-76829 Landau, Germany. [Kanwischer, Detlef] Goethe Univ Frankfurt, Dept Human Geog, D-60325 Frankfurt, Germany. [Reudenbach, Christoph] Univ Marburg, Dept Geog, D-35032 Marburg, Germany. RP Schulze, U (reprint author), Univ Koblenz Landau, Inst Sci Educ, Campus Landau,Fortstr 7, D-76829 Landau, Germany. 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PD MAY 1 PY 2013 VL 37 IS 2 BP 257 EP 275 DI 10.1080/03098265.2012.763162 PG 19 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA 130GP UT WOS:000317901800010 DA 2018-03-07 ER PT J AU Hwang, S AF Hwang, Sungsoon TI Placing GIS in sustainability education SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE GIS; sustainability; sustainability education; GIS education; spatial thinking ID VECTOR-BORNE DISEASES; REGIONAL-ANALYSIS; CLIMATE-CHANGE; US GEOGRAPHY; SCIENCE; INTERDISCIPLINARY; INFORMATION; ECOLOGY; ENVIRONMENT; LANDSCAPE AB As public awareness about sustainability grows and as higher education advances sustainability more comprehensively, geographers have an opportunity to take a role in sustainability education. This article examines (1) what constitutes sustainability education, (2) how geographic concepts and Geographic Information System (GIS) are relevant to sustainability education, and (3) how geospatial thinking can be incorporated into the sustainability curriculum using GIS. This research proposes five geospatial inquiries that students can make to explore sustainability issues using GIS, which are spatial distribution, spatial interactions, spatial relationships, spatial comparisons, and temporal relationships. Definition, examples, and uses of these five geospatial inquiries supported by GIS are provided. C1 De Paul Univ, Dept Geog, Chicago, IL 60614 USA. RP Hwang, S (reprint author), De Paul Univ, Dept Geog, 990 W Fullerton Ave,Suite 4500, Chicago, IL 60614 USA. 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PD MAY 1 PY 2013 VL 37 IS 2 BP 276 EP 291 DI 10.1080/03098265.2013.769090 PG 16 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA 130GP UT WOS:000317901800011 DA 2018-03-07 ER PT J AU Kim, M Kim, K Lee, SI AF Kim, Minsung Kim, Kamyoung Lee, Sang-Il TI Pedagogical Potential of aWeb-Based GIS Application for Migration Data: A Preliminary Investigation in the Context of South Korea SO JOURNAL OF GEOGRAPHY LA English DT Article DE Population Migration Web Service (PMWS); web-based GIS; geovisualization; local data ID INTERNET-BASED GIS; GEOGRAPHIC INFORMATION-SYSTEMS; CONTENT KNOWLEDGE; SPATIAL THINKING; EDUCATION; STUDENTS; IMPLEMENTATION; LESSONS AB This article examines the pedagogical potential of a Web-based GIS application, Population Migration Web Service (PMWS), in which students can examine population geography in an interactive and exploratory manner. This article introduces PMWS, a tailored, unique Internet GIS application that provides functions for visualizing spatial interaction data. The easy-to-use interface of PMWS enables users to interactively and intuitively explore migration data in the form of flow maps and to use local data. The results of the usability survey indicated that pre-service teachers (n = 33) believe that PMWS represents an alternative GIS tool that overcomes the obstacles of desktop GIS in secondary education C1 [Kim, Minsung; Kim, Kamyoung; Lee, Sang-Il] Seol Natl Univ, Dept Geog Educ, Seoul, South Korea. RP Kim, M (reprint author), Seol Natl Univ, Dept Geog Educ, Seoul, South Korea. 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PD MAY 1 PY 2013 VL 112 IS 3 BP 97 EP 107 DI 10.1080/00221341.2012.709261 PG 11 WC Geography SC Geography GA 147MD UT WOS:000319170800004 DA 2018-03-07 ER PT J AU Huang, QY Yang, CW Benedict, K Rezgui, A Xie, JB Xia, JZ Chen, SQ AF Huang, Qunying Yang, Chaowei Benedict, Karl Rezgui, Abdelmounaam Xie, Jibo Xia, Jizhe Chen, Songqing TI Using adaptively coupled models and high-performance computing for enabling the computability of dust storm forecasting SO INTERNATIONAL JOURNAL OF GEOGRAPHICAL INFORMATION SCIENCE LA English DT Article DE parallel computing; Cyber GIS; atmospheric modelling; nested models; computing intensity; applied sciences; geospatial platform; spatiotemporal thinking and computing ID WEATHER; CLIMATE; PREDICTION; ATMOSPHERE; DISPERSION; TRANSPORT; SYSTEM AB Forecasting dust storms for large geographical areas with high resolution poses great challenges for scientific and computational research. Limitations of computing power and the scalability of parallel systems preclude an immediate solution to such challenges. This article reports our research on using adaptively coupled models to resolve the computational challenges and enable the computability of dust storm forecasting by dividing the large geographical domain into multiple subdomains based on spatiotemporal distributions of the dust storm. A dust storm model (Eta-8bin) performs a quick forecasting with low resolution (22km) to identify potential hotspots with high dust concentration. A finer model, non-hydrostatic mesoscale model (NMM-dust) performs high-resolution (3km) forecasting over the much smaller hotspots in parallel to reduce computational requirements and computing time. We also adopted spatiotemporal principles among computing resources and subdomains to optimize parallel systems and improve the performance of high-resolution NMM-dust model. This research enabled the computability of high-resolution, large-area dust storm forecasting using the adaptively coupled execution of the two models Eta-8bin and NMM-dust. C1 [Huang, Qunying; Yang, Chaowei; Rezgui, Abdelmounaam; Xia, Jizhe] George Mason Univ, Ctr Intelligent Spatial Comp Water Energy Sci, Fairfax, VA 22030 USA. [Huang, Qunying; Yang, Chaowei; Rezgui, Abdelmounaam; Chen, Songqing] George Mason Univ, Dept Geog, Fairfax, VA 22030 USA. [Benedict, Karl] Univ New Mexico, Earth Data Anal Ctr, Albuquerque, NM 87131 USA. [Xie, Jibo] Chinese Acad Sci, Ctr Earth Observat & Digital Earth, Beijing, Peoples R China. [Chen, Songqing] George Mason Univ, Dept Comp Sci, Fairfax, VA 22030 USA. RP Yang, CW (reprint author), George Mason Univ, Ctr Intelligent Spatial Comp Water Energy Sci, Fairfax, VA 22030 USA. 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Planning and evaluating new curricula or interventions requires understanding these skills and having the means to assess them. Prior developmental research focused primarily on one aspect of dynamic spatial transformations (DST), namely mental rotation. This study broadens our knowledge by addressing another important DST, namely mental folding. We devised a new test suitable for young children. Performance of 180 children between 4 and 7years suggests that mental folding appears at around 5.5years of age, although there were also marked individual differences. These data on the emergence of DST suggest that educational programs targeting this skill could start in preschool or kindergarten and provide a means to assess the effectiveness of such efforts. C1 [Harris, Justin; Newcombe, Nora S.; Hirsh-Pasek, Kathy] Temple Univ, Philadelphia, PA 19122 USA. RP Harris, J (reprint author), Temple Univ, Dept Psychol, Weiss Hall,1701 North 13th St, Philadelphia, PA 19122 USA. 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PD MAR PY 2013 VL 7 IS 1 BP 49 EP 55 DI 10.1111/mbe.12007 PG 7 WC Education & Educational Research; Psychology, Developmental SC Education & Educational Research; Psychology GA 096JC UT WOS:000315399000008 DA 2018-03-07 ER PT J AU Matthews, SA Parker, DM AF Matthews, Stephen A. Parker, Daniel M. TI Progress in Spatial Demography SO DEMOGRAPHIC RESEARCH LA English DT Article ID GEOGRAPHICALLY WEIGHTED REGRESSION; COUNTY HOMICIDE RATES; SOCIAL-SCIENCE; QUANTILE REGRESSION; UNITED-STATES; AUTOREGRESSIVE MODELS; ENVIRONMENTAL EQUITY; INFORMATION-SYSTEMS; COLLECTIVE EFFICACY; NEIGHBORHOOD CHANGE AB BACKGROUND Demography is an inherently spatial science, yet the application of spatial data and methods to demographic research has tended to lag that of other disciplines. In recent years, there has been a surge in interest in adding a spatial perspective to demography. This sharp rise in interest has been driven in part by rapid advances in geospatial data, new technologies, and methods of analysis. OBJECTIVES We offer a brief introduction to four of the advanced spatial analytic methods: spatial econometrics, geographically weighted regression, multilevel modeling, and spatial pattern analysis. We look at both the methods used and the insights that can be gained by applying a spatial perspective to demographic processes and outcomes. To help illustrate these substantive insights, we introduce six papers that are included in a Special Collection on Spatial Demography. We close with some predictions for the future, as we anticipate that spatial thinking and the use of geospatial data, technology, and analytical methods will change how many demographers address important demographic research questions. CONCLUSION Many important demographic questions can be studied and framed using spatial approaches. This will become even more evident as changes in the volume, source, and form of available demographic data-much of it geocoded-further alter the data landscape, and ultimately the conceptual models and analytical methods used by demographers. This overview provides a brief introduction to a rapidly changing field. C1 [Matthews, Stephen A.] Penn State Univ, Dept Sociol, Populat Res Inst, University Pk, PA 16802 USA. [Matthews, Stephen A.] Penn State Univ, Social Sci Res Inst, Populat Res Inst, Geog Informat Anal Core, University Pk, PA 16802 USA. [Parker, Daniel M.] Penn State Univ, Dept Anthropol & Dual Degree Anthropol & Demog, University Pk, PA 16802 USA. RP Matthews, SA (reprint author), Penn State Univ, Dept Sociol, Populat Res Inst, 601 Oswald Tower, University Pk, PA 16802 USA. 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PD FEB 13 PY 2013 VL 28 BP 271 EP 311 AR 10 DI 10.4054/DemRes.2013.28.10 PG 41 WC Demography SC Demography GA 089AN UT WOS:000314880100001 OA gold DA 2018-03-07 ER PT J AU Koschinsky, J AF Koschinsky, Julia TI The case for spatial analysis in evaluation to reduce health inequities SO EVALUATION AND PROGRAM PLANNING LA English DT Article DE Spatial analysis; Spatial perspective; Program evaluation; Evaluation; Health inequities; Realist evaluation; Randomized control trials (RCTs) ID INFORMATION-SYSTEMS GIS; PROGRAM-EVALUATION; NEIGHBORHOOD; GEOGRAPHIES; DEPRIVATION; MORTALITY; CONTEXT; CANCER AB The article begins by giving an overview of spatial thinking concepts that are relevant to evaluation. The article relates the spatial perspective to both a realist evaluation and a randomized control trial perspective in evaluation to demonstrate the benefits of a spatialized program and evaluation perspective. 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Program Plan. PD FEB PY 2013 VL 36 IS 1 BP 172 EP 176 DI 10.1016/j.evalprogplan.2012.03.004 PG 5 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA 063CQ UT WOS:000312974100020 PM 22469340 DA 2018-03-07 ER PT B AU Gao, S Goodchild, MF AF Gao, Song Goodchild, Michael F. GP IEEE TI Asking Spatial Questions to Identify GIS Functionality SO 2013 FOURTH INTERNATIONAL CONFERENCE ON COMPUTING FOR GEOSPATIAL RESEARCH AND APPLICATION (COM.GEO) LA English DT Proceedings Paper CT 4th International Conference on Computing for Geospatial Research and Application (COM.Geo) CY JUL 22-24, 2013 CL San Jose, CA SP IEEE Comp Soc, Comp Geospatial Res Inst, NASA, OGC, Massachusetts Inst Technol, Stanford Univ, IEEE, Microsoft Res, GISCafe, Sensors & Syst, Microsoft, George Washington Univ, IEEE & CPS DE GIS; functionality; spatial questions; ontology; semantic AB Current desktop-GIS software cannot answer users' spatial questions directly. The GIS functionality is hard to identify and use without specific training of GIS skills because of the complex hierarchical organization and the gap between users' spatial thinking and systems' implement descriptions. In order to bridge this gap, we propose a semantic framework for designing a question-based user interface that integrates different levels of ontologies (spatial concept ontology, domain ontology and task ontology) to guide the process of extracting the core spatial concepts and translating them into a set of equivalent computational or operational GIS tasks. We also list some typical spatial questions that might be posed for spatial analysis and computation. The principle introduced in this paper could be applied not only to desktop-GIS software but also to web map services. The semantic framework would be useful to enhance the ability of spatial reasoning in web search engines (e.g. Google semantic search) and answering questions in locationbased services as well (e.g. iPhone Siri assistant). C1 [Gao, Song; Goodchild, Michael F.] Univ Calif Santa Barbara, Dept Geog, Santa Barbara, CA 93106 USA. RP Gao, S (reprint author), Univ Calif Santa Barbara, Dept Geog, Santa Barbara, CA 93106 USA. EM sgao@geog.ucsb.edu; good@geog.ucsb.edu OI Gao, Song/0000-0003-4359-6302 CR Albrecht J, 1998, GEOGRAPHIC INFORM RE, P577 Berry J. K., 1987, INT J GEOGR INF SYST, V1, P119, DOI DOI 10.1080/02693798708927799 DANGERMOND J, 1983, DESIGN IMPLEMENTATIO, P70 Fonseca Frederico T., 2002, T GIS, V6, P231, DOI DOI 10.1111/1467-9671.00109 Gao S., 2010, P IEEE INT C ULTR IC, P166 Gao Y, 2010, SCI CHINA TECHNOL SC, V53, P52, DOI 10.1007/s11431-010-3208-0 Golledge RG, 1995, COGNITIVE ASPECTS HU, P29 Goodchild M. F., 1988, INT GEOGRAPHICAL INF, P67 Goodchild MF, 2011, PROCD SOC BEHV, V21, DOI 10.1016/j.sbspro.2011.07.002 Guarino N., 1997, Information Extraction. A Multidisciplinary Approach to an Emerging Information Technology International Summer School, SCIE-97, P139 Janowicz K, 2012, T GIS, V16, P351, DOI 10.1111/j.1467-9671.2012.01342.x Kuhn W, 2012, INT J GEOGR INF SCI, V26, P2267, DOI 10.1080/13658816.2012.722637 Longley P., 2011, GEOGRAPHIC INFORM SY Mark D., 2004, RES AGENDA GEOGRAPHI, P335 NYERGES TL, 1991, CARTOGR GEOGR INFORM, V18, P11, DOI 10.1559/152304091783805635 Rhind D. W., 1988, International Journal of Geographical Information Systems, V2, P171, DOI 10.1080/02693798808927893 NR 16 TC 1 Z9 1 U1 1 U2 5 PU IEEE PI NEW YORK PA 345 E 47TH ST, NEW YORK, NY 10017 USA BN 978-0-7695-5012-1 PY 2013 BP 106 EP 110 DI 10.1109/COMGEO.2013.18 PG 5 WC Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Engineering, Electrical & Electronic; Geosciences, Multidisciplinary SC Computer Science; Engineering; Geology GA BA3ZV UT WOS:000335232000017 DA 2018-03-07 ER PT J AU Fussel, M AF Fuessel, Marian TI Dead Places and Lived Spaces. On the Spatial Theory of Michel de Certeau S. J. SO HISTORICAL SOCIAL RESEARCH-HISTORISCHE SOZIALFORSCHUNG LA German DT Article DE History of the everyday; appropriation; border; place; cartography; space; time; theory of practice; city ID CERTEAU,MICHEL,DE; APPROPRIATION; EVERYDAY AB The spatial thinking of French Jesuit Michel de Certeau (1925-1986) has been frequently discussed and put in context with the spatial turn. De Certeau's spatial theory is organized through a framework of dualistic key-categories: space and place, map and tour, strategy and tactic. However, his theory has more to offer than a formal pattern for describing spatial practices in urban space in the vein of French structuralism. The distinction between spaces and places rather holds a strong normative implication. His practical transformation from places into spaces thus not only plays an important role for his cultural history of everyday life developed in Arts de faire, but also in his work on historical writing and meta-historiography, and his research in early modern mysticism. This paper examines the main features of de Certeau's theory of space and their interdisciplinary appropriation, as well as discusses the potential of the spatial practice approach for social and cultural studies beyond the conceptualization of everyday practices of resistance. C1 Univ Gottingen, Kulturwissensch Liches Zentrum, Seminar Mittlere & Neuere Geschichte, D-37073 Gottingen, Germany. RP Fussel, M (reprint author), Univ Gottingen, Kulturwissensch Liches Zentrum, Seminar Mittlere & Neuere Geschichte, Heinrich Duker Weg 14, D-37073 Gottingen, Germany. 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Soc. Res. PY 2013 VL 38 IS 3 SI SI BP 22 EP 39 PG 18 WC History; History Of Social Sciences; Industrial Relations & Labor; Social Sciences, Interdisciplinary SC History; Social Sciences - Other Topics; Business & Economics GA 252ZK UT WOS:000327051200002 DA 2018-03-07 ER PT J AU Josselin, D Ciligot-Travain, M AF Josselin, Didier Ciligot-Travain, Marc TI Revisiting the optimal center location. A spatial thinking based on robustness, sensitivity, and influence analysis SO ENVIRONMENT AND PLANNING B-PLANNING & DESIGN LA English DT Article DE 1-facility location problem; sensitivity; influence; robust center; equity; efficacy; equality ID WEBER PROBLEM; NETWORKS AB In this paper we deal with different metrics using L-p norms in the 1-facility location problem and their properties. We propose to revisit the problem of optimal center location by discussing the properties of three well-known centers in 2-dimensional space: the 1-median for L-1, the 1-center (Chebyshev center) for L-infinity and the gravity center for L-2, respectively, the median, the mean, and the center of extreme values in one dimension. The contribution of the research concerns methods to map influence and sensitivity that provide valuable and complementary information on space for decision making in territorial planning. We also discuss the center properties according to the primary objectives of equity, equality, and efficacy in the access to a facility. In a spatial-thinking approach, we present some methodological propositions to obtain robust and durable centers in geographical space, that rely on the adaptation of the general frame of the Lp norm to the planning objectives. C1 [Josselin, Didier] Univ Avignon & Pays Vaucluse, Dept Geog, UMR ESPACE 6012, Avignon, France. 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Plan. B-Plan. Des. PY 2013 VL 40 IS 5 BP 923 EP 941 DI 10.1068/b38036 PG 19 WC Environmental Studies SC Environmental Sciences & Ecology GA 235XJ UT WOS:000325755600011 DA 2018-03-07 ER PT J AU Rogers, SR Staub, B AF Rogers, Stephanie R. Staub, Benno TI Standard use of Geographic Information System (GIS) techniques in honey bee research SO JOURNAL OF APICULTURAL RESEARCH LA English DT Review DE COLOSS BEEBOOK; GIS; spatial analysis; honey bee; ArcGIS; Quantum GIS ID CROP POLLINATION; NATIVE BEES; SCALE; LANDSCAPE; SERVICES; RISK AB Geographic Information Systems (GIS) have been used in various fields and disciplines to summarize and analyse spatial patterns and distributions, for the purpose of understanding how geographic and non-geographic entities interact with each other over space and time. Although honey bees are directly related to and influenced by their local environment, few studies have incorporated honey bee data into GIS for the purposes of gauging these spatial relationships. This paper will briefly discuss some of the types of spatial analyses and GIS methods that have been used for bees, and also, how some methodologies developed in the non-Apis bee domain could be applied to honey bee research. With this paper, we aim to stimulate spatial thinking processes and thus the future use of GIS analyses to better understand the relationships between environmental characteristics and honey bee health and abundance. We will introduce the framework and some important basic concepts of GIS, as well as provide detailed instructions for becoming familiar and comfortable in using the GIS softwares ArcGIS and Quantum GIS (QGIS) (a commercial and free GIS package) for the basics of geospatial research. C1 [Rogers, Stephanie R.; Staub, Benno] Univ Fribourg, Dept Geosci, CH-1700 Fribourg, Switzerland. RP Rogers, SR (reprint author), Univ Fribourg, Dept Geosci, CH-1700 Fribourg, Switzerland. EM stephrogers5@gmail.com RI Rogers, Stephanie/K-2275-2013; Rogers, Stephanie/B-4456-2018 OI Rogers, Stephanie/0000-0002-3972-3228; FU Swiss National Science Foundation (SNF); COST Action [FA0803]; EU Seventh Framework Programme; Ricola Foundation - Nature Culture FX We would like to acknowledge the Swiss National Science Foundation (SNF) for providing funds to the authors and Swisstopo for the use of their data through a contract with the University of Fribourg for research purposes. We would like to thank Geoffrey Williams, Jamie Ellis, and Vincent Dietemann for suggesting the idea for this paper, and Christina Zweifel for stepping into the world of GIS to test the tutorials. The COLOSS (Prevention of honey bee COlony LOSSes) network aims to explain and prevent massive honey bee colony losses. It was funded through the COST Action FA0803. COST (European Cooperation in Science and Technology) is a unique means for European researchers to jointly develop their own ideas and new initiatives across all scientific disciplines through trans-European networking of nationally funded research activities. Based on a pan-European intergovernmental framework for cooperation in science and technology, COST has contributed since its creation more than 40 years ago to closing the gap between science, policy makers and society throughout Europe and beyond. COST is supported by the EU Seventh Framework Programme for research, technological development and demonstration activities (Official Journal L 412, 30 December 2006). The European Science Foundation as implementing agent of COST provides the COST Office through an EC Grant Agreement. The Council of the European Union provides the COST Secretariat. The COLOSS network is now supported by the Ricola Foundation - Nature & Culture. 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More questions than answers SO KINDHEIT UND ENTWICKLUNG LA German DT Article DE drawing; development; drawing training; efficacy; kindergarten and pre-school age ID TEACHING-CHILDREN; SCHOOL; PERFORMANCE; MONTESSORI; EXPERIENCE; INFANTS; STEINER; HOME AB Expressing ideas by means of drawing is a basic childhood urge. Drawing is first and foremost thought to enhance sensory-motor development and spatial thinking, which are basic requirements for the development of further cognitive functions, particularly symbol-based ones. Drawing is thus regarded as an appropriate approach in early education of young children as it enables positive transfer effects to other areas. Because promotion early of development is becoming of increasing interest in education and politics, the question of the efficacy of our educational approach to drawing is of interest. In contrast to music education, drawing has received relatively little attention in Germany in non-school children. Therefore, an important opportunity for future research emerges. Methodological problems of evaluation result from the plethora of variables associated with the training effect. C1 Univ Med Gottingen, D-37073 Gottingen, Germany. RP Kiese-Himmel, C (reprint author), Univ Med Gottingen, Inst Med Psychol & Med Soziol Phoniat Padaudiol P, Waldweg 37, D-37073 Gottingen, Germany. 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PY 2013 VL 22 IS 3 BP 181 EP 188 DI 10.1026/0942-5403/a000115 PG 8 WC Psychology, Developmental SC Psychology GA 155FJ UT WOS:000319732700008 DA 2018-03-07 ER PT S AU Vronskis, O AF Vronskis, Olafs BE Osadcuks, V TI DESCRIPTIVE GEOMETRY COMPETENCE IN RURAL ENGINEERING SCIENCE SO 12TH INTERNATIONAL SCIENTIFIC CONFERENCE ENGINEERING FOR RURAL DEVELOPMENT SE Engineering for Rural Development LA English DT Proceedings Paper CT 12th International Scientific Conference on Engineering for Rural Development CY MAY 23-24, 2014 CL Jelgava, LATVIA SP Latvia Univ Agr, Fac Engn, Latvian Acad Agr & Forestry Sci, Div Engn DE descriptive geometry; knowledge; skills; spatial thinking; attitude AB In this research, criteria of descriptive geometry competence were determined: knowledge of descriptive geometry study course, technical drawing skills of graphic constructions applied in the descriptive geometry study course (depiction and transformation of space objects), spatial thinking and attitude. Within the framework of the research, the author calls descriptive geometry competence (as a criterion of graphical competence) as a certain amount of knowledge of the descriptive geometry study course (knowledge about regularities of space objects) which is necessary for improvement of graphical skills (skills of object depiction and transformation) being based on developed spatial thinking (abilities to operate with spatial images), and interest in regularities dealt with in the descriptive geometry study C1 [Vronskis, Olafs] Latvia Univ Agr, Jelgava, Latvia. RP Vronskis, O (reprint author), Latvia Univ Agr, Jelgava, Latvia. EM olafs.vronskis@llu.lv CR [Anonymous], 2002, PAMATKOMPETENCES NR 1 TC 0 Z9 0 U1 0 U2 0 PU LATVIA UNIV AGRICULTURE, FACULTY ENGINEERING, INST MECHANICS PI JELGAVA PA 5 J CAKSTES BLVD, JELGAVA, LV-3001, LATVIA SN 1691-3043 J9 ENG RUR DEVELOP PY 2013 BP 663 EP 666 PG 4 WC Agricultural Engineering SC Agriculture GA BF5IS UT WOS:000382064800123 DA 2018-03-07 ER PT S AU Atharifar, H Yildiz, F Knapp, JR AF Atharifar, Hosein Yildiz, Faruk Knapp, James Richard, Sr. GP ASEE TI Survey of the Current Academic and Industrial Trends in Utilizing the CADD Technology SO 2013 ASEE ANNUAL CONFERENCE SE ASEE Annual Conference & Exposition LA English DT Proceedings Paper CT ASEE Annual Conference CY JUN 23-26, 2013 CL Atlanta, GA SP ASEE AB The era of information technology has influenced our personal lives, industries, and in a broader sense, our societies. Design and drafting technologies have been transformed over the years to increase the efficiency in the product and process development. Lean product development strategies have been a strong force in revolutionizing the computer-aided drafting and design (CADD) technologies. Increased economic pressure on our industries has influenced the engineering design and drafting process. Multi-tasking and multiple responsibilities have been increasingly observed as part of job requirements. Taking a product from ideation to the development stage used to require only a few designers and many drafters; this might be the reverse nowadays. Model Based Enterprise (MBE) has revolutionized our design and drafting departments in industry and influences the job market for both engineering designers and drafters. To obtain a clear understanding of similar large transitions in the engineering design and drafting industry, a survey was developed and distributed to both academic and industrial professionals in related fields of study. In this paper, we will present and discuss the results of a national survey on the topic of designing and drafting using CADD. The areas covered in this survey are: spatial thinking, 2D versus 3D CAD software, current trends in drafting versus designing careers, textbooks for CADD software, CADD taught during the college freshman year, the most effective ways of teaching/learning CADD, challenges in teaching CADD classes, challenges for CADD users in industry, and other similar topics. We would like to compare the responses from both academic and industrial professionals and discuss if there is any wide gap in the viewpoints from both parties on the topics related to the CADD technology. C1 [Atharifar, Hosein] Millersville Univ Pennsylvania, Millersville, PA 17551 USA. [Yildiz, Faruk] Sam Houston State Univ, Huntsville, TX USA. [Knapp, James Richard, Sr.] Thaddeus Stevens Coll Technol, Huntsville, TX USA. RP Atharifar, H (reprint author), Millersville Univ Pennsylvania, Millersville, PA 17551 USA. CR Atharifar H., 2012, P ATMAE 2012 C NASHV MANDEVILLE DE, 1987, COMPUT IND ENG, V13, P406, DOI 10.1016/0360-8352(87)90124-0 Marunic G., 2012, INT J TECHNOLOGY MAY Sorby S, 2007, AUSTRALAS ASS ENG ED, V13, P1 NR 4 TC 0 Z9 0 U1 0 U2 0 PU AMER SOC ENGINEERING EDUCATION PI WASHINGTON PA 1818 N STREET, NW SUITE 600, WASHINGTON, DC 20036 USA SN 2153-5965 J9 ASEE ANNU CONF EXPO PY 2013 PG 14 WC Education & Educational Research; Education, Scientific Disciplines; Engineering, Multidisciplinary SC Education & Educational Research; Engineering GA BE7HA UT WOS:000375255607010 DA 2018-03-07 ER PT B AU Karadag, Z AF Karadag, Zekeriya BE Chova, LG Martinez, AL Torres, IC TI TECHNOLOGY SUPPORTING THE EVOLUTION OF SPATIAL THINKING: A CASE STUDY WITH PRE-SERVICE TEACHERS SO 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) LA English DT Proceedings Paper CT 6th International Conference on Education, Research and Innovation (ICERI) CY NOV 18-20, 2013 CL Seville, SPAIN DE 3D geometry; technology; visualization; dynamic tools AB Pre-service teachers, taking a method course to teach mathematics at elementary classroom, were exposed to explore various activities by using soma cubes. The research explores the participants' evolving ability of spatial visualization, which was very low at the beginning. They were struggling while drawing or constructing even very basic constructions. However, the improvements were accelerated as they integrated technological tools, StarBoard and SketchUp because of the flexibility and usability provided by these tools. The main corpus of data consists of participant own reflections on the pros and cons of integrating technology and how technology affected their visualization and spatial reasoning. C1 [Karadag, Zekeriya] Bayburt Univ, Fac Educ, Ankara, Turkey. CR Karadag Z., 2013, MEVLANA INT J ED, V3, pi Karadag Z., 2011, P 33 ANN M N AM CHAP Martinovic D, 2012, TEACH MATH APPL, V31, P41, DOI 10.1093/teamat/hrr029 Sack, 2009, UNDERSTANDING GEOMET Sack J., 2013, MEVLANA INT J ED NR 5 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN BN 978-84-616-3847-5 PY 2013 BP 483 EP 487 PG 5 WC Education & Educational Research SC Education & Educational Research GA BB8PK UT WOS:000347240600070 DA 2018-03-07 ER PT B AU Siiman, LA Pedaste, M AF Siiman, L. A. Pedaste, M. BE Chova, LG Martinez, AL Torres, IC TI TOWARDS A PEDAGOGY FOR USING DIGITAL 3-D CONTENT IN SCIENCE EDUCATION SO 6TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2013) LA English DT Proceedings Paper CT 6th International Conference on Education, Research and Innovation (ICERI) CY NOV 18-20, 2013 CL Seville, SPAIN DE spatial skills; 3-D software; scientific visualization; constructivist learning; instructional design ID SPATIAL ABILITY; STUDENTS; METAANALYSIS; SKILLS AB Spatial thinking skills are strongly correlated to success and achievement in science disciplines. Therefore it may be possible to improve learning in science by improving spatial skills. However, most interventions to improve spatial skills are discipline-general and not directly connected to domain-specific science content. This potentially limits the practical use of spatial training activities since science teachers are mainly concerned about communicating science content in the classroom. The goal of this work was to design learning activities that simultaneously teach both spatial skills and science content. The learning activities are scaffolded by the use of 3-D computer software. The pedagogical design is based on constructivist learning and assumes active engagement of a learner is necessary for the acquisition of meaningful knowledge. As a result, three learning activities involving interactive 3-D computer software (Identify, Organize, and Measure) are proposed as ways to support integrated learning of science and spatial skills. Examples in the context of a domain-specific science topic are provided to demonstrate these activities. C1 [Siiman, L. A.; Pedaste, M.] Univ Tartu, Tartu, Estonia. RP Siiman, LA (reprint author), Univ Tartu, Tartu, Estonia. CR Alfieri L, 2011, J EDUC PSYCHOL, V103, P1, DOI 10.1037/a0021017 Butler D. L., 2002, EDUCAUSE Quarterly, V25, P22 de Jong T, 2010, BRIT J EDUC TECHNOL, V41, P909, DOI 10.1111/j.1467-8535.2010.01121.x Fink L. D., 2003, CREATING SIGNIFICANT Furtak EM, 2012, REV EDUC RES, V82, P300, DOI 10.3102/0034654312457206 Kali Y, 1996, J RES SCI TEACH, V33, P369, DOI 10.1002/(SICI)1098-2736(199604)33:4<369::AID-TEA2>3.0.CO;2-Q Lohman D. F., 1994, ENCY INTELLIGENCE, V2, P1000 Maeots M., 2011, ADV LEARN TECHN ICAL Mayer RE, 1999, INSTRUCTIONAL-DESIGN THEORIES AND MODELS, VOL II, P141 Miller DI, 2013, LEARN INDIVID DIFFER, V26, P141, DOI 10.1016/j.lindif.2012.03.012 Mitsuhashi N, 2009, NUCLEIC ACIDS RES, V37, pD782, DOI 10.1093/nar/gkn613 National Research Council, 2006, LEARN THINK SPAT GIS Onyancha RM, 2009, J ENG EDUC, V98, P157, DOI 10.1002/j.2168-9830.2009.tb01014.x Papastergiou M, 2009, COMPUT EDUC, V52, P1, DOI 10.1016/j.compedu.2008.06.004 Sorby S. A., 2003, INTRO 3 D SPAT VIS A Sorby S, 2009, INT J SCI EDUC, V31, P459, DOI 10.1080/09500690802595839 Uttal DH, 2013, CURR DIR PSYCHOL SCI, V22, P367, DOI 10.1177/0963721413484756 Uttal DH, 2013, PSYCHOL BULL, V139, P352, DOI 10.1037/a0028446 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 Wu HK, 2001, J RES SCI TEACH, V38, P821, DOI 10.1002/tea.1033 NR 20 TC 2 Z9 2 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN BN 978-84-616-3847-5 PY 2013 BP 5992 EP 5999 PG 8 WC Education & Educational Research SC Education & Educational Research GA BE8BW UT WOS:000376253200014 DA 2018-03-07 ER PT B AU Mlicka, A AF Mlicka, Agnieszka BE Morello, E Piga, BEA TI Painting architecture: visual modes of spatial thinking SO ENVISIONING ARCHITECTURE: DESIGN, EVALUATION, COMMUNICATION LA English DT Proceedings Paper CT 11th European Architectural Envisioning Association Conference on Envisioning Architecture: Design, Evaluation, Communication CY SEP 25-28, 2013 CL Politecnico Milano, Milan, ITALY HO Politecnico Milano DE painting practice; architectural representation; spatial agency C1 Univ Arts London, Cent St Martins Coll Arts & Design, London, England. RP Mlicka, A (reprint author), Univ Arts London, Cent St Martins Coll Arts & Design, London, England. NR 0 TC 0 Z9 0 U1 0 U2 0 PU EDIZIONI NUOVA CULTURA PI ROMA PA PIAZZALE ALDO MORO, 5, ROMA, 00185, ITALY BN 978-88-6812-136-5 PY 2013 BP 518 EP 518 PG 1 WC Architecture SC Architecture GA BD4KC UT WOS:000360864200076 DA 2018-03-07 ER PT B AU Uhlenwinkel, A AF Uhlenwinkel, Anke BE Jekel, T Car, A Strobl, J Griesebner, G TI Spatial Thinking or Thinking Geographically? On the Importance of Avoiding Maps without Meaning SO GI_FORUM 2013: CREATING THE GISOCIETY LA English DT Proceedings Paper CT Geoinformatics Forum CY JUL 02-05, 2013 CL Salzburg, AUSTRIA AB It is widely accepted that to produce a map students need to be able to think spatially. This article does not question the importance of spatial thinking, but it argues that to produce a geographically sound map, that is a map that does not only show where things are, but that tries to answer a geographical question, it is also relevant to be able to think geographically. In its empirical part it shows that students who are half-way through their studies to become teachers often lack this ability which inevitably has repercussions for school geography. EM uhlenw@uni.potsdam.de CR BERENS K., 2001, STADT REGIONALENTWIC, P177 Bruner Jermone., 1990, ACTS MEANING BRUNER JS, 1959, HARVARD EDUC REV, V29, P184 BRUNET R., 1997, CHAMPS CONTRECHAMPS, P204 Cottrell S., 2005, CRITICAL THINKING SK Deleplace M., 2005, APPRENTISSAGE CONCEP Deleuze Gilles, 1991, QUEST CE QUE PHILOSO DELMAS J.-C., 2007, CROQUIS SCHEMAS GARDNER H., 2006, DEV ED MIND SELECTED, P145 GRAVES N. J., 1971, DREISSIG TEXTE DIDAK, P132 Jackson P, 2006, GEOGRAPHY, V91, P199 JALTA J., 2008, CROQUIS SCHEMAS BAC KLUCZKA G., 1970, ZENTRALE ORTE ZENTRA Lambert D., 2010, TEACHING GEOGRAPHY 1 Leat D., 1998, THINKING GEOGRAPHY MARTIN F., METZLER HDB 2 0 GEOG, V2.0 Massey D., 1999, POWER GEOMETRIES POL Massey D., 2005, FOR SPACE Millar R., 2005, MAKING DIFFERENCE, P15 NRC-National Research Council, 2006, LEARN THINK SPAT GIS PALINGS H., 2009, PRAXIS GEOGRAPHIE, V39, P22 PERCIVAL S., 2009, AVES PARQUES EOLICOS, P145 REKACEWICZ P., 2009, ATLAS GLOBALISIERUNG, P100 REVERT S., 2012, PETITE METHODOLOGIE ROBERTS M., 2003, LEARING ENQUIRY MAKI ROSSLER M, 1987, GEOGR Z, V75, P177 TAYLOR L., 2008, TEACHING GEOGRAPHY, V33, P50 van den Brink-Budgen R, 2010, ADV CRITICAL THINKIN WARDENGA U, 2011, VERBAND DTSCH BERUFS Wardenga U., 2002, GEOGRAPHIE HEUTE, V200, P8 NR 30 TC 0 Z9 0 U1 0 U2 1 PU AUSTRIAN ACAD SCIENCE PRESS PI VIENNA PA PO BOX 471, POSTGASSE 7, VIENNA, 1011, AUSTRIA BN 978-3-87907-532-4 PY 2013 BP 294 EP 305 DI 10.1553/giscience2013s294 PG 12 WC Geography, Physical; Geosciences, Multidisciplinary SC Physical Geography; Geology GA BB8BB UT WOS:000346201100039 OA gold DA 2018-03-07 ER PT B AU Michel, E Hof, A AF Michel, Elisa Hof, Angela BE Jekel, T Car, A Strobl, J Griesebner, G TI Promoting Spatial Thinking and Learning with Mobile Field Trips and eGeo-Riddles SO GI_FORUM 2013: CREATING THE GISOCIETY LA English DT Proceedings Paper CT Geoinformatics Forum CY JUL 02-05, 2013 CL Salzburg, AUSTRIA AB This paper presents a concept for an innovative teaching and learning project which combines core topics from Physical Geography with adventure and media pedagogy by providing settings for multimedia education in the field. Locations are used as learning spaces and spatial information is integrated in a direct context. The objective of the project is to take e-learning to the field by expanding it for mobile, flexible, location-based learning processes. Learning resources and outdoor activities are combined to get original nature experiences with its varied spatial and temporal dimensions. Mobile tagging, Quick-Response Codes (QR-Codes) and mobile applications are used to access the project results with mobile devices in the field. The benefits and challenges for embedding mobile devices in the curriculum are discussed by presenting a practical example and implementation of mobile field trips and eGeo-Riddles. Target audience of the final products are Bachelor students. The focus of the project is on the supply of teaching and learning content to support the holistic understanding of spatial concepts and to create curiosity and awareness for environmental processes. C1 [Michel, Elisa; Hof, Angela] Ruhr Univ Bochum, Dept Geog, Bochum, Germany. RP Michel, E (reprint author), Ruhr Univ Bochum, Dept Geog, Univ Str 150, Bochum, Germany. EM elisa.michel@rub.de CR Chatterjea K, 2008, INT RES GEOGR ENVIRO, V17, P330, DOI 10.1080/10382040802401623 DAY T., 2012, PROGR PHYS GEOGRAPHY, P1 DEUTSCHE WANDERJUGEND e. V, 2013, GEOCACHING STAT Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 Johnson L., 2012, NMC HORIZON REPORT 2 LUDE A., 2013, MOBILES ORTSBEZOGENE MICHEL U., 2013, MOBILES ORTSBEZOGENE, P13 MSW - MINISTERIUM FUR SCHULE UND WEITERBILDUNG DES LANDES NORDRHEIN-WESTFALEN, 2006, DOPP AB 2012 2013 National Research Council NRC, 2006, LEARN THINK SPAT Westera W, 2011, EDUC TECHNOL SOC, V14, P201 ZECHA S., 2012, ED RES, V1, P177, DOI [10.5838/erej.1.2, DOI 10.5838/EREJ.1.2] NR 11 TC 0 Z9 0 U1 1 U2 5 PU AUSTRIAN ACAD SCIENCE PRESS PI VIENNA PA PO BOX 471, POSTGASSE 7, VIENNA, 1011, AUSTRIA BN 978-3-87907-532-4 PY 2013 BP 378 EP 387 DI 10.1553/giscience2013s378 PG 10 WC Geography, Physical; Geosciences, Multidisciplinary SC Physical Geography; Geology GA BB8BB UT WOS:000346201100047 DA 2018-03-07 ER PT B AU Daems, W Dierckx, J Donert, K van der Veken, D AF Daems, Wim Dierckx, Jan Donert, Karl van der Veken, Danny BE Jekel, T Car, A Strobl, J Griesebner, G TI Experience with the GIS Mobility Project at KOGEKA: An Example of Co-operation between Primary and Secondary Schools on School Mobility and Traffic Safety SO GI_FORUM 2013: CREATING THE GISOCIETY LA English DT Proceedings Paper CT Geoinformatics Forum CY JUL 02-05, 2013 CL Salzburg, AUSTRIA ID DISPARITIES; EDUCATION AB The opportunities for using GIS in schools are numerous. KOGEKA, a community of six secondary schools in Belgium, has been working with GIS for about 10 years now and is running a GIS Mobility project in some of their schools. In this project the secondary school pupils work together with pupils from primary schools in the neighbourhood, on school mobility and traffic safety. This paper reports about KOGEKA's experiences with the GIS mobility project and describes (i) the added value that the use of GIS can offer in a project like this, (ii) how GIS can support the development of spatial thinking in pupils, (iii) what potential this kind of projects can have to contribute to achieve learning objectives described in curricula and (iv) how the project encourages pupils take up their role as active citizens. We conclude with some general thoughts to consider for schools that think of running similar projects. C1 [Daems, Wim; Dierckx, Jan; van der Veken, Danny] KOGEKA, Geel Kasterlee, Belgium. [Donert, Karl] EUROGEO, Waardamme, Belgium. RP Daems, W (reprint author), KOGEKA, Geel Kasterlee, Belgium. EM wim.daems@kogeka.be CR ALIBRANDI M., 2001, CONT ISSUES TECHNOLO, V1 Baker TR, 2003, J GEOGR, V102, P243, DOI 10.1080/00221340308978556 BARTOSCHEK T., 2007, P 10 AG INT C GEOGR Brodie S, 2006, INT RES GEOGR ENVIRO, V15, P271, DOI 10.2167/irgee196e.0 DONERT K., 2013, LEARNING GE IN PRESS FASKUNGER J., 2012, J URBAN HEALTH, P1 Favier T, 2009, INT RES GEOGR ENVIRO, V18, P261, DOI 10.1080/10382040903251091 Gersmehl PJ, 2007, J GEOGR, V106, P181, DOI 10.1080/00221340701809108 Gersmehl P.J., 2006, RES GEOGRAPHIC ED, V8, P5 Hogrebe M., 2012, RES SCH NEIGHBORHOOD, P151 Huang KH, 2011, J GEOGR, V110, P158, DOI 10.1080/00221341.2011.542474 IGUESS PROJECT, 2009, GIS SCH STAT ART REP Kerr J, 2006, MED SCI SPORT EXER, V38, P787, DOI 10.1249/01.mss.0000210208.63565.73 Kerski JJ, 2008, INT J DIGIT EARTH, V1, P326, DOI 10.1080/17538940802420879 Kerski JJ, 2003, J GEOGR, V102, P128, DOI 10.1080/00221340308978534 Kidman G, 2006, INT RES GEOGR ENVIRO, V15, P289, DOI 10.2167/irgee196i.0 Kim K., 1996, Computers, Environment and Urban Systems, V20, P289, DOI 10.1016/S0198-9715(96)00022-1 MILSON A., 2005, RES GEOGRAPHIC ED, V7, P62 Neckerman KM, 2009, J PUBLIC HEALTH POL, V30, pS264, DOI 10.1057/jphp.2008.47 SHIPPS D., 2012, FHWAOH201217 VVKSO, 2006, D20060279051 LICAP B VVKSO, 2008, D20087841038 VVKSO B VVKSO, 2009, D20097841048 VVKSO B VVKSO, 2010, D20107841016 VVKSO B Whyatt D, 2011, J GEOGR HIGHER EDUC, V35, P233, DOI 10.1080/03098265.2010.524198 Zhu XM, 2008, AM J PREV MED, V34, P282, DOI 10.1016/j.amepre.2008.01.024 NR 26 TC 0 Z9 0 U1 0 U2 2 PU AUSTRIAN ACAD SCIENCE PRESS PI VIENNA PA PO BOX 471, POSTGASSE 7, VIENNA, 1011, AUSTRIA BN 978-3-87907-532-4 PY 2013 BP 447 EP 457 DI 10.1553/giscience2013s447 PG 11 WC Geography, Physical; Geosciences, Multidisciplinary SC Physical Geography; Geology GA BB8BB UT WOS:000346201100054 OA gold DA 2018-03-07 ER PT J AU Huynh, NT Sharpe, B AF Niem Tu Huynh Sharpe, Bob TI An Assessment Instrument to Measure Geospatial Thinking Expertise SO JOURNAL OF GEOGRAPHY LA English DT Article DE geospatial; spatial thinking; expertise; assessment instrument ID SEX-RELATED DIFFERENCES; SPATIAL ABILITIES; GEOGRAPHIC EDUCATION; MAP PROJECTIONS; ONE-DIMENSION; WOULD-BE; KNOWLEDGE; STUDENTS; SYSTEMS; SKILLS AB Spatial thinking is fundamental to the practice and theory of geography, however there are few valid and reliable assessment methods in geography to measure student performance in spatial thinking. 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Hegarty, Mary TI Inferring cross sections of 3D objects: A new spatial thinking test SO LEARNING AND INDIVIDUAL DIFFERENCES LA English DT Article DE Cross-sectioning skill; Spatial ability tests; Spatial visualization; Spatial strategies; Science education; STEM education ID SEX-DIFFERENCES; GENDER DIFFERENCES; META-ANALYSIS; ABILITY; VISUALIZATION; SKILLS; STRATEGY; ORGANIZATION; INSTRUCTION; PERFORMANCE AB A new spatial ability test was administered online to 223 undergraduate students enrolled in introductory science courses. The 30-item multiple choice test measures individual differences in ability to identify the two-dimensional cross section of a three-dimensional geometric solid, a skill that has been identified as important in science, technology, engineering and mathematics (STEM) fields. Bivariate and partial correlations suggest that the test measures a skill that is distinct from three-dimensional mental rotation and change in view perspective. Test items varied along two scales: complexity of the geometric solid to be sliced and orientation of the cutting plane. Internal reliability of both the overall test and its subscales was satisfactory. Performance was higher on figures cut by orthogonal, rather than oblique, planes. Patterns of performance across more and less complex items, and patterns of sex differences on these items, suggest that items on the test are differentially amenable to imagistic and analytic strategies, with males outperforming females on items that are less amenable to analytic strategies. The test shows promise for online administration and for adaptation to younger populations. (C) 2012 Elsevier Inc. All rights reserved. C1 [Cohen, Cheryl A.] Northwestern Univ, Dept Psychol, Evanston, IL 60208 USA. [Hegarty, Mary] Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. RP Cohen, CA (reprint author), Northwestern Univ, Dept Psychol, Swift Hall 102,2029 Sheridan Rd, Evanston, IL 60208 USA. 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PD DEC PY 2012 VL 22 IS 6 BP 868 EP 874 DI 10.1016/j.lindif.2012.05.007 PG 7 WC Psychology, Educational SC Psychology GA 059DF UT WOS:000312683900028 DA 2018-03-07 ER PT J AU Diezmann, CM Lowrie, T AF Diezmann, Carmel M. Lowrie, Tom TI LEARNING TO THINK SPATIALLY: WHAT DO STUDENTS 'SEE' IN NUMERACY TEST ITEMS? SO INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION LA English DT Article DE information graphics; mathematics items; numeracy tests; pedagogy; spatial perception; spatial thinking AB Learning to think spatially in mathematics involves developing proficiency with graphics. This paper reports on 2 investigations of spatial thinking and graphics. The first investigation explored the importance of graphics as 1 of 3 communication systems (i.e. text, symbols, graphics) used to provide information in numeracy test items. The results showed that graphics were embedded in at least 50 % of test items across 3 year levels. The second investigation examined 11 - 12-year-olds' performance on 2 mathematical tasks which required substantial interpretation of graphics and spatial thinking. The outcomes revealed that many students lacked proficiency in the basic spatial skills of visual memory and spatial perception and the more advanced skills of spatial orientation and spatial visualisation. This paper concludes with a reaffirmation of the importance of spatial thinking in mathematics and proposes ways to capitalize on graphics in learning to think spatially. C1 [Diezmann, Carmel M.] Queensland Univ Technol, Brisbane, Qld 4001, Australia. [Lowrie, Tom] Charles Sturt Univ, Wagga Wagga, NSW, Australia. RP Diezmann, CM (reprint author), Queensland Univ Technol, Brisbane, Qld 4001, Australia. 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PD DEC PY 2012 VL 10 IS 6 BP 1469 EP 1490 DI 10.1007/s10763-012-9350-3 PG 22 WC Education & Educational Research SC Education & Educational Research GA 054EL UT WOS:000312326700010 DA 2018-03-07 ER PT J AU Ben Youssef, B Berry, B AF Ben Youssef, Belgacem Berry, Barbara TI Learning to think spatially in an undergraduate interdisciplinary computational design context: a case study SO INTERNATIONAL JOURNAL OF TECHNOLOGY AND DESIGN EDUCATION LA English DT Article DE Spatial thinking; Computational design; Design process; Project-based learning; First-year interdisciplinary program; Principles of instruction ID SUPPORT; SKILLS AB Spatial thinking skills are vital for success in everyday living and work, not to mention the centrality of spatial reasoning in scientific discoveries, design-based disciplines, medicine, geosciences and mathematics to name a few. This case study describes a course in spatial thinking and communicating designed and delivered by an interdisciplinary team over a three-year period to first-year university students. Four major elements provide a framework for the sequencing of instruction and acquisition of 2D and 3D spatial thinking and reasoning skills in a computational design context. We describe the process of introducing students to computational design environments beginning with a fun and familiar tool in preparation for a more complex, industry-standard system (SolidWorks). A design project provides diverse student teams an opportunity to integrate and apply foundational spatial concepts and skills including sketching, 2D and 3D representations, as well as digital and physical modeling. Samples of student work illustrate the scaffolding necessary for students to successfully draw upon the spatial thinking and communication skills required to complete their team projects beginning with applying sketching techniques; modeling individual 3D parts; creating digital assemblies; and finally building the equivalent 3D physical model. Key instructional principles provide a framework for the analysis of what worked and what didn't in relation to spatial skills development in students. The lessons learned are identified along with potential future directions for teaching and learning scholarship in spatial thinking development within a computational design context. C1 [Ben Youssef, Belgacem] King Saud Univ, Dept Comp Engn, Coll Comp & Informat Sci, Riyadh 11543, Saudi Arabia. [Ben Youssef, Belgacem] Simon Fraser Univ, Sch Interact Arts & Technol, Surrey, BC V3T 0A3, Canada. [Ben Youssef, Belgacem] Simon Fraser Univ, TechOne Program, Surrey, BC V3T 0A3, Canada. [Berry, Barbara] Simon Fraser Univ, Teaching & Learning Ctr, Surrey, BC V3T 0A3, Canada. RP Ben Youssef, B (reprint author), King Saud Univ, Dept Comp Engn, Coll Comp & Informat Sci, POB 51178, Riyadh 11543, Saudi Arabia. EM byoussef@sfu.ca; bberry@sfu.ca FU TechOne Program; School of Interactive Arts and Technology at Simon Fraser University FX We would like to acknowledge our colleagues: Mike Sjoerdsma, Halil Erhan, John Dill, and Janet McCracken for their collaboration in designing, developing, and teaching TECH 106; as well as the TechOne Program and the School of Interactive Arts and Technology at Simon Fraser University and their staff for their support. We further wish to acknowledge the many students whom we learned with and from during our experiences in teaching this course. The authors would like also to thank the anonymous referees for their helpful suggestions and comments on this article. 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PD SUM PY 2012 VL 12 IS 3 BP 1987 EP 1992 PG 6 WC Education & Educational Research SC Education & Educational Research GA 011WP UT WOS:000309197300016 DA 2018-03-07 ER PT J AU Wehry, S Monroe-Ossi, H Cobb, S Fountain, C AF Wehry, Stephanie Monroe-Ossi, Heather Cobb, Sharon Fountain, Cheryl TI Concept Mapping Strategies: Content, Tools and Assessment for Human Geography SO JOURNAL OF GEOGRAPHY LA English DT Article DE AP Human Geography; assessment; geographic education; concept mapping; urban education ID SCIENCE; EDUCATION; SCORES AB This article examines the use of concept mapping for formative and summative assessment of northeast Florida middle school students' knowledge of human geography. The students were participants in an afterschool, academic, college reach-out program that provided opportunities to test concept mapping strategies that support spatial thinking and stimulate interest in human geography. 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A., 2001, ED ASSESSMENT, V7, P99, DOI DOI 10.1207/S15326977EA0702_2 Sadoski M., 2001, IMAGERY TEXT DUAL CO Schau C, 2001, EDUC PSYCHOL MEAS, V61, P136, DOI 10.1177/00131640121971112 Schau C, 1997, AM STAT, V51, P171, DOI 10.2307/2685413 Tarte G., 2006, CONCEPT MAPS THEORY, P1 Trygestad J, 1997, ANN M AM ED RES ASS UNDP, 2010, UNDP SUCC STOR LEADS Wehry S., 2008, CONCEPT MAPS CONNECT, P2 Witherick M., 1998, STUDY ADVICE GEOGRAP Yin Y, 2005, J RES SCI TEACH, V42, P166, DOI 10.1002/tea.20049 NR 29 TC 5 Z9 5 U1 0 U2 20 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 325 CHESTNUT ST, SUITE 800, PHILADELPHIA, PA 19106 USA SN 0022-1341 J9 J GEOGR JI J. Geogr. PD MAY-JUN PY 2012 VL 111 IS 3 BP 83 EP 92 DI 10.1080/00221341.2011.604094 PG 10 WC Geography SC Geography GA 929RL UT WOS:000303083100001 DA 2018-03-07 ER PT J AU Delahunty, T Lewis-Gonzales, S Phelps, J Sawicki, B Roberts, C Carpenter, P AF Delahunty, Tina Lewis-Gonzales, Sarah Phelps, Jack Sawicki, Ben Roberts, Charles Carpenter, Penny TI Land Cover Change and Remote Sensing in the Classroom: An Exercise to Study Urban Growth SO JOURNAL OF GEOGRAPHY LA English DT Article DE land cover change; urban growth; remote sensing; geographic information systems; secondary education AB The processes and implications of urban growth are studied in a variety of disciplines as urban growth affects both the physical and human landscape. Remote sensing methods provide ways to visualize and mathematically represent urban growth; and resultant land cover change data enable both quantitative and qualitative analysis. This article helps teachers by providing remote sensing vocabulary and process information. It also demonstrates that: implementing remote sensing methods fosters critical and spatial thinking, activities are disciplinarily integrative, and activities are applicable to many education standards. The exercises presented outline procedures applicable to any geographic area under student investigation. C1 [Delahunty, Tina; Lewis-Gonzales, Sarah; Phelps, Jack] Texas Tech Univ, Dept Geosci, Lubbock, TX 79409 USA. [Sawicki, Ben] Aldine Independent Sch Dist, Houston, TX USA. [Roberts, Charles] Florida Atlantic Univ, Boca Raton, FL 33431 USA. [Carpenter, Penny] Texas Tech Univ, Coll Educ, Lubbock, TX 79409 USA. RP Delahunty, T (reprint author), Texas Tech Univ, Dept Geosci, Lubbock, TX 79409 USA. CR Bednarz S. W., 1994, GEOGRAPHY LIFE NATL Campbell JB, 2007, J GEOGR, V106, P239, DOI 10.1080/00221340701849799 International Society for Technology in Education, 2010, STAND GLOB LEARN DIG Jensen JR, 2005, INTRO DIGITAL IMAGE JO Injeong, 2010, GEOGRAPHY TEACHER, V7, P49 MILSON A. J., 2009, SOC EDUC, V73, P113 National Council for the Social Studies, 2010, NAT CURR STAND SOC S National Center for History in the Schools, 1996, NAT STAND HIST National Research Council, 2006, LEARN THINK SPAT GIS National Center for Policy Analysis (NCPA), 2001, FAST GROW COUNT SEE National Council of Teachers of Mathematics (NCTM), 2011, STAND GRAD 9 12 Sivanpillai R, 2008, J GEOGR, V107, P154, DOI 10.1080/00221340802495161 STORY M, 1986, PHOTOGRAMM ENG REM S, V52, P397 Texas Association of Counties, 2003, COUNT INF PROJ DENT United Nations Population Fund (UNFPA), 2007, LINK POP POV DEV United States Census Bureau, 2010, STAT COUNT QUICKFACT United States Census Bureau, 2001, POP CHANG DISTR CENS United States Geological Survey, 2011, LANDS MISS West BA, 2003, J GEOGR, V102, P267, DOI 10.1080/00221340308978558 NR 19 TC 3 Z9 3 U1 0 U2 6 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 325 CHESTNUT ST, SUITE 800, PHILADELPHIA, PA 19106 USA SN 0022-1341 J9 J GEOGR JI J. Geogr. PD MAY-JUN PY 2012 VL 111 IS 3 BP 113 EP 122 DI 10.1080/00221341.2011.626996 PG 10 WC Geography SC Geography GA 929RL UT WOS:000303083100004 DA 2018-03-07 ER PT J AU Toptas, V Celik, S Karaca, ET AF Toptas, Veli Celik, Serkan Karaca, E. Tugce TI IMPROVING 8TH GRADES SPATIAL THINKING ABILITIES THROUGH A 3D MODELING PROGRAM SO TURKISH ONLINE JOURNAL OF EDUCATIONAL TECHNOLOGY LA English DT Article DE Spatial ability; spatial visualization; mental rotation; concrete manipulatives; 3D modeling; Google SketchUp ID SEX-DIFFERENCES; META-ANALYSIS; PERFORMANCE AB Implementation of emerging technology in sub disciplines of mathematics education provides a potential for educators to elaborate the capacity of digitized learning for human being. Spatial thinking is considered as a factor of scientific deduction from a multi disciplinary point of view. This paper reports a study aimed at exploring the effect of a 3D Modeling program on the spatial ability of the 8th grade students through an experimental research design. The study also focuses on the relation between the gender difference and spatial thinking. The study population was consisted of 82 8th grade students and divided into the control group (n=40) and the treatment group (n=42). The data in the study were collected through a qualitative research method. According to the findings of the research, the success rate of post test increased after the application in terms of differential aptitude, mental rotation and spatial visualization. On the other hand, irrespective of the relevant literature, female pupils were observed as better performers comparing to the males on post application of the measurement instruments. C1 [Toptas, Veli; Karaca, E. Tugce] Kirikkale Univ, Fac Educ, Dept Elementary Educ, Kirikkale, Turkey. [Celik, Serkan] Kirikkale Univ, Fac Educ, Comp Educ & Instruct Technol Dept, Kirikkale, Turkey. RP Toptas, V (reprint author), Kirikkale Univ, Fac Educ, Dept Elementary Educ, Kirikkale, Turkey. EM vtoptas@gmail.com; sercelikan@yahoo.com; tugcekaraca85@gmail.com CR BAENNINGER M, 1989, SEX ROLES, V20, P327, DOI 10.1007/BF00287729 Battista MT, 1996, J RES MATH EDUC, V27, P258, DOI 10.2307/749365 Bennett GK, 1947, DIFFERENTIAL APTITUD Bright G., 1998, CLASSROOM ASSESSMENT Conference Board of the Mathematical Sciences, 2001, MATH ED TEACH Clements D. H., 1998, COMPUTERS MATH ED AS Fleron J., 2009, GOOGLE SKETCHUP POWE Frank A., 2005, CEBE T, V2, P21, DOI 10.11120/tran.2005.02030021 GOLDSTEIN D, 1990, MEM COGNITION, V18, P546, DOI 10.3758/BF03198487 Gonzalez Gloriana, 2009, International Journal of Computers for Mathematical Learning, V14, P153, DOI 10.1007/s10758-009-9152-z Halpern D. 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C., 1982, MENTAL IMAGES THEIR Singleton C, 2004, ICT SPECIAL ED NEEDS, P46 Tall D., 2009, INFORM TECHNOLOGY MA Tooke J., 2001, USING INFORM TECHNOL Van den Heuvel-Panhuizen M., 2005, YOUND CHILDREN LEARN VOYER D, 1995, PSYCHOL BULL, V117, P250, DOI 10.1037//0033-2909.117.2.250 Winter M.J., 1896, SPATIAL VISUALIZATIO NR 31 TC 2 Z9 2 U1 0 U2 12 PU TURKISH ONLINE JOURNAL EDUCATIONAL TECH-TOJET PI SAKARYA PA SAKARYA UNIV, ESENTEPE KAMPUSU, SAKARYA, 54187, TURKEY SN 2146-7242 J9 TURK ONLINE J EDUC T JI Turk. Online J. Educ. Technol. PD APR PY 2012 VL 11 IS 2 BP 128 EP 134 PG 7 WC Education & Educational Research SC Education & Educational Research GA 008SL UT WOS:000308976800013 DA 2018-03-07 ER PT J AU Milner-Bolotin, M Nashon, SM AF Milner-Bolotin, Marina Nashon, Samson Madera TI The essence of student visual-spatial literacy and higher order thinking skills in undergraduate biology SO PROTOPLASMA LA English DT Review DE Biology education; Visual-spatial skills; 3D and 4D visualization; Visualization software ID SCIENCE AB Science, engineering and mathematics-related disciplines have relied heavily on a researcher's ability to visualize phenomena under study and being able to link and superimpose various abstract and concrete representations including visual, spatial, and temporal. The spatial representations are especially important in all branches of biology (in developmental biology time becomes an important dimension), where 3D and often 4D representations are crucial for understanding the phenomena. By the time biology students get to undergraduate education, they are supposed to have acquired visual-spatial thinking skills, yet it has been documented that very few undergraduates and a small percentage of graduate students have had a chance to develop these skills to a sufficient degree. The current paper discusses the literature that highlights the essence of visual-spatial thinking and the development of visual-spatial literacy, considers the application of the visual-spatial thinking to biology education, and proposes how modern technology can help to promote visual-spatial literacy and higher order thinking among undergraduate students of biology. C1 [Milner-Bolotin, Marina; Nashon, Samson Madera] Univ British Columbia, Dept Curriculum & Pedag, Fac Educ, Vancouver, BC V6T 1Z4, Canada. RP Milner-Bolotin, M (reprint author), Univ British Columbia, Dept Curriculum & Pedag, Fac Educ, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada. EM marina.milner-bolotin@ubc.ca; samson.nashon@ubc.ca CR Allen KW, 2000, LEARNING THEORIES BR Arcavi A., 2003, EDUC STUD MATH, V52, P215, DOI DOI 10.1023/A:1024312321077 Arnheim R., 1986, PLEASE VISUAL THINKI, P135 Brown AL, 1997, GROWING UP WITH SCIENCE, P7 Cataloglu E, 2002, AM J PHYS, V70, P238, DOI 10.1119/1.1405509 Clement J, 1991, INFORM REASONING ED, V1, P345 Feynman R., 1994, CHARACTER PHYS LAW Hardin J, 2008, CBE-LIFE SCI EDUC, V7, P10 Holton G., 2001, PHYS HUMAN ADVENTURE Kerski J, 2008, ARCWATCH YOUR E JAN Mathewson JH, 1999, SCI EDUC, V83, P33, DOI 10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.3.CO;2-Q Metz KE, 1997, REV EDUC RES, V67, P151 National Center for Rural Science T Engineering & Mathematics Education Outreach, 2010, GEOSP TECHN National Research Council, 2006, LEARN THINK SPAT GIS Perkins K., 2006, PHYS TEACH, V44, P18, DOI DOI 10.1119/1.2150754 Piaget J, 1926, LANGUAGE THOUGHT CHI, V1 Richardson DC, 2002, BIOCHEM MOL BIOL EDU, V30, P21, DOI 10.1002/bmb.2002.494030010005 Sommer R., 1978, MINDS EYE IMAGERY EV Sorby S, 2009, INT J SCI EDUC, V31, P459, DOI 10.1080/09500690802595839 Vygotsky L, 1978, MIND SOC DEV HIGHER, V1 Ware C, 2008, MORG KAUF SER INTER, P1 WATSON JD, 1953, NATURE, V171, P737, DOI 10.1038/171737a0 Wheeler JA, 1992, SPACETIME PHYS INTRO Wieman C., 2010, PHYS TEACH, V48, P225, DOI DOI 10.1119/1.3361987 Wieman CE, 2006, NAT PHYS, V2, P290, DOI 10.1038/nphys283 NR 25 TC 0 Z9 0 U1 0 U2 31 PU SPRINGER WIEN PI WIEN PA SACHSENPLATZ 4-6, PO BOX 89, A-1201 WIEN, AUSTRIA SN 0033-183X EI 1615-6102 J9 PROTOPLASMA JI Protoplasma PD FEB PY 2012 VL 249 SU 1 BP S25 EP S30 DI 10.1007/s00709-011-0346-6 PG 6 WC Plant Sciences; Cell Biology SC Plant Sciences; Cell Biology GA 969QG UT WOS:000306069900005 PM 22048638 DA 2018-03-07 ER PT B AU Eng, N Aurisicchio, M Bracewell, R Armstrong, G AF Eng, Nathan Aurisicchio, Marco Bracewell, Rob Armstrong, Gareth GP ASME TI MAPPING FOR DESIGN DECISION SUPPORT IN INDUSTRY SO PROCEEDINGS OF THE ASME INTERNATIONAL DESIGN ENGINEERING TECHNICAL CONFERENCES AND COMPUTERS AND INFORMATION IN ENGINEERING CONFERENCE, VOL 7 LA English DT Proceedings Paper CT ASME International Design Engineering Technical Conferences/Computers Information in Engineering Conference CY AUG 12-15, 2012 CL Chicago, IL SP ASME, Design Engn Div, ASME, Comp & Informat Engn Div ID TOOLS AB There has been a significant loss of spatial thinking support in the move from paper to computer-based work. Map-based software methods reported here fill this gap while resolving general challenges in deploying software tools into active industrial practice. The Decision Rationale editor (DRed) has been in use over nine years and 700 engineers have been trained within the partner company. Semi-structured interviews were performed with 13 engineers from diverse departments and with a range of experience levels. Collected examples were analysed for successful methods (what), common contexts of use (where) and advantages over existing tools (why). Map use seems to focus on problems where multiple poorly defined options need sorting in order to progress work. The diversity of use cases demonstrates a need for increased investment in flexible visual tools to aid human thinking. Future work will expand on the set of collected examples, including attempts to generalize lessons to other software. More detailed experiments are also needed to better understand specific cognitive benefits in the work environment. C1 [Eng, Nathan; Aurisicchio, Marco] Univ London Imperial Coll Sci Technol & Med, Dept Mech Engn, Design Engn Grp, London, England. [Bracewell, Rob] Univ Cambridge, Cambridge, England. [Armstrong, Gareth] Rolls Royce PLC, Derby, England. RP Eng, N (reprint author), Univ London Imperial Coll Sci Technol & Med, Dept Mech Engn, Design Engn Grp, London, England. EM n.eng@imperial.ac.uk; m.aurisicchio@imperial.ac.uk; rhb24@cam.ac.uk; gareth.armstrong@rolls-royce.com CR Archer B, 1995, CODESIGN, V1, P6 Aurisicchio M, 2009, INT C ENG DES ICED 0 Aurisicchio M, DETC CIE 12 Bernstein M, 2006, P WIKISYM 06 AUG 21 Bernstein M, 2003, ACM HYP 2003, P122 Bernstein M, 1999, ACM COMPUT SURV, V31, P19 Bernstein M, 2008, ACM T INFORM SYST, V26, DOI 10.1145/1402256.1402263 Blessing L.T.M., 1998, DESIGNERS KEY SUCCES, P42 Bracewell R. 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J., 1999, COGNITIVE WORK ANAL Vinck D., 2003, EVERYDAY ENG ETHNOGR NR 46 TC 1 Z9 1 U1 0 U2 1 PU AMER SOC MECHANICAL ENGINEERS PI NEW YORK PA THREE PARK AVENUE, NEW YORK, NY 10016-5990 USA BN 978-0-7918-4506-6 PY 2012 BP 579 EP + PG 3 WC Education, Scientific Disciplines; Engineering, Manufacturing; Engineering, Mechanical SC Education & Educational Research; Engineering GA BGW24 UT WOS:000324347100057 DA 2018-03-07 ER PT B AU Heavin, C Neville, K AF Heavin, Ciara Neville, Karen BE Felicia, P TI Using Social Media Technology as an Educational Tool SO PROCEEDINGS OF THE 6TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING LA English DT Proceedings Paper CT 6th European Conference on Games-Based Learning CY OCT 04-05, 2012 CL Univ Coll Cork, Cork, IRELAND SP Waterford Inst Technol HO Univ Coll Cork DE social media technology; social business gaming; online environment; student assessment and learning ID WEB 2.0; OUTCOMES AB In an educational context, third level institutions utilise simulations to educate doctors and dentists but to date social gaming has not been widely applied as a learning aid for Business Graduates. Based on the premise of social network analysis, social business gaming will, through real world problem-solving, enhance the learners logical reasoning, numeric abilities and spatial thinking. Both the environment and problems are developed to adapt to suit any course from conducting research to proposing business solutions. This study was undertaken in order to create and facilitate social business gaming, which allowed students to measure their performances of understanding as part of their ongoing learning assessment. The online business game required students to apply what they have learned to problem situations and to further develop their understanding of a topic/s. The problems posed required that the learners had to prove that they understood the material being taught and could apply what they had learned in an online environment. Additionally, the ongoing assessment component of the gaming network was used not just as an assessment for grades but also as a learning tool. The online environment used in this study adhered to an ongoing assessment process, which clearly outlined the criteria of the game allowing students to both collaborate and compete against their peers in a series of challenges. This study focused on a group of final year undergraduate students. The online game was utilised as part of the continual assessment process to evaluate group interaction and learning in an Information Systems (IS) security assignment. C1 [Heavin, Ciara; Neville, Karen] Univ Coll Cork, Cork, Ireland. 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A., 2007, J ACCOUNTING ED, P1 NR 31 TC 0 Z9 0 U1 0 U2 3 PU ACAD CONFERENCES LTD PI NR READING PA CURTIS FARM, KIDMORE END, NR READING, RG4 9AY, ENGLAND BN 978-1-908272-70-6 PY 2012 BP 194 EP 201 PG 8 WC Education & Educational Research SC Education & Educational Research GA BFV65 UT WOS:000321562800023 DA 2018-03-07 ER PT B AU Papi, DG AF Papi, Daniele G. BE Chova, LG Martinez, AL Torres, IC TI VISUAL AND NON-VISUAL ARTS IN ARCHITECTURAL DESIGN SO 5TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION (ICERI 2012) LA English DT Proceedings Paper CT 5th International Conference of Education, Research and Innovation (ICERI) CY NOV 19-21, 2012 CL Madrid, SPAIN DE Representation; architectural design; Experience in Didactics AB This paper describes the research experience in didactics we have carried out in the two Schools of Architecure of the Politecnico di Milano (Milan Technical University) during the last two academic years. Starting from 2010/11 we have provided the students in Architecture, both Bachelor and Master Degree, with an innovative course in Architecture Representation. We obtained very satisfying results with this experiment, so we have decided that it will turn into a stable method for the following years. Experience guidelines have been the following: The theoretical instrument that allows a "mimesis" (a.g. mu i mu eta sigma i zeta, see V. Ugo) between whatever object and its model is geometry and representation is the linking issue between the geometrical projective view and the spatial thinking where a project is conceived. Graphic representation is the main tool either to give account of a shape with a model and to study the character of an existing building through analysis. It is the mandatory and ultimate technique that an architect owns for thinking about a project and for processing all the intellectual issues that the qualified design requires Architectural design is strictly connected to locations, architectural contour, environment standards but cannot be a cultural and intellectual procedure if not being set in a creative dialogue with the cultural context where the architect is working. Arts are the "spirit of an era" (see P. Valery) and they can be considered as the global reference representing the model of a cultural context. Geometry and representation can be directed to handle and manage the analisys of a cultural context as described though arts (namely visual and non-visual) and to produce the results in creative architecture design products. Students can be trained to use graphic methods to represent and analize even non-graphic works of art (such as music tunes, dance performances, literature pieces) and to obtain a cultural context aware base structure for architectural design. The experience with the use of "semantic networks" as an instrument to graphically represent pieces of non-visual art has given very satisfying results in architectural design skill improvement. C1 [Papi, Daniele G.] Tech Univ Milan, Milan, Italy. EM daniele.papi@polimi.it CR Gablik S., 1991, REENCHANTMENT ART HANNERZ Ulf, 1992, CULTURAL COMPLEXITY Quillian R., 1963, NOTATION REPRESENTIN Steyvers M, 2005, COGNITIVE SCI, V29, P41, DOI 10.1207/s15516709cog2901_3 Ugo V., 2004, MIMESIS Valery P., 1931, REGARDS MONDE ACTUEL NR 6 TC 0 Z9 0 U1 0 U2 1 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN BN 978-84-616-0763-1 PY 2012 BP 3988 EP 3994 PG 7 WC Education & Educational Research SC Education & Educational Research GA BEW64 UT WOS:000318422204003 DA 2018-03-07 ER PT S AU Sudradjat, I AF Sudradjat, Iwan BE Abbas, MY Bajunid, AFI Azhari, NFN TI Foucault, the Other Spaces, and Human Behaviour SO ASEAN CONFERENCE ON ENVIRONMENT-BEHAVIOUR STUDIES (ACE-BS) SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT ASEAN Conference on Environment-Behaviour Studies (AcE-Bs) CY JUN 15-17, 2011 CL Inst Teknologi Bandung (ITB), Sch Architecture, Planning & Policy Dev, Bandung, INDONESIA HO Inst Teknologi Bandung (ITB), Sch Architecture, Planning & Policy Dev DE Michel Foucault; the orher space; heterotopia; urban space; urban behaviour AB Michel Foucault (1926-1984) was one of the major thinkers whose work offers a new approach to space and spatial thinking of our modern world. This article will explore his conceptualization of heterotopia and subsequent interpretations of it, with the ultimate purpose of examining its benefit and implication to the understandings of the complex nature of our contemporary urban spaces and their relations with human behavior. (C) 2012 Published by Elsevier B. V. Selection and/or peer-review under responsibility of Centre for Environment-Behaviour Studies(cE-Bs), Faculty of Architecture, Planning & Surveying, Universiti Teknologi MARA, Malaysia C1 [Sudradjat, Iwan] Inst Teknol Bandung, Sch Architecture Planning & Policy Dev, Bandung, Indonesia. 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SO ANNALS OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS LA English DT Article DE conceptual neighborhood graphs; qualitative spatio-temporal reasoning; spatial cognition; spatio-temporal information ID LINE-REGION RELATIONS; MOVEMENT PATTERNS; AREAL OBJECTS; LANGUAGE; INTERVALS; MODEL; TERMS AB Topology is the most commonly used spatial construct to bridge the gap between formal spatial information theory and systems on the one side and (human) spatial cognition and thinking on the other. To this end, we find topological calculi in virtually all research areas pertinent to spatial information science such as ontological modeling, geographic information retrieval, or image analysis and classification. Manifold behavioral experiments have been conducted to assess the cognitive adequacy of topological calculi with varying results. Our contribution here is unique for two reasons: first, we are addressing, behaviorally, the role of topology in the crucial area of spatio-temporal information; second, we are evaluating the role of topology across different semantic domains. We report five experiments that were conducted in the framework we developed (Klippel and Li 2009), which combines critical constructs from spatial information theory and cognitive science. Topologically equivalent movement patterns were specified across five domains using paths through a conceptual neighborhood graph. This approach allows us to disentangle the role of topology from the influence of semantic context. The results show that topology plays an important yet not semantic-independent role in characterizing the cognitive conceptualization of geographic events. C1 Penn State Univ, Dept Geog, GeoVISTA Ctr, University Pk, PA 16803 USA. RP Klippel, A (reprint author), Penn State Univ, Dept Geog, GeoVISTA Ctr, University Pk, PA 16803 USA. 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Rev. Sociol. PY 2012 VL 38 BP 507 EP + DI 10.1146/annurev-soc-071811-145531 PG 19 WC Sociology SC Sociology GA BBR28 UT WOS:000307962400024 OA green_accepted DA 2018-03-07 ER PT J AU Lee, J Bednarz, R AF Lee, Jongwon Bednarz, Robert TI Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; spatial thinking ability test (STAT); factor analysis ID INTERNET-BASED GIS; GEOSPATIAL CONCEPTS; VIRTUAL GLOBES; STUDENTS; STRATEGIES; CLASSROOM; SYSTEMS AB This article introduces the development and validation of the spatial thinking ability test (STAT). The STAT consists of sixteen multiple-choice questions of eight types. The STAT was validated by administering it to a sample of 532 junior high, high school, and university students. Factor analysis using principal components extraction was applied to identify underlying spatial thinking components and to evaluate the construct validity of the STAT. 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PY 2012 VL 111 IS 1 BP 15 EP 26 DI 10.1080/00221341.2011.583262 PG 12 WC Geography SC Geography GA 916GN UT WOS:000302088500003 DA 2018-03-07 ER PT J AU Madsen, LM Rump, C AF Madsen, Lene Moller Rump, Camilla TI Considerations of How to Study Learning Processes when Students use GIS as an Instrument for Developing Spatial Thinking Skills SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE Spatial thinking; GIS; learning processes; teaching orchestration; professional outlook ID GEOGRAPHIC INFORMATION-SYSTEMS; QUALITATIVE DIFFERENCES; ENVIRONMENT; CORE AB Within the last 30 years, geographical information systems (GIS) have been used increasingly in the training of geographers. On the basis of the philosophy of technology and instrumental genesis, we sketch how the use of instruments interacts with learning processes and outline how this can be studied. We empirically analyse students' learning processes and the influences of teaching practice in an introductory course in GIS. We show that students have different strategies for creating their personal instrument for spatial thinking and how teaching interacts with the students' learning processes. Finally, we discuss how GIS may gradually alter future professional development of geographers. C1 [Madsen, Lene Moller; Rump, Camilla] Univ Copenhagen, Dept Sci Educ, DK-1350 Copenhagen K, Denmark. RP Madsen, LM (reprint author), Univ Copenhagen, Dept Sci Educ, Ostre Voldgade 3, DK-1350 Copenhagen K, Denmark. EM lmmadsen@ind.ku.dk OI Madsen, Lene Moller/0000-0001-7149-9142; Rump, Camilla/0000-0003-1286-7421 CR Albert W. S., 1996, T GIS, V3, P7 Andersland S, 2011, GIS GEOGRAFIFAGET UN, P12 Bednarz S, 2007, CHANGING GEOGRAPHIES, P13 Biggs J., 2007, TEACHING QUALITY LEA Braun V., 2006, QUALITATIVE RES PSYC, V3, P77, DOI DOI 10.1191/1478088706QP0630A Burrough P. 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PY 2012 VL 36 IS 1 BP 97 EP 116 DI 10.1080/03098265.2011.576336 PG 20 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA 915KD UT WOS:000302022300011 DA 2018-03-07 ER PT J AU Newcombe, NS Stieff, M AF Newcombe, Nora S. Stieff, Mike TI Six Myths About Spatial Thinking SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION LA English DT Article DE Visualization; Technology education; Literature review ID VISUAL COGNITIVE-STYLE; SEX-DIFFERENCES; GENDER-DIFFERENCES; ADVANCED CHEMISTRY; STEREOTYPE THREAT; MENTAL ROTATION; MENSTRUAL-CYCLE; META-ANALYSIS; ABILITY; STUDENTS AB Visualizations are an increasingly important part of scientific education and discovery. However, users often do not gain knowledge from them in a complete or efficient way. This article aims to direct research on visualizations in science education in productive directions by reviewing the evidence for widespread assumptions that learning styles, sex differences, developmental stages, and spatial language determine the impact of visualizations on science learning. First, we examine the assumption that people differ in their verbal versus visual learning style. Due to the lack of rigorous evaluation, there is no current support for this distinction. Future research should distinguish between two different kinds of visual learning style. Second, we consider the belief that there are large and intractable sex differences in spatial ability resultant from immutable biological reasons. Although there are some spatial sex differences (in some types of spatial tests although not all), there is actually only very mixed support for biological causation. Most important, there is conclusive evidence that spatial skills can be improved through training and education. Third, we explore educators' use of Piaget's ideas about spatial development to draw conclusions about `developmental appropriateness'. However, recent research on spatial development has focused on identifying sequences that begin with early starting points of skill, and spatial education is possible in some form at all ages. Fourth, although spatial language does not determine spatial thought, it does frame attention in a way that can have impact on learning and understanding. We examine the empirical support for each assumption and its relevance to future research on visualizations in science education. C1 [Newcombe, Nora S.] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. [Stieff, Mike] Univ Illinois, Dept Chem, Chicago, IL 60680 USA. [Stieff, Mike] Univ Illinois, Learning Sci Res Inst, Chicago, IL USA. 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They are either believed to mask the interests of power and money, or to represent aesthetic concerns that have little to offer for critical theory of space. I counter this view by showing that through rethinking the conception of space in architecture and urban design, as well as the notion of design itself, it is possible to outline a critical and emancipatory design practice, experiential urbanism. I apply Henri Lefebvre's spatial thinking in the scale of urban design, bridging his broad societal and historical concerns and architects' interest in experiential space. Through the exemplary case of Makasiinit in Helsinki, Finland, I show how material urban artifacts can play a role in the dialectic of space and how people and their relations produce urban atmospheres. Experiential urbanism is conceptualized as a professional practice that supports emerging public spaces. C1 [Lehtovuori, Panu] Estonian Acad Arts, EE-10133 Tallinn, Estonia. 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PD JAN PY 2012 VL 38 IS 1 BP 71 EP 87 DI 10.1177/0896920511407222 PG 17 WC Sociology SC Sociology GA V36GP UT WOS:000209201300006 DA 2018-03-07 ER PT S AU Abu-Hamour, B Al Hmouz, H Mattar, J Muhaidat, M AF Abu-Hamour, Bashir Al Hmouz, Hanan Mattar, Jihan Muhaidat, Mohammad BE Uzunboylu, H TI The use of Woodcock-Johnson tests for identifying students with special needs-a comprehensive literature review SO CYPRUS INTERNATIONAL CONFERENCE ON EDUCATIONAL RESEARCH (CY-ICER-2012) SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT Cyprus International Conference on Educational Research (CY-ICER) CY FEB 08-11, 2012 CL Middle E Tech Univ No Cyprus Campus, CYPRUS SP Cyprus Educ Sci Assoc, Acad World Educ & Res Ctr, Near E Univ, Eastern Mediterranean Univ, Ataturk Teacher Training Acad, Int Cyprus Univ, Girne Amer Univ, Cyprus Educ Sci Assoc HO Middle E Tech Univ No Cyprus Campus DE WJ III Tests; CHC Theory; Cognitive and Achievemnt Tests; and Students with Special Needs ID CARROLL COGNITIVE-ABILITIES; LEARNING-DISABILITIES; READING DIFFICULTIES; WRITING ACHIEVEMENT; COLLEGE-STUDENTS; WORKING-MEMORY; CHILDREN; ADULTS; IDENTIFICATION; INTELLIGENCE AB The Woodcock-Johnson Tests (WJ III) is a valid and reliable assessment tool of both cognitive abilities and achievement among children and adults. It is based on the most current theoretical model of intelligence, Cattell-Horn-Carroll (CHC) theory. The broad CHC abilities measured on one or more of the WJ Tests are: Long-Term Retrieval (Glr), Auditory Processing (Ga), Fluid Reasoning (Gf), Processing Speed (Gs), Short-Term Memory (Gsm), Visual-Spatial Thinking (Gv), Comprehension-Knowledge (Gc), Reading-Writing (Grw), and Quantitative Knowledge (Gq). The WJ III proves to be a valuable diagnostic tool to be used to identify exceptional children including high incidence disabilities like head injury, Attention Deficit and Hyperactivity Disorder ADHD; low incidence disabilities such as visual impairment and autism; and gifted students including those with a learning disability. Higher education students have benefit from WJ III tests as well. (C) 2012 Published by Elsevier Ltd. C1 [Abu-Hamour, Bashir] Mutah Univ, POB 6, Mutah Al Karak 61710, Jordan. Univ Jordan, Amman, Jordan. Al Yarmouk Univ, Irbid, Jordan. 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TI Neurophysiological Model of Cognitive Space SO ZHURNAL VYSSHEI NERVNOI DEYATELNOSTI IMENI I P PAVLOVA LA Russian DT Article DE thinking; brain rhythms; multidimensional scaling; cognitive space ID WORKING-MEMORY; BRAIN RHYTHMS; EEG; PERCEPTION; PATTERNS; WORDS AB The aim of the study was to find out how EEG rhythmical patterns change with gradual changes of a degree of verbal and spatial thinking involved in the process of task solving. The obtained data allowed us to draw two principally new conclusions. 1. During performance of mixed tasks the spatial and verbal thinking do not mix, and their rhythmical signs are both present with their basic properties preserved. A mixed rhythmical pattern is thus a superposition of a spatial and a verbal pattern. 2. It is possible to introduce a "distance" between mental conditions as a measure of difference in the corresponding EEG power spectra. 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Nervn. Deyatelnosti Im. I P Pavlov. PD NOV-DEC PY 2011 VL 61 IS 6 BP 688 EP 696 PG 9 WC Neurosciences; Physiology SC Neurosciences & Neurology; Physiology GA 873RN UT WOS:000298900800004 PM 22384729 DA 2018-03-07 ER PT J AU Pruden, SM Levine, SC Huttenlocher, J AF Pruden, Shannon M. Levine, Susan C. Huttenlocher, Janellen TI Children's spatial thinking: does talk about the spatial world matter? SO DEVELOPMENTAL SCIENCE LA English DT Article ID SOCIOECONOMIC-STATUS; LANGUAGE INPUT; SIGN-LANGUAGE; MENTAL STATES; CATEGORIZATION; ACQUISITION; EXPERIENCE; KNOWLEDGE; SUPPORT; ABILITY AB In this paper we examine the relations between parent spatial language input, childrens own production of spatial language, and childrens later spatial abilities. Using a longitudinal study design, we coded the use of spatial language (i.e. words describing the spatial features and properties of objects; e.g. big, tall, circle, curvy, edge) from child age 14 to 46 months in a diverse sample of 52 parentchild dyads interacting in their home settings. These same children were given three non-verbal spatial tasks, items from a Spatial Transformation task (Levine ., 1999), the Block Design subtest from the WPPSI-III (Wechsler, 2002), and items on the Spatial Analogies subtest from Primary Test of Cognitive Skills (Huttenlocher & Levine, 1990) at 54 months of age. We find that parents vary widely in the amount of spatial language they use with their children during everyday interactions. This variability in spatial language input, in turn, predicts the amount of spatial language children produce, controlling for overall parent language input. 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PD NOV PY 2011 VL 14 IS 6 BP 1417 EP 1430 DI 10.1111/j.1467-7687.2011.01088.x PG 14 WC Psychology, Developmental; Psychology, Experimental SC Psychology GA 847JG UT WOS:000296968600015 PM 22010900 OA green_accepted DA 2018-03-07 ER PT J AU Hauptman, H Cohen, A AF Hauptman, Hanoch Cohen, Arie TI The synergetic effect of learning styles on the interaction between virtual environments and the enhancement of spatial thinking SO COMPUTERS & EDUCATION LA English DT Article DE Learning styles; Modal learning styles; Personality based learning styles; Style match-mismatch; Virtual environments; CAL systems; Self-regulating questions; Spatial abilities; Spatial thinking ID STRATEGIES; VALIDATION; REALITY; VIEW; TOOL AB Students have difficulty learning 3D geometry: spatial thinking is an important aspect of the learning processes in this academic area. In light of the unique features of virtual environments and the influence of metacognitive processes (e.g., self-regulating questions) on the teaching of mathematics, we assumed that a combination of self-regulating questions and virtual environments would enhance spatial thinking through the exercise of certain spatial abilities with the VR Spaces 1.0 software. These two methods primarily focus on the cognitive domain. In terms of learning styles, we define different cognitive characteristics. The main objective of the present study was to examine whether students with a certain learning style would benefit more from this exercise than other students. To assess the effect of these methods, a sample of 192 10th graders were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions, N = 52; Group 2 with virtual reality only, N = 52) while the other two used non-Virtual Spaces 1.0 (Group 3 with self-regulating questions only, N = 45; Group 4 was the non-treatment group; N = 45). The findings indicate a differential impact of virtual environments on students with different modal and personal learning styles. The post-test scores for all students (except audio students on the Aptitude Profile Test Series - Educational) were significantly higher than the pre-test scores. The unique nature of this study's findings expresses itself in the fact that the "sensing" students (S type) scored higher than the "intuitive" students (N type) on the Mental Rotation Test group 2 alone. 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TI Characteristics and Levels of Sophistication: An Analysis of Chemistry Students' Ability to Think with Mental Models SO RESEARCH IN SCIENCE EDUCATION LA English DT Article DE Chemistry; Molecular geometry; Molecular polarity; Mental models; Mental modeling ability ID SCIENCE-EDUCATION; CONCEPTUAL CHANGE; REPRESENTATIONS; VISUALIZATION; MISCONCEPTIONS; DIFFICULTIES; MOLECULES; CONSTRUCTION; ROTATION; GEOMETRY AB This study employed a case-study approach to reveal how an ability to think with mental models contributes to differences in students' understanding of molecular geometry and polarity. We were interested in characterizing features and levels of sophistication regarding first-year university chemistry learners' mental modeling behaviors while the learners were solving problems associated with spatial information. To serve this purpose, we conducted case studies on nine students who were sampled from high-scoring, moderate-scoring, and low-scoring students. Our findings point to five characteristics of mental modeling ability that distinguish students in the high-, moderate-, and low-ability groups from one another. Although the levels of mental modeling abilities have been described in categories (high, moderate, and low), they can be thought of as a continuum with the low-ability group reflecting students who have very limited ability to generate and use mental models whereas students in the high-ability group not only construct and use mental models as a thinking tool, but also analyze the problems to be solved, evaluate their mental models, and oversee entire mental modeling processes. Cross-case comparisons for students with different levels of mental modeling ability indicate that experiences of generating and manipulating a mental model based on imposed propositions are crucial for a learner's efforts to incorporate content knowledge with visual-spatial thinking skills. 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Cogn. Sci. PD JUL PY 2011 VL 3 IS 3 BP 499 EP 535 DI 10.1111/j.1756-8765.2010.01113.x PG 37 WC Psychology, Experimental SC Psychology GA 790SL UT WOS:000292609400004 PM 25164401 OA gold DA 2018-03-07 ER PT J AU Antiniene, D Lekaviciene, R AF Antiniene, D. Lekaviciene, R. TI Social and demographic factors affecting cognitive abilities (the example of Lithuanian youth) SO VOPROSY PSIKHOLOGII LA Russian DT Article DE cognitive abilities; educational institution; social and demographic characteristics ID SEX-DIFFERENCES; JOB-PERFORMANCE; WORKING-MEMORY; MENTAL-ABILITY; INTELLIGENCE; ACHIEVEMENT; INHERITANCE; INEQUALITY AB The paper presents a study of cognitive abilities of Lithuanian college and university students with the help of an original technique containing five structural parts: attention tasks, logical thinking tasks, tasks on defining the logic of arithmetic calculations, spatial thinking and arithmetic tasks. 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TI The Implementation of a Geospatial Information Technology (GIT)-Supported Land Use Change Curriculum With Urban Middle School Learners to Promote Spatial Thinking SO JOURNAL OF RESEARCH IN SCIENCE TEACHING LA English DT Article DE spatial thinking; geospatial information technology; land use change; urban education; middle school ID SYSTEMIC REFORM; SCIENCE; INQUIRY; DESIGN; EDUCATION; STUDENTS; ABILITY; STANDARDS; KNOWLEDGE; VISUALIZATION AB This study investigated whether a geospatial information technology (GIT)-supported science curriculum helped students in an urban middle school understand land use change (LUC) concepts and enhanced their spatial thinking. Five 8th grade earth and space science classes in an urban middle school consisting of three different ability level tracks participated in the study. Data gathering methods included pre/posttest assessments, daily classroom observations, daily teacher meetings, and examination of student produced artifacts. Findings indicated that content knowledge about environmental issues associated with LUC and spatial thinking skills involved with aerial and remotely sensed (RS) imagery interpretation increased for all learners. In most content and skill area clusters, effect sizes were larger for lower and middle track learners than for upper track learners. Achievement for spatial thinking items increased for all ability level tracks. The curriculum implementation appeared effective for enhancing spatial thinking skills involved with RS image interpretation to identify objects and investigate ground cover features. Learners at all ability levels had difficulty interpreting time-sequenced images. Influencing learning contexts including curriculum design principles and instructional strategies are discussed. 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PD MAR PY 2011 VL 48 IS 3 BP 281 EP 300 DI 10.1002/tea.20409 PG 20 WC Education & Educational Research SC Education & Educational Research GA 726MB UT WOS:000287725300003 DA 2018-03-07 ER PT B AU Repantis, V Delidaki, S AF Repantis, Vyzantinos Delidaki, Sophia BE Gouscos, D Meimaris, M TI Engaging Students in Developing a Stereoscopic 3D Educational History Game SO PROCEEDINGS OF THE 5TH EUROPEAN CONFERENCE ON GAMES BASED LEARNING LA English DT Proceedings Paper CT 5th European Conference on Games Based Learning CY OCT 20-21, 2011 CL Natl & Kapodistrian Univ Athens, Athens, GREECE HO Natl & Kapodistrian Univ Athens DE educational game; stereoscopic 3D; virtual environments; spatial thinking; students as designers; history subject ID ABILITY AB The aim of this paper is to present an educational history game the creation of which engaged students in the actual developing process of a stereoscopic 3D environment. We believe that designing and using a stereoscopic 3D learning environment is important because it helps students establish a spatial way of thinking. This kind of skill does not appear in most of the curricula subjects, even though evidence appears in the literature that it can be really helpful in our students' school and everyday life. Besides that, this game enhanced our students' IT skills and their knowledge of an ancient Greek era, in terms of the history subject taught in the first year of middle school. The design of the educational game presented is based on the Greek ancient history curriculum as taught in middle-school with a connection to ancient Greek literature, that is with Homer's "Odyssey". The first period designed and examined is the Mycenaean one, but we hope that students will expand the game to other eras of Greek history. The game is about decision making and the ultimate goal is to find the "mistakes" in each era ( these are of several types, as in objects, every-day life situations etc.). Finally, the educational value of the specific game is to be found in two levels. First of all, second and third year middle-school as well as high-school students were involved in the design of the game ( and thus were the actual creative interactive media producers). In addition, students helped in the process of development of the scenarios to be presented, a fact that allowed them to evaluate their historical knowledge. On the other hand, first year middle-school students were the ones that played the game and checked the knowledge acquired during the specific academic year. C1 [Repantis, Vyzantinos; Delidaki, Sophia] Hellen Amer Educ Fdn, Psychico Coll, Athens, Greece. 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This paper presents a teaching approach with which the teacher can easily, effectively and efficiently teach students how to solve the problems that the object's shape is required to be imaged and the third view is required to be drawn according to the two given 2D orthographic views. The approach emphasizes integrated and flexible application of Boolean's set operation of AutoCAD software and basic knowledge of engineering drawing with no needs for complicated computation and 3D rich imagination. It is intended to encourage student's interest and enthusiasm in creative design using CAD software. And teaching practice has shown this method can improve greatly student's quality of creative spatial thinking and computer-operating. C1 [Zhao, Hongsheng; Wu, Yaxian] Taiyuan Univ Technol, Coll Mech Engn, Taiyuan 0300024, Shanxi, Peoples R China. RP Zhao, HS (reprint author), Taiyuan Univ Technol, Coll Mech Engn, Taiyuan 0300024, Shanxi, Peoples R China. 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Xiao, Danqing BE Egenhofer, M Giudice, N Moratz, R Worboys, M TI Linguistic and Cultural Universality of the Concept of Sense-of-Direction SO SPATIAL INFORMATION THEORY SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT 10th International Conference on Spatial Information Theory (COSIT 2011) CY SEP 12-16, 2011 CL Belfast, ME DE Sense-of-direction; cross-linguistic; individual differences; spatial corpora ID INDIVIDUAL-DIFFERENCES; SPATIAL ABILITY; ENVIRONMENTAL COGNITION; LARGE-SCALE; REAL-WORLD; ORIENTATION; LANGUAGE; SEX; PERFORMANCE; KNOWLEDGE AB We analyze self-reported sense-of-direction in samples of people from Santa Barbara, Freiburg, Saarbrucken, Tokyo, and Beijing. The Santa Barbara Sense-of-Direction Scale (SBSOD) by Hegarty and colleagues primarily assesses survey spatial abilities in directly-experienced environments. It was translated into German, Japanese, and Mandarin Chinese. Results suggest sense-of-direction is a unitary and meaningful concept across the five samples and four languages. In four of the samples, males report significantly better sense-of-direction than do females. Some variations are found across the five samples in overall level of sense-of-direction and in response patterns across the 15 items. Because it is strongly related to the survey spatial thinking that primarily underlies sense-of-direction, and because it can be counted in a relatively straightforward manner, we specifically examine thinking in terms of cardinal directions as a component of sense-of-direction, including conducting a count of cardinal-direction words from Internet corpora in the four languages. We find support for sense-of-direction as a coherent concept across the four languages and as a useful tool to measure individual differences in sense-of-direction. 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Bodzin, Alec M. TI Integrating Geospatial Technologies in an Energy Unit SO JOURNAL OF GEOGRAPHY LA English DT Article DE geographic information systems; inquiry; spatial knowledge ID GEOGRAPHIC INFORMATION-SYSTEMS; GIS; IMPLEMENTATION; CURRICULUM; STANDARDS; KNOWLEDGE; EDUCATION; STUDENTS; SCHOOL AB This article presents a design-based research study of the implementation of an energy unit developed for middle school students. The unit utilized Google Earth and a geographic information system (GIS) to support student understanding of the world's energy resources and foster their spatial thinking skills. Findings from the prototype study revealed that students increased their energy content knowledge, and the use of geospatial technologies to analyze data promoted students' spatial thinking skills. Revision of instructional materials to support both teachers and learners and recommendations for designing and implementing geospatial learning materials are discussed. 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Oberle, Alex Sugumaran, Ramanathan TI Implementing a High School Level Geospatial Technologies and Spatial Thinking Course SO JOURNAL OF GEOGRAPHY LA English DT Article DE geographic information science; spatial knowledge; secondary education; curriculum ID INTERNET-BASED GIS; LEARNING-ENVIRONMENT; STUDENTS; GEOGRAPHY; EDUCATION; ATTITUDES; SKILLS AB Understanding geospatial technologies (GSTs) and spatial thinking is increasingly vital to contemporary life including common activities and hobbies; learning in science, mathematics, and social science; and employment within fields as diverse as engineering, health, business, and planning. As such, there is a need for a stand-alone K-12 curriculum in this area rather than the more piecemeal integration of GSTs and spatial thinking that is more common in today's schools. 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PY 2011 VL 110 IS 2 BP 60 EP 69 AR PII 935309085 DI 10.1080/00221341.2011.534171 PG 10 WC Geography SC Geography GA 742PM UT WOS:000288956700002 DA 2018-03-07 ER PT J AU Jo, I Bednarz, SW AF Jo, Injeong Bednarz, Sarah W. TI Textbook Questions to Support Spatial Thinking: Differences in Spatiality by Question Location SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; textbook questions; question location; concepts of space; tools of representation; processes of reasoning AB This study investigates the location and varying spatiality of questions in geography textbooks. The results show that study questions posed in page margins address the three components of spatial thinkingconcepts of space, using tools of representation, and processes of reasoningmore than questions in other locations within the text. Three practices are particularly recommended to help students develop spatial thinking skills through answering textbook questions: (1) utilize page-margin questions; (2) select questions around spatial representations; and (3) focus on higher-level cognitive processes. C1 [Jo, Injeong; Bednarz, Sarah W.] Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. [Bednarz, Sarah W.] Texas A&M Univ, Coll Geosci, College Stn, TX 77843 USA. RP Jo, I (reprint author), Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. CR ANDRE T, 1979, REV EDUC RES, V49, P280, DOI 10.3102/00346543049002280 Bednarz R., 2002, INT RES GEOGRAPHICAL, V11, P160 Bloom B. 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L., 1992, SCH SCI MATH, V92, P74 Stodolsky S., 1989, SOCRATES SOFTWARE TE, V88, P159 *TEX ED AG, 2007, STUD ENR DAT UNPUB Volger K. E., 2005, CLEARING HOUSE, V79, P98, DOI 10.3200/TCHS.79.2.98-104 Wilen W. W., 2001, SOC STUD, V92, P26 WINNE PH, 1979, REV EDUC RES, V49, P13, DOI 10.2307/1169925 NR 23 TC 5 Z9 5 U1 0 U2 4 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 520 CHESTNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA SN 0022-1341 EI 1752-6868 J9 J GEOGR JI J. Geogr. PY 2011 VL 110 IS 2 BP 70 EP 80 AR PII 935307569 DI 10.1080/00221341.2011.521848 PG 11 WC Geography SC Geography GA 742PM UT WOS:000288956700003 DA 2018-03-07 ER PT J AU Dunn, JM AF Dunn, James M. TI Location Knowledge: Assessment, Spatial Thinking, and New National Geography Standards SO JOURNAL OF GEOGRAPHY LA English DT Article DE assessment; location; spatial thinking AB Location knowledge is typically assessed using outline maps. A new set of questions reflect spatial thinking research and helps to assess student location knowledge. A small group (145) of first-year college students helped to refine the items. Question styles include: open-response, multiple-choice, listing, labeling, and sketching. Topics include: grid knowledge, world regional references, neighboring countries, neighboring features, and shapes of borders. This instrument combines spatial thinking research and expectations in geography standards. C1 Univ No Colorado, Greeley, CO 80639 USA. RP Dunn, JM (reprint author), Univ No Colorado, Greeley, CO 80639 USA. CR Briggs DC, 2006, EDUC ASSESS, V11, P33, DOI 10.1207/s15326977ea1101_2 GERSMEHL P., 2008, TEACHING GEOGRAPHY Gersmehl P.J., 2006, RES GEOGRAPHIC ED, V8, P5 Gorin J. 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PY 2011 VL 110 IS 2 BP 81 EP 89 AR PII 935308063 DI 10.1080/00221341.2010.511243 PG 9 WC Geography SC Geography GA 742PM UT WOS:000288956700004 DA 2018-03-07 ER PT J AU Klippel, A Hardisty, F Li, R AF Klippel, Alexander Hardisty, Frank Li, Rui TI Interpreting Spatial Patterns: An Inquiry Into Formal and Cognitive Aspects of Tobler's First Law of Geography SO ANNALS OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS LA English DT Article DE interpretation of spatial patterns; spatial autocorrelation; Tobler's first law ID CATEGORY CONSTRUCTION; MAPS; PERCEPTION; CLUSTERS; AUTOCORRELATION; RANDOMNESS; COMPLEXITY; REGION; WORLD AB The characterization, identification, and understanding of spatial patterns are central concerns of geography. Deeply rooted in the notion that geographic locationmatters, one testable assumption is that near things aremore related than distant things-a concept often referred to as Tobler's first law of geography. One means of quantifying this assumption is using measures of spatial autocorrelation. Several such measures have been developed to test whether a pattern is indeed clustered, or dispersed, or whether it is, from a statistical perspective, random. To shed light on how spatial patterns are understood from a cognitive perspective, this article reports results from studies of spatial pattern interpretation represented in maps. For the purpose of experimental validation, we used a two-color map. We systematically varied the ratio of the colors as well as the level of significance of clustering and dispersion; we targeted two groups: experts and nonexperts. The task for both experts and nonexperts was to sort patterns according to five specified categories of spatial autocorrelation structures. The results show clearly that patterns are understood on the basis of the dominant color, by both experts and nonexperts. 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Am. Geogr. PY 2011 VL 101 IS 5 BP 1011 EP 1031 DI 10.1080/00045608.2011.577364 PG 21 WC Geography SC Geography GA 878UL UT WOS:000299282400003 DA 2018-03-07 ER PT J AU Calamia, M Markon, K Denburg, NL Tranel, D AF Calamia, Matthew Markon, Kristian Denburg, Natalie L. Tranel, Daniel TI Developing a Short Form of Benton's Judgment of Line Orientation Test: An Item Response Theory Approach SO CLINICAL NEUROPSYCHOLOGIST LA English DT Article DE Judgment of Line Orientation; Item response theory; Neuropsychological assessment ID CLINICAL NEUROPSYCHOLOGISTS; VISUOSPATIAL JUDGMENT AB The Judgment of Line Orientation (JLO) test was developed to be, in Arthur Benton's words, oas pure a measure of one aspect of spatial thinking, as could be conceivedo (Benton, 1994, p. 53). The JLO test has been widely used in neuropsychological practice for decades. The test has a high test-retest reliability (Franzen, 2000), as well as good neuropsychological construct validity as shown through neuroanatomical localization studies (Tranel, Vianna, Manzel, Damasio, Grabowski, 2009). Despite its popularity and strong psychometric properties, the full-length version of the test (30 items) has been criticized as being unnecessarily long (Straus, Sherman, Spreen, 2006). There have been many attempts at developing short forms; however, these forms have been limited in their ability to estimate scores accurately. Taking advantage of a large sample of JLO performances from 524 neurological patients with focal brain lesions, we used techniques from item response theory (IRT) to estimate each item's difficulty and power to discriminate among various levels of ability. A random item IRT model was used to estimate the influence of item stimulus properties as predictors of item difficulty. These results were used to optimize the selection of items for a shorter method of administration that maintained comparability with the full form using significantly fewer items. This effectiveness of this method was replicated in a second sample of 82 healthy elderly participants. The findings should help broaden the clinical utility of the JLO and enhance its diagnostic applications. C1 [Calamia, Matthew] Univ Iowa, Dept Psychol, SSH E11, Iowa City, IA 52242 USA. [Denburg, Natalie L.; Tranel, Daniel] Univ Iowa, Coll Med, Dept Neurol, Div Behav Neurol & Cognit Neurosci, Iowa City, IA 52242 USA. RP Calamia, M (reprint author), Univ Iowa, Dept Psychol, SSH E11, Iowa City, IA 52242 USA. EM matthew-calamia@uiowa.edu OI Calamia, Matthew/0000-0002-7252-7181 FU APA DPN Fellowship [5T32 MH18882]; NINDS [P50 NS19632] FX Supported by APA DPN Fellowship 5T32 MH18882 (M.C.) and NINDS P50 NS19632 (D.T.). CR APPELLE S, 1972, PSYCHOL BULL, V78, P266, DOI 10.1037/h0033117 Bates D. M., 2007, IME4 LINEAR MIXED EF BENTON AL, 1978, ARCH NEUROL-CHICAGO, V35, P364, DOI 10.1001/archneur.1978.00500300038006 Benton AL, 1994, CONTRIBUTIONS NEUROP BUTLER M, 1991, PROF PSYCHOL-RES PR, V22, P510, DOI 10.1037//0735-7028.22.6.510 Collaer ML, 2002, BRAIN COGNITION, V49, P1, DOI 10.1006/brcg.2001.1321 De Boeck P, 2008, PSYCHOMETRIKA, V73, P533, DOI 10.1007/s11336-008-9092-x DENBURG N, 1997, THESIS MICHIGAN STAT DUNN L, 2006, PEABODY PICTURE VOCA Eden GF, 1996, PERCEPT MOTOR SKILL, V82, P155, DOI 10.2466/pms.1996.82.1.155 Embretson S. E., 2000, ITEM RESPONSE THEORY Embretson S. E., 2008, PSYCHOL SCI Q, V50, P328 FOLSTEIN MF, 1975, J PSYCHIAT RES, V12, P189, DOI 10.1016/0022-3956(75)90026-6 Franzen M. D., 2000, RELIABILITY VALIDITY HORNKE LF, 1986, APPL PSYCH MEAS, V10, P369, DOI 10.1177/014662168601000405 Kanauss K, 2005, ARCH CLIN NEUROPSYCH, V20, P341, DOI 10.1016/j.acn.2004.09.002 Kaplan E. 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Neuropsychol. PY 2011 VL 25 IS 4 BP 670 EP 684 AR PII 935965691 DI 10.1080/13854046.2011.564209 PG 15 WC Psychology, Clinical; Clinical Neurology; Psychology SC Psychology; Neurosciences & Neurology GA 761QD UT WOS:000290411700179 PM 21469016 OA green_accepted DA 2018-03-07 ER PT J AU Kaufman, J Needham, A AF Kaufman, Jordy Needham, Amy TI Spatial Expectations of Young Human Infants, Following Passive Movement SO DEVELOPMENTAL PSYCHOBIOLOGY LA English DT Article DE spatial-orientation; spatial-representation; spatial-cognition; infant ID 4-MONTH-OLD INFANTS; 9-MONTH-OLD INFANTS; SIZE CONSTANCY; OBJECT; TASK; ORIENTATION; INFORMATION; NAVIGATION; ERRORS; REORIENTATION AB Three experiments are described that investigate 4.5-month-old infants' spatial thinking during passive movement using a task that required no manual or visual search. In these experiments, infants habituated to a display located near one corner of a table. Before the test trial the infants were either moved to the opposite side of the table or they remained in the same position that they held during the habituation trials. Also, between the habituation trials and the test trial, the display was either surreptitiously moved to the diagonally opposite position on the table, or the display remained stationary. The results showed that infants generally dishabituated when the actual (allocentric/objective) location of the display was changed between habituation and test. However, in Experiment 3, in which infants had reduced experience moving around the testing chamber, infants dishabituated to a change in their egocentric spatial relationship to the display. The results of this experiment suggest that experience moving around the testing chamber was a prerequisite for such location constancy. Taken together, the findings presented here indicate that with enough experience, young infants become aware of key spatial relationships in their environment during passive movement. (C) 2010 Wiley Periodicals, Inc. Dev Psychobiol 53: 23-36, 2011. C1 [Kaufman, Jordy] Swinburne Univ Technol, Brain Sci Inst, Hawthorn, Vic 3122, Australia. [Needham, Amy] Vanderbilt Univ, Nashville, TN USA. RP Kaufman, J (reprint author), Swinburne Univ Technol, Brain Sci Inst, Hawthorn, Vic 3122, Australia. EM jkaufman@swin.edu.au RI Kaufman, Jordy/A-5742-2008 OI Kaufman, Jordy/0000-0001-9881-371X FU Eunice Kennedy Shriver National Institute of Child Health & Human Development [HD-32129]; Eric Ormond Baker Charitable Fund; Bennelong Foundation FX This research was supported by a grant from Eunice Kennedy Shriver National Institute of Child Health & Human Development (HD-32129) to the second author and from the Eric Ormond Baker Charitable Fund, and the Bennelong Foundation to the first author. We thank Avani Modi and Cynthia Ramirez for their help with the data collection and Andrew Bremner, Nicole Joshua, Patrick Johnston, and John Rieser for their helpful comments upon reading an earlier draft of this paper. We also thank the parents and infants who gave their time and effort to make this research possible. CR ACREDOLO LP, 1980, DEV PSYCHOL, V16, P312, DOI 10.1037/0012-1649.16.4.312 ACREDOLO LP, 1979, DEV PSYCHOL, V15, P666, DOI 10.1037/0012-1649.15.6.666 ACREDOLO LP, 1984, J EXP CHILD PSYCHOL, V38, P312, DOI 10.1016/0022-0965(84)90128-0 Acredolo L. 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Psychobiol. PD JAN PY 2011 VL 53 IS 1 BP 23 EP 36 DI 10.1002/dev.20484 PG 14 WC Developmental Biology; Psychology SC Developmental Biology; Psychology GA 696DN UT WOS:000285422200003 PM 20806293 DA 2018-03-07 ER PT B AU Hamadah, Q AF Hamadah, Qutaibah BE Zupancic, T Juvancic, M Verovsek, S Jutraz, A TI The Polymorphic Diagram SO ECAADE 2011: RESPECTING FRAGILE PLACES LA English DT Proceedings Paper CT 29th Conference on Education in Computer Aided Architectural Design in Europe (eCAADe) CY SEP 21-24, 2011 CL Univ Ljubljana, Fac Architecture, Ljubljana, SLOVENIA SP Slovenian Res Agcy, Autodesk, Bentley, Butan Plin, IB PROCADD, Pekarna Hlebcek HO Univ Ljubljana, Fac Architecture DE Design; Diagram; Spatial Thinking; Design Cognition; Computation AB Thinking about space and its conception lies at the very essence of architectural design, yet only limited attention has been afforded towards developing and advancing its medium of conception. With the objective of better understanding and shaping spatial design workflows, the study sets its attention on what is widely embraced as the medium of thinking about space and its conception in architectural design: The diagram. The study begins with examining the cognitive affordances of the diagram in architecture design, discusses its limitation, then propose a computational-augmented concept for a new class of diagrams, the polymorphic diagram, to assist spatial thinking and cognition during the conceptual design phase. C1 [Hamadah, Qutaibah] IIT, Chicago, IL 60616 USA. EM qutaibah@gmail.com CR Akin O, 2001, DESIGN KNOWING LEARN Alexander C., 1964, NOTES SYNTHESIS FORM Allen S., 2000, PRACTICE ARCHITECTUR Cross N, 2007, BOARD INT RES DES, P1, DOI 10.1007/978-3-7643-8485-2 Derix C, 2011, LIFE INFORM, P61 Eastman C, 1969, EMERGING METHODS ENV, P21 Fraser Iain, 1994, ENVISIONING ARCHITEC Herbert Daniel M., 1993, ARCHITECTURAL STUDY Lawson B., 1997, DESIGNERS THINK DESI Lawson B., 2004, WHAT DESIGNERS KNOW Vilder A, 2006, WHAT IS DIAGRAM ANYW NR 11 TC 0 Z9 0 U1 0 U2 0 PU ECAADE-EDUCATION & RESEARCH COMPUTER AIDED ARCHITECTURAL DESIGN EUROPE PI BRUSSELS PA DEPT ARCHITECTURE SINT-LUCAS BRUSSELS-GHENT, HOGESCHOOL VOOR WETENSCHAP & KUNST, PALEIZENSTRAAT 65, BRUSSELS, 1030, BELGIUM BN 978-9-4912070-1-3 PY 2011 BP 318 EP 324 PG 7 WC Architecture SC Architecture GA BA4GK UT WOS:000335665500036 DA 2018-03-07 ER PT S AU Liu, YZ Ye, YC Sheng, JL Ke, LH AF Liu, Yanzhang Ye, Yicheng Sheng, Jianlong Ke, Lihua BE Hu, J TI Training Mode for Spatial Thinking Ability of Undergraduates of Mining: a Case Study of WUST SO EDUCATION AND EDUCATION MANAGEMENT SE Advances in Education Research LA Chinese DT Proceedings Paper CT 2011 International Conference on Education and Education Management (EEM 2011) CY JUN 25-26, 2011 CL Xiamen, PEOPLES R CHINA SP Informat Engn Res Inst DE Higher engineering education; teaching reform; spatial thinking ability; undergraduates of mining engineering; training mode AB Spatial thinking ability is not only the basis of learning and applying the mining theory for undergraduates majoring in mining engineering, but also the premise of developing their innovative ability. But at present, undergraduates mainly acquire the plane information of research objects in the teaching process. It is difficult for them to understand research objects in system. According to the development requirements of discipline and higher education, in the undergraduate teaching process of mining engineering, Wuhan University of Science and Technology (WUST) enhances the engineering experience of teachers, adjusts the curriculum system and teaching content, reforms the teaching means and method, and explores the new training mode of the spatial thinking ability, in order to meet the need of developing talent targets of mining engineering. C1 [Liu, Yanzhang; Ye, Yicheng; Sheng, Jianlong; Ke, Lihua] Wuhan Univ Sci & Technol, Coll Resources & Environm Engn, Wuhan, Peoples R China. EM liuyanzhang@163.com; yyc60@126.com; wkdsjl@163.com; klh518@sina.com CR Field BW, 2007, J MECH DESIGN, V129, P735, DOI 10.1115/1.2722790 GAO L. L., 2001, J ENG GRAPHICS, P133 Ho CH, 2006, DESIGN STUD, V27, P505, DOI 10.1016/j.destud.2005.11.007 Liu H. S., 2006, PSYCHOL HIGHER ED Liu Y. Z., 2008, TEACHING THEORETICAL Liu Y. Z., 2010, TALENT CULTIVATION S McGlone MS, 2006, J APPL DEV PSYCHOL, V27, P486, DOI 10.1016/j.appdev.2006.06.003 Rafi A, 2006, EDUC TECHNOL SOC, V9, P149 Zhang X. H., 2006, COMPUTER ENG DESIGN, V27, P2573 NR 9 TC 0 Z9 0 U1 0 U2 1 PU INFORMATION ENGINEERING RESEARCH INST, USA PI NEWARK PA 100 CONTINENTAL DR, NEWARK, DE 19713 USA SN 2160-1070 BN 978-0-9831693-6-9 J9 ADV EDUC RES PY 2011 VL 2 BP 169 EP 172 PG 4 WC Education & Educational Research SC Education & Educational Research GA BZS00 UT WOS:000302661400040 DA 2018-03-07 ER PT B AU Vronskis, O Vronska, N AF Vronskis, Olafs Vronska, Natalija BE Ansone, V TI USING OF INFORMATION TECHNOLOGIES TO IMPROVE THE SPATIAL UNDERSTANDING OF STUDENTS SO ENVIRONMENT, TECHNOLOGY, RESOURCES, PROCEEDINGS OF THE 8TH INTERNATIONAL SCIENTIFIC AND PRACTICAL CONFERENCE, 2011, VOL II LA English DT Proceedings Paper CT 8th International Scientific and Practical Conference on Environment, Technology, Resources CY JUN 20-22, 2011 CL Rezekne, LATVIA SP Rezekne Higher Educ Inst, Fac Engn, Latgale Sustainable Dev Res Inst, Sci Inst Regional Studies DE descriptive geometry; handouts; multimedia; spatial understanding AB It is possible to improve the development of students' spatial thinking with various information technologies. We can improve students understanding with three dimensional models, created in the CAD program and special processing it in PowerPoint in the program, together with drafting in three planes. Gradually solving tasks in planes and explaining it in three dimensional models, the solution of concrete task is much clearer, because it is possible to look a situation together in planes and 3D models. The students of three faculties were polled that cognize the students' opinions about teachers teaching methods in descriptive geometry lessons and analyze spatial understanding of students. A possibility to use information technologies to improve a descriptive geometry lectures have been researched in this work. The most important information about working out methodological materials has been generalized in discussion part. The results of research show that lectures with information technologies using improve students' understanding of solved tasks during the lectures. C1 [Vronskis, Olafs] Latvia Univ Agr, Fac Engn, J Cakstes Blvd 5, Jelgava, Latvia. [Vronska, Natalija] Latvia Univ Agr, Fac Informat Tehnol, Jelgava, Latvia. RP Vronskis, O (reprint author), Latvia Univ Agr, Fac Engn, J Cakstes Blvd 5, Jelgava, Latvia. EM olafs.vronskis@llu.lv; natalja.vronska@llu.lv FU ERAF "Popularization of scientific activity of the Latvia University of Agriculture" [2DP/2.1.1.2.0/10/APIA/VIAA/020] FX The authors gratefully acknowledge the funding from ERAF project Nr. 2DP/2.1.1.2.0/10/APIA/VIAA/020 "Popularization of scientific activity of the Latvia University of Agriculture" CR Borns L., 2000, PSIHOLOGIJA NR 1 TC 0 Z9 0 U1 0 U2 0 PU REZEKNE HIGHER EDUC INST-REZEKNES AUGSTSKOLA PI REZEKNE PA LIBERATION ALLEY 90, REZEKNE, SL-4600, LATVIA BN 978-9984-44-071-2 PY 2011 BP 55 EP 61 PG 7 WC Engineering, Environmental; Environmental Sciences SC Engineering; Environmental Sciences & Ecology GA BG9SG UT WOS:000393725800007 DA 2018-03-07 ER PT S AU Bednarz, RS Lee, J AF Bednarz, Robert S. Lee, Jongwon BE Asami, Y TI The components of spatial thinking: empirical evidence SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE spatial thinking; visualization; spatial relations; orientation; Spatial Thinking Ability Test ID GEOSPATIAL CONCEPTS; ABILITIES; GIS AB This paper begins with a short discussion of concepts of spatial thinking skills and the instruments available to measure them. Next, the paper briefly describes the development of the Spatial Thinking Ability Test (STAT). Differences in the performance of 446 junior high, high school, and university students are explored and tested for statistical significance. In addition, the test scores are analyzed using factor analysis to identify underlying spatial thinking components and to determine if the identified components support the structure of spatial thinking proposed by other researchers. Students at all levels displayed similar performance patters; scores for all students were uniformly higher for some questions than others, offering some support for the argument that spatial thinking is composed of more than one skill or ability (in addition to the widely accepted spatial visualization and orientation abilities). We hypothesized that factor analysis would identify independent components of spatial thinking by generating factors that reflected the eight components of previous researchers' spatial thinking conceptualizations that were represented by questions in the STAT. Our analysis of STAT scores, however, offers relatively little support for the existence of the independent spatial thinking components hypothesized in the literature. The analysis does suggest that spatial thinking is almost certainly not a single ability but comprised of a collection of different skills. Based on the clusters indentified by the analysis, the following spatial thinking components emerge: map visualization and overlay, identification and classification of map symbols (point, line, area), generalized or abstract Boolean operations, map navigation or way-finding, and recognition of positive spatial correlation. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Bednarz, Robert S.] Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. [Lee, Jongwon] Ewha Womans Univ, Dept Social Studies Educ, Seoul 120750, South Korea. RP Bednarz, RS (reprint author), Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. EM r-bednarz@tamu.edu CR Battersby SE, 2006, J GEOGR, V105, P139, DOI 10.1080/00221340608978679 Gersmehl PJ, 2007, J GEOGR, V106, P181, DOI 10.1080/00221340701809108 Gersmehl P.J., 2006, RES GEOGRAPHIC ED, V8, P5 GILMARTIN PP, 1984, ANN ASSOC AM GEOGR, V74, P605, DOI 10.1111/j.1467-8306.1984.tb01477.x GOLDSTEIN D, 1990, MEM COGNITION, V18, P546, DOI 10.3758/BF03198487 Golledge RG, 2008, GEOGR RES, V46, P85, DOI 10.1111/j.1745-5871.2007.00494.x Golledge RG, 2002, ANN ASSOC AM GEOGR, V92, P1, DOI 10.1111/1467-8306.00276 Golledge RG, 1995, COGNITIVE ASPECTS HU, P29 Golledge R. G., 1997, SPATIAL BEHAV GEOGRA Golledge RG, 1993, BEHAV ENV PSYCHOL GE, P16 Janelle DG, 2009, GEOJOURNAL LIB, V96, P15, DOI 10.1007/978-90-481-2620-0_2 JUST MA, 1985, PSYCHOL REV, V92, P137, DOI 10.1037//0033-295X.92.2.137 Lee J, J GEOGRAPHY IN PRESS Lee J, 2009, J GEOGR HIGHER EDUC, V33, P183, DOI 10.1080/03098260802276714 Lohman D. F., 1979, 8 STANF U SCH ED APT Marsh M, 2007, ANN ASSOC AM GEOGR, V97, P696, DOI 10.1111/j.1467-8306.2007.00578.x Montello DR, 1999, ANN ASSOC AM GEOGR, V89, P515, DOI 10.1111/0004-5608.00160 National Research Council Committee on Spatial Thinking, 2006, LEARN THINK SPAT NEWCOMBE N, 1992, CHILD DEV, V63, P37, DOI 10.1111/j.1467-8624.1992.tb03593.x SELF CM, 1992, PROG HUM GEOG, V16, P315, DOI 10.1177/030913259201600301 NR 20 TC 5 Z9 6 U1 0 U2 6 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.048 PG 5 WC Geography SC Geography GA BYM49 UT WOS:000299345900013 OA gold DA 2018-03-07 ER PT S AU Bednarz, SW Kemp, K AF Bednarz, Sarah Witham Kemp, Karen BE Asami, Y TI Understanding and nurturing spatial literacy SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Spatial literacy; spatial thinking; geospatial technology competency model; spatial practices ID ABILITIES AB This paper focuses on the character, nature, and development of spatial literacy. We explore a series of questions that frame the range of knowledges and skills that encompass this form of literacy, including how spatial literacy can be characterized across a continuum of expertise; how expertise in spatial thinking and reasoning develops; how spatial literacy may be measured and evaluated; and how spatial literacy can be nurtured in society, in our research, and through teaching. By focusing on the necessary educational foundations or anchors required for spatial literacy, specifically ways in which geography and other science educators at all education levels can explicitly teach spatial concepts, the use of spatial representations, and processes of spatial reasoning, we hope to help set an agenda for future work. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Bednarz, Sarah Witham] Texas A&M Univ, Dept Geog, Coll Geosci, College Stn, TX 77843 USA. [Kemp, Karen] Univ Southern Calif, Spatial Sci Inst, Los Angeles, CA 90089 USA. RP Bednarz, SW (reprint author), Texas A&M Univ, Dept Geog, Coll Geosci, College Stn, TX 77843 USA. CR Bednarz RS, 2008, GEOSPATIAL TECHNOLOG Ceci SJ, 2011, P NATL ACAD SCI USA, V108, P3157, DOI 10.1073/pnas.1014871108 Committee on Support for Thinking Spatially, 2006, LEARN THINK SPAT COSGROVE D, 2004, GHI B, V35, P57 DOWNS RM, 1994, ANN ASSOC AM GEOGR, V84, P175, DOI 10.1111/j.1467-8306.1994.tb01733.x Fujita M., 2001, SPATIAL EC CITIES RE Geography Education Standards Project, 1994, GEOGR LIF NAT GEOGR, P57 Goodchild M, 2006, ESRI ARCNEWS FAL Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 Goodchild MF, 2010, J SPAT INT SCI, P3, DOI 10.5311/JOSIS.2010.1.2 Hegarty M, 2006, INTELLIGENCE, V34, P151, DOI 10.1016/j.intell.2005.09.005 Hill C, 2010, WHY SO FEW WOMEN SCI Kastens KA, 2006, GEOL SOC AM SPEC PAP, V413, P53, DOI 10.1130/2006.2413(05) Lubinski D, 2010, PERS INDIV DIFFER, V49, P344, DOI 10.1016/j.paid.2010.03.022 Salter C, 1994, PROF GEOGR, V43, P520 Sauer CO, 1965, LAND LIFE, P389 VOYER D, 1995, PSYCHOL BULL, V117, P250, DOI 10.1037//0033-2909.117.2.250 Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 R Walker, 2010, NY TIMES MAGAZI 1230 [Anonymous], GEOSPATIAL COMPETENC NR 20 TC 4 Z9 4 U1 1 U2 5 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.004 PG 6 WC Geography SC Geography GA BYM49 UT WOS:000299345900003 OA gold DA 2018-03-07 ER PT S AU Berse, KB Bendimerad, F Asami, Y AF Berse, Kristoffer B. Bendimerad, Fouad Asami, Yasushi BE Asami, Y TI Beyond geo-spatial technologies: promoting spatial thinking through local disaster risk management planning SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE spatial thinking; disaster risk management planning; disaster risk reduction; Kathmandu Metropolitan City AB The paper discussed how spatial thinking can be promoted, albeit implicitly, to local government officials through disaster risk management planning. It drew lessons from a multi-year, multi-partner Disaster Risk Management Master Planning program developed and implemented by the Earthquakes and Megacities Initiative, an international scientific NGO, in Kathmandu Metropolitan City, Nepal. It described how three types of spatial thinking -cognition in space, cognition about space, and cognition with space-can be incorporated in the functional areas of disaster risk reduction, and how certain operational features of the DRMMP facilitated such linkage. The study has shown that through disaster risk management planning, spatial thinking can be informally taught outside the formal education system. It also demonstrated that the introduction, application and demonstration of appropriate geospatial technologies can reinforce learning and facilitate absorption of new cognitive skills by local government officials. It is hoped that the DRMMP experience from Kathmandu can be a useful reference for those who intend to mainstream spatial thinking in local governance, particularly in relation to disaster risk management. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Berse, Kristoffer B.] Univ Tokyo, Dept Urban Engn, Bunkyo Ku, Tokyo 1138654, Japan. [Bendimerad, Fouad] Earthquakes & Megacities Initiat, Quezon City 1101, Philippines. [Asami, Yasushi] Univ Tokyo, Ctr Spatial Informat Sci, Chiba, 2778568, Japan. RP Berse, KB (reprint author), Univ Tokyo, Dept Urban Engn, Bunkyo Ku, Tokyo 1138654, Japan. EM kberse@ua.t.u-tokyo.ac.jp RI Asami, Yasushi/J-4740-2017 OI Asami, Yasushi/0000-0001-9717-3044 CR Bednarz RS, 2008, GEOJOURNAL LIB, V94, P315, DOI 10.1007/978-1-4020-8507-9_16 Bernardz SW, 2008, DIGITAL GEOGRAPHY GE, P249 Central Bureau of Statistics, NAT REP 2001 Earthquakes and Megacities Initiative, 2005, KATHM VALL NEP DIS R Earthquakes and Megacities Initiative, 2010, STRUCT IMPL COM UNPU Earthquakes and Megacities Initiative, 2010, KATHM METR CIT UNPUB Gadish D, 2004, ESRI ED US C P AUG 7 GAUVAIN M, 1993, DEV REV, V13, P92, DOI 10.1006/drev.1993.1004 Goodchild MF, 2010, GEOJOURNAL, V75, P3, DOI 10.1007/s10708-010-9340-3 LeGates R, 2009, ENVIRON PLANN B, V36, P763, DOI 10.1068/b3605com Japan International Cooperation Agency Ministry of Home Affairs of Nepal, 2002, STUD EARTHQ DIS MIT, VIII National Research Council, 2006, LEARN THINK SPAT GIS NedovicBudic Z, 1996, PUBLIC ADMIN REV, V56, P554, DOI 10.2307/977254 NEWCOMBE N, 1989, ADV CHILD DEV BEHAV, V22, P203 Piaget J., 1956, CHILDS CONCEPTION SP Tanhueco R, 2010, 9 INT S NEW TECHN UR United Nations Development Programme, 1994, SEISM HAZ MAPP RISK NR 17 TC 4 Z9 4 U1 1 U2 5 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.037 PG 10 WC Geography SC Geography GA BYM49 UT WOS:000299345900010 OA gold DA 2018-03-07 ER PT S AU Cheung, Y Pang, M Lin, H Lee, CKJ AF Cheung, Yick Pang, Matthew Lin, Hui Lee, Chi Kin John BE Asami, Y TI Enable Spatial Thinking Using GIS and Satellite Remote Sensing - A Teacher-Friendly Approach SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Satellite Remote Sensing; GIS; Spatial Thinking; Geography Education AB The New Senior Secondary (NSS) curriculum has been implemented in Hong Kong since September, 2009. One major objective of this initiative is to help students acquire critical thinking, information technology and life-long learning skills through the Independent Enquiry Learning (IEL) approach. Geographical Information System (GIS) and Satellite Remote Sensing (RS) can be very effective tools for multiple subjects in the NSS curriculum, particularly in Geography and Liberal Studies. However, there exists a huge technical barrier for teachers to apply the technologies in the ordinary classrooms. Hence, this project, funded by the Quality Education Fund of the Hong Kong SAR Government, aims to support the teachers of Hong Kong using GIS and satellite remote sensing in their classrooms. The implementation approach is designed totally from a practitioner's perspective; hence, the fundamental brief of this project is to develop useful resources for teachers and the products shall be; 1.) Teachers and Students - Friendly; 2.) Encourage students to practice critical thinking and spatial thinking skills; 3.) Encourage students to apply knowledge / experience acquired through the learning activities to the other field of interests; 4.) Lowering the barrier of transforming teachers' / students' creativity to practical GIS / Remote Sensing projects and learning activities. Products of this project include a comprehensive resources pool of GIS Data and Remote Sensing Images; a teacher-friendly GIS and satellite image processing software; teachers' training workshops and mostly important, school-based supports. This paper will highlight the first batch of achievements and products, evaluations, successful cases of classroom implementation as well as the feedback from the frontline teachers. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Cheung, Yick; Pang, Matthew; Lin, Hui] Chinese Univ Hong Kong, Inst Space & Earth Informat Sci, Hong Kong, Hong Kong, Peoples R China. [Lee, Chi Kin John] Hong Kong Inst Educ, Hong Kong, Peoples R China. RP Cheung, Y (reprint author), Chinese Univ Hong Kong, Inst Space & Earth Informat Sci, Hong Kong, Hong Kong, Peoples R China. EM pangyc@cuhk.edu.hk OI LEE, Chi Kin John/0000-0002-3235-0967 FU Quality Education Fund of HKSAR Government under "Promoting Independent Enquiry learning Skills in the New Senior Secondary Curriculum (NSS) through Satellite Remote Sensing and Geo-information Science" [2008/0089] FX The works presented in this paper was funded by the Quality Education Fund of HKSAR Government under Promoting Independent Enquiry learning Skills in the New Senior Secondary Curriculum (NSS) through Satellite Remote Sensing and Geo-information Science (Project Code: 2008/0089) CR Association of American Geographers (AAG), 2008, TEACH GUID PROJ GEOS Bednarz SW, 2004, GEOJOURNAL, V60, P191, DOI DOI 10.1023/B:GEJ0.0000033574.44345.C9 Downs R. M., 2004, GEOGRAPHY TECHNOLOGY, P179 Hall M, 2006, LESSONS LEARNED WHIL, P135 Education Bureau HKSAR Government (EB), 2007, SEN SEC CURR ASS GUI Lam CC, 2009, INT RES GEOGR ENVIRO, V18, P57, DOI 10.1080/10382040802591555 Moore JD, 2002, P GEOSC REM SENS S 2 National Research Council (NCR), 2006, LEARN THINK SPAT Pang YC, 2008, P AS GIS 2008 BUS Torun A, 2008, P INT ARCH PHOT R B2, VXXXVII Voss K, 2007, INTEGRATING APPL REM NR 11 TC 3 Z9 4 U1 1 U2 7 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.014 PG 9 WC Geography SC Geography GA BYM49 UT WOS:000299345900016 OA gold DA 2018-03-07 ER PT S AU Goodchild, MF AF Goodchild, Michael F. BE Asami, Y TI Spatial Thinking and the GIS User Interface SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Spatial thinking; Geographic information system; User interface; Spatial concepts AB Geographic information science can be defined as the study of the fundamental issues of geographic information, and is often motivated by the need to improve geographic information technologies. One such issue concerns the design of the user interface, and the relationship between the tasks performed by the technologies on the one hand, and the concepts that humans use in thinking about those tasks on the other. Nowhere is this issue more important than in the design of GIS user interfaces and functionality. Recent efforts have led to a comprehensive understanding of the concepts of spatial thinking, and of how these concepts might form the basis for a much-improved functionality and user interface. The presentation summarizes those efforts, and points to a future in which GIS will be much easier to teach, master, and use. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Goodchild, Michael F.] Univ Calif Santa Barbara, Dept Geog, Santa Barbara, CA 93106 USA. EM good@geog.ucsb.edu CR Bailey T. C., 1995, INTERACTIVE SPATIAL Berry J. K., 1987, INT J GEOGR INF SYST, V1, P119, DOI DOI 10.1080/02693798708927799 BURROUGH PA, 1992, INT J GEOGR INF SYST, V6, P1, DOI 10.1080/02693799208901891 DANGERMOND J, 1983, DESIGN IMPLEMENTATIO, P70 De Smith M. J., 2009, GEOSPATIAL ANAL COMP GOODCHILD MF, 1987, INT J GEOGR INF SYST, V1, P327, DOI DOI 10.1080/02693798708927820 GOODCHILD MF, 1988, P INT GEOGR INF SYST, V2, P67 Kemp K. K., 1997, T GIS, V1, P235 Kemp K. K., 1997, T GIS, V1, P219 Longley P. A., 2010, GEOGRAPHIC INFORM SY Maguire DJ, GEOGRAPHICAL INFORM, V1, P319 Mitchell A, 1995, ESRI GUIDE GIS ANAL Mitchell A., 2005, ESRI GUIDE GIS ANAL, V2 Rhind D. W., 1988, International Journal of Geographical Information Systems, V2, P171, DOI 10.1080/02693798808927893 Ritter G. X., 2001, HDB COMPUTER VISION Smith B, 2000, PHILOS PHENOMEN RES, V60, P401, DOI 10.2307/2653492 Takeyama M, 1997, INT J GEOGR INF SCI, V11, P73, DOI 10.1080/136588197242509 Tomlin CD, 1988, GEOGRAPHIC INFORM SY Van Deursen W.P.A., 1995, GEOGRAPHICAL INFORM Zeiler M, 1999, MODELING OUR WORLD E NR 20 TC 10 Z9 11 U1 0 U2 8 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.002 PG 7 WC Geography SC Geography GA BYM49 UT WOS:000299345900001 OA gold DA 2018-03-07 ER PT S AU Howarth, JT Sinton, D AF Howarth, Jeffrey T. Sinton, Diana BE Asami, Y TI Sequencing spatial concepts in problem-based GIS instruction SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Problem-based learning; cognitive load theory; spatial concepts; GIS; pedagogy ID GEOGRAPHIC INFORMATION-SYSTEMS; WORKED EXAMPLES; COGNITIVE LOAD; REPRESENTATIONS; VISUALIZATION; FRAMEWORK AB In this paper, we sketch a general framework to help educators sequence problem-based GIS instruction. This framework weaves together: (1) problem based learning with GIS, (2) cognitive load theory in problem solving, (3) the structural view of spatial knowledge, where higher-level concepts are constructed in part from lower-level concepts, (4) how the form of representation used to solve problems influences the development of spatial thinking skills. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Howarth, Jeffrey T.; Sinton, Diana] Middlebury Coll, Middlebury, VT 05753 USA. EM diana_sinton@redlands.edu CR Anderson KC, 2002, COGNITION INSTRUCT, V20, P283, DOI 10.1207/S1532690XCI2003_1 Attard M., 2008, ESRI ED US C SAN DIE Ludwig G., 2000, GIS SCH Barcus HR, 2010, J GEOGR HIGHER EDUC, V34, P363, DOI 10.1080/03098260903555818 Battersby SE, 2006, J GEOGR, V105, P139, DOI 10.1080/00221340608978679 Blaser AD, 2000, COMPUT GEOSCI-UK, V26, P57, DOI 10.1016/S0098-3004(99)00034-5 Chi M., 1982, ADV PSYCHOL HUMAN IN DeMers M. N., 2009, J GEOGRAPHY HIGHER E, V33, P70 DiBiase D., 1996, CARTOGRAPHICA, V33, P61 DiBiase D., 2006, GEOGRAPHIC INFORM SC Doering Aaron, 2007, Journal of Educational Computing Research, V37, P107, DOI 10.2190/Q58T-4388-8015-8141 Drennon C, 2005, J GEOGR HIGHER EDUC, V29, P385, DOI 10.1080/03098260500290934 Edsall R., 2009, P 24 INT CART C Fagin TD, 2011, T GIS, V15, P1, DOI 10.1111/j.1467-9671.2010.01238.x Golledge R, 2008, ANN ASSOC AM GEOGR, V98, P285, DOI 10.1080/00045600701851093 Golledge RG, 2002, ANN ASSOC AM GEOGR, V92, P1, DOI 10.1111/1467-8306.00276 Golledge RG, 1995, COGNITIVE ASPECTS HU, P29 Hegarty M, 1999, J EDUC PSYCHOL, V91, P684, DOI 10.1037//0022-0663.91.4.684 HELLER P, 1992, AM J PHYS, V60, P637, DOI 10.1119/1.17118 HELLER P, 1992, AM J PHYS, V60, P627, DOI 10.1119/1.17117 Jankowski P., 1997, T GIS, V2, P73 Kalyuga S, 2003, EDUC PSYCHOL-US, V38, P23, DOI 10.1207/S15326985EP3801_4 Kalyuga S, 2001, J EDUC PSYCHOL, V93, P579, DOI 10.1037//0022-0663.93.3.579 Kelley D., 2004, 2004 ESRI ED US C SA KEMP KK, 1991, CARTOGRAPHICA, V28, P39 Kirschner PA, 2006, EDUC PSYCHOL, V41, P75, DOI 10.1207/s15326985ep4102_1 Kopp B., 2002, 3 EUR GIS ED SEM, P1 Kozhevnikov M, 2007, COGNITIVE SCI, V31, P549, DOI 10.1080/15326900701399897 Liu Y, 2010, J GEOGR, V109, P150, DOI 10.1080/00221341.2010.497541 Lucangeli D, 1998, CONTEMP EDUC PSYCHOL, V23, P257, DOI 10.1006/ceps.1997.0962 Marsh M, 2007, ANN ASSOC AM GEOGR, V97, P696, DOI 10.1111/j.1467-8306.2007.00578.x MAWER RF, 1982, J EXP PSYCHOL LEARN, V8, P252 Mayer RE, 2009, MULTIMEDIA LEARNING, 2ND EDITION, P1, DOI 10.1017/CBO9780511811678 Mayer RE, 2008, AM PSYCHOL, V63, P760, DOI 10.1037/0003-066X.63.8.760 NYERGES TL, 1995, COGNITIVE ASPECTS HU, P61 Nystuen J. D., 1963, MICHIGAN ACAD SCI AR, V48, P373 Pawson E, 2006, J GEOGR HIGHER EDUC, V30, P103, DOI 10.1080/03098260500499709 Plass J. L., 2010, COGNITIVE LOAD THEOR PRAGER SD, 2009, J GEOGRAPHY HIGHER E, V33, P46 Read JM, 2010, J GEOGR HIGHER EDUC, V34, P379, DOI 10.1080/03098265.2010.490909 Renkl A, 2003, EDUC PSYCHOL-US, V38, P15, DOI 10.1207/S15326985EP3801_3 Renkl A, 2002, J EXP EDUC, V70, P293, DOI 10.1080/00220970209599510 Sinton D. S., 2009, ANN M ASS AM GEOGR Sinton D. S., 2006, UNDERSTANDING PLACE Solem M., 2001, J NATL SUBJECT CTR G, P22 Solem M, 2008, PROF GEOGR, V60, P356, DOI 10.1080/00330120802013620 SWELLER J, 1988, COGNITIVE SCI, V12, P257, DOI 10.1016/0364-0213(88)90023-7 Sweller J, 2010, EDUC PSYCHOL REV, V22, P123, DOI 10.1007/s10648-010-9128-5 Tomlin C. D., 1990, GEOGRAPHIC INFORM SC Van Merrienboer J. J. G., 1997, TRAINING COMPLEX COG WARD M, 1990, COGNITION INSTRUCT, V7, P1, DOI 10.1207/s1532690xci0701_1 Zhang JJ, 1997, COGNITIVE SCI, V21, P179 NR 52 TC 1 Z9 1 U1 0 U2 4 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.042 PG 7 WC Geography SC Geography GA BYM49 UT WOS:000299345900030 OA gold DA 2018-03-07 ER PT S AU Jarvis, CH AF Jarvis, Claire H. BE Asami, Y TI Spatial Literacy and the Postgraduate GIS Curriculum SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Spatial literacy; Body of Knowledge; Curricula; Teaching & Learning AB The practice of GIScience is fundamentally spatial, yet many taught postgraduate students training in GIScience do not have a formal academic background that has developed their spatial thinking. This paper conceptualizes the process by which spatial literacy develops through spatial thinking as a function of spatial abilities, strategies and knowledge, and outlines a framework for spatial thinking that can be mapped against a formal curriculum for GIS such as the Body of Knowledge. In the future, this mapping activity will allow the scaffolding of both subject knowledge and the building of spatial thinking skills together in a more explicit way than has been previously considered. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Jarvis, Claire H.] Univ Leicester, Dept Geog, Leicester LE1 7RH, Leics, England. EM chj2@le.ac.uk CR Bednarz SW, 2001, PRE POSTSECONDARY ED Bourque P, 1999, IEEE SOFTWARE, V16, P35, DOI 10.1109/52.805471 Cornoldi C., 2003, VISUOSPATIAL WORKING DiBiase D., 2006, GEOGRAPHIC INFORM SC Eliot J, 2003, INT DIRECTORY SPATIA Fry H, 2003, UNDERSTANDING STUDEN, P9 Golledge R. G., 1997, SPATIAL BEHAV GEOGRA ISHIKAWA T, 2005, J GEOSCIENCE ED, V53, P184 Kali Y., 1997, J GEOSCIENCE ED, V45, P10 Kastens KA, 2006, GEOL SOC AM SPEC PAP, V413, P53, DOI 10.1130/2006.2413(05) King H., 2006, PLANET, V17, P26 Kolb DA, 1984, ORG BEHAV READER LINN MC, 1985, CHILD DEV, V56, P1479, DOI 10.2307/1130467 Livari J, 2004, INFORM SYST J, V14, P313 Lohman D. F., 1979, 8 STANF U SCH ED National Research Council NRC, 2006, LEARN THINK SPAT ROSENSHINE B, 1992, EDUC LEADERSHIP, V49, P26 NR 17 TC 3 Z9 3 U1 1 U2 1 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.022 PG 6 WC Geography SC Geography GA BYM49 UT WOS:000299345900035 OA gold DA 2018-03-07 ER PT S AU Kolvoord, RA Uttal, DH Meadow, NG AF Kolvoord, Robert A. Uttal, David H. Meadow, Nathaniel G. BE Asami, Y TI Using video case studies to assess the impact of the use of GIS on secondary students' spatial thinking skills SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Geospatial; GIS; inquiry-based teaching ID KNOWLEDGE; DISTANCE AB We present the analysis of video case studies of students using geographic information systems (GIS) software to address sophisticated, locally-based problems in a secondary school course. Students show evidence of complex problem definition, hands on resolutions to conceptual and technological issues through the application of advanced geospatial processing, and choice of representations in their work, as well as the application of advanced geospatial processing. We are also conducting a quantitative study of the evolution of the students' use of spatial language and gesture through the course. Geospatial tools such as GIS demonstrate considerable promise in building students' ability to conceptualize and solve complicated problems with a spatial component, and the resulting spatial gains may benefit students in other scientific, technological, engineering and mathematical (STEM) domains. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Kolvoord, Robert A.] James Madison Univ, Harrisonburg, VA 22807 USA. [Uttal, David H.; Meadow, Nathaniel G.] Northwestern Univ, Evanston, IL 60208 USA. RP Kolvoord, RA (reprint author), James Madison Univ, Harrisonburg, VA 22807 USA. EM kolvoora@jmu.edu OI Kolvoord, Robert/0000-0001-9678-8178 CR BARTSCH K, 1988, DEV PSYCHOL, V24, P532, DOI 10.1037//0012-1649.24.4.532 Huttenlocher J, DEV SCI GOE IN PRESS MILLER KF, 1990, DEV PSYCHOL, V26, P103, DOI 10.1037/0012-1649.26.1.103 NRC, 1996, NAT SCI ED STAND [Anonymous], 2009, LEARN ENV 21 CENT SK PERRY M, 1988, COGNITIVE DEV, V3, P359, DOI 10.1016/0885-2014(88)90021-4 Piaget J., 1960, CHILDS CONCEPTION GE Piaget J, 1967, CHILDS CONCEPTION SP Sauter M, LEARNING WH IN PRESS Wai J, 2009, J EDUC PSYCHOL, V101, P817, DOI 10.1037/a0016127 NR 10 TC 2 Z9 2 U1 1 U2 7 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.039 PG 8 WC Geography SC Geography GA BYM49 UT WOS:000299345900045 OA gold DA 2018-03-07 ER PT S AU Oda, K AF Oda, Katsuhiko BE Asami, Y TI Assessing College Students' Spatial Concept Knowledge in Complexity Levels SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE spatial thinking; spatial concepts; concept lexicon; concept maps; GIS education ID CONCEPT MAPS; PRESERVICE TEACHERS; BIOLOGY; TOOL; GIS; ACHIEVEMENT; FRAMEWORK; EDUCATION AB This study probes undergraduate students' spatial concept knowledge and their comprehension. The researcher scored undergraduate students' concept maps by evaluating the quality of interrelationships between concept nodes. The results of statistical analyses indicate that map scores are significantly different between the three complexity levels of spatial concepts, and the hierarchy of students' comprehension matches Golledge's ontological lexicon. These results imply that the scores of concept maps decrease as the complexity of spatial concept increases. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Oda, Katsuhiko] Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. 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A., 1991, SCORING STUDENT GENE Secretary of Labor's Commission on Achieving Necessary Skills, 1991, WHAT WORK REQ SCH Smith E, 1981, CATEGORIES CONCEPTS STUART HA, 1985, EUR J SCI EDUC, V7, P73, DOI 10.1080/0140528850070108 SUI DZ, 1995, J GEOGR, V94, P578, DOI 10.1080/00221349508979371 Thompson D, 1991, CARTOGRAPHICA, V28, P55 Uttal DH, 2000, DEVELOPMENTAL SCI, V3, P247, DOI 10.1111/1467-7687.00119 WALLACE JD, 1990, J RES SCI TEACH, V27, P1033, DOI 10.1002/tea.3660271010 Walshe N, 2008, ENVIRON EDUC RES, V14, P537, DOI 10.1080/13504620802345958 White R., 1992, PROBING UNDERSTANDIN WILSON JM, 1994, J RES SCI TEACH, V31, P1133, DOI 10.1002/tea.3660311007 Witthuhn BO, 1976, DISCOVERY GEOGRAPHY NR 56 TC 0 Z9 0 U1 0 U2 2 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.032 PG 10 WC Geography SC Geography GA BYM49 UT WOS:000299345900009 OA gold DA 2018-03-07 ER PT S AU Teerarojanarat, S Tingsabadh, K AF Teerarojanarat, Sirivilai Tingsabadh, Kalaya BE Asami, Y TI Using GIS for Linguistic Study: a Case of Dialect Change in the Northeastern Region of Thailand SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Dilect change; GIS; Thailand AB While spatial thinking is the main concern for all disciplines involving the study of distributed phenomenon in space and over time, lack of spatial abilities and knowledge in handling spatial data appears to be one of the weakest points of researchers working in the area of social studies and humanities. This paper aims to present a way by which linguistic approaches and spatial-based techniques using a GIS tool are integrated to help spatially investigate and quantify the dialect change at two different points of time. Applied methodology with the exemplified application to the whole northeastern region of Thailand is illustrated and discussed. Results are promising and make a genuine contribution to the field of linguistics. The role of GIS is obvious, showing its great potential in advancing our fundamental understanding of the spatial pattern of dialect change as well as its relation to other related factors such as social and cultural changes. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Teerarojanarat, Sirivilai] Chulalongkorn Univ, Fac Arts, Dept Geog, Bangkok 10330, Thailand. [Tingsabadh, Kalaya] Chulalongkorn Univ, Fac Arts, Dept Linguist, Bangkok 10330, Thailand. RP Teerarojanarat, S (reprint author), Chulalongkorn Univ, Fac Arts, Dept Geog, Bangkok 10330, Thailand. EM sirivilai.t@chula.ac.th FU Chulalongkorn University Centenary Academic Development Project; Faculty of Arts, Chulalongkorn University FX The authors wish to thank Chulalongkorn University Centenary Academic Development Project and the Faculty of Arts, Chulalongkorn University for the financial support that made this study possible. Without their support this study would not have been completed CR Ayad Y, 2009, 2009 ESRI INT US C P, P1 Trudgill P., 1980, DIALECTOLOGY GOODCHILD MF, 1992, INT J GEOGR INF SYST, V6, P31, DOI 10.1080/02693799208901893 Langacker RW, 1968, LANGUAGE ITS STRUCTU, P175 LEE J, 1993, INT J GEOGR INF SYST, V7, P541, DOI 10.1080/02693799308901981 Longley P. A., 2005, GEOGRAPHIC INFORM SY Luo W., 2000, GEOGRAPHIC INFORM SC, V6, P129 MAGUIRE D. J, 1991, GEOGRAPHICAL INFORM Panupong V, 1986, WORD GEOGRAPHY NAKHO Rinprom C, 1987, THESIS U COPENHAGEN Teerarojanarat S., 2008, J LANGUAGE LINGUISTI, V26, P1 Teerarojanarat S, 2011, DIALECTOLOGIA, V6, P53 Tomlin C. D., 1990, GEOGRAPHIC INFORM SY Wang F, 2006, GEOGRAPHIC INFORM SC, V12, P1 NR 14 TC 2 Z9 2 U1 0 U2 1 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.015 PG 10 WC Geography SC Geography GA BYM49 UT WOS:000299345900044 OA gold DA 2018-03-07 ER PT S AU Wakabayashi, Y Ishikawa, T AF Wakabayashi, Yoshiki Ishikawa, Toru BE Asami, Y TI Spatial thinking in geographic information science: a review of past studies and prospects for the future SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE geographic information science; spatial thinking; spatial concepts; spatial representations; spatial reasoning ID APTITUDE; STUDENTS; ABILITY; GIS AB In recent years, the relationship between geographic information science (GIScience) and spatial thinking has attracted much attention in English-speaking countries. Nevertheless, vagueness remains concerning the concept of spatial thinking and its components. The aim of this paper is to review previous studies on the relationship between GIScience and spatial thinking, and to clarify the elements of spatial thinking and related terms. After discussing the basic elements of spatial thinking, it explores the relationship between GIScience and spatial thinking by dividing it into two aspects: the role of geographic information systems (GIS) in education on spatial thinking, and the role of spatial thinking in GIScience. Concerning the former, potential roles of GIS in spatial thinking education, particularly in geography and STEM disciplines, are suggested. Concerning the latter, the relationships between the body of knowledge on GIS education and the elements of spatial thinking are examined. Finally, the present situation and future prospects for studies on spatial thinking and GIScience in Japan are briefly discussed. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Wakabayashi, Yoshiki] Tokyo Metropolitan Univ, Dept Geog, Hachioji, Tokyo 1920397, Japan. [Ishikawa, Toru] Univ Tokyo, Ctr Spatial Informat Sci, Chiba, 2778568, Japan. RP Wakabayashi, Y (reprint author), Tokyo Metropolitan Univ, Dept Geog, Hachioji, Tokyo 1920397, Japan. EM ishikawa@csis.u-tokyo.ac.jp CR Anselin L, 1989, TECHNICAL REPORTS NA Balchin WGV, 1965, TIMES ED SUPPLEM NOV, P947 Bertin J., 1977, GRAPHIQUE TRAITEMENT Boardman D, 1983, GRAPHICACY GEOGRAPHY CARTER CS, 1987, J RES SCI TEACH, V24, P645, DOI 10.1002/tea.3660240705 Couclelis H, 2009, LECT NOTES COMPUT SC, V5756, P342 De Smith M. 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R., 1993, LECT NOTES COMPUTER, V716, P312, DOI DOI 10.1007/3-540-57207-4_21 Murakoshi S, 2008, KUKAN NINCHI TO GIS Newcombe N, 2010, AM ED SUM, P29 National Research Council NRC, 2006, LEARN THINK SPAT PALLRAND GJ, 1984, J RES SCI TEACH, V21, P507, DOI 10.1002/tea.3660210508 RUSSELLGEBBETT J, 1985, J BIOL EDUC, V19, P293, DOI 10.1080/00219266.1985.9654755 UCGIS, 2006, GEOGR INF SCI TECHN NR 40 TC 6 Z9 6 U1 0 U2 8 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.031 PG 10 WC Geography SC Geography GA BYM49 UT WOS:000299345900037 OA gold DA 2018-03-07 ER PT S AU Yuda, M AF Yuda, Minori BE Asami, Y TI Effectiveness of Digital Educational Materials for Developing Spatial Thinking of Elementary School Students SO INTERNATIONAL CONFERENCE: SPATIAL THINKING AND GEOGRAPHIC INFORMATION SCIENCES 2011 SE Procedia Social and Behavioral Sciences LA English DT Proceedings Paper CT International Conference on Spatial Thinking and Geographic Information Sciences CY SEP 14-16, 2011 CL Tokyo, JAPAN SP Kokusai Kogyo Co Ltd, PASCO Corp, ESRI Japan Corp, Math Syst Inc DE Spatial thinking; digital educational materials; puzzle video game; computer application; geographic education; maps ID MISSING DATA; REGRESSION; MODELS AB To develop elementary school students' spatial thinking and support classes on social studies, especially in geography field, the author developed flash-based puzzle video games of a map of Japan and examined the effectiveness of the application. In this study 28 students of fourth grade elementary school tried to play once a week for three weeks. At first only 20 percent of them could finish solving the puzzle within 5 minutes, but after 3 weeks, 80 percent of them could finish in 5 minutes in less. Furthermore, in a paper-based test students were asked to find prefectures on the map of Japan before and after these experiments and 70 percent of students had better scores at the post experiment test. Students acquired the skill to think identification of shapes, location and letters as spatial information through playing this map puzzle game. These results indicate that the game applications as digital education materials have effects on fostering elementary school students' spatial thinking, widening their views and also supporting geography education. (C) 2011 Published by Elsevier Ltd. Selection and/or peer-review under responsibility of Yasushi Asami C1 [Yuda, Minori] Univ Tokyo, Ctr Spatial Informat Sci, Bunkyo Ku, Tokyo 1138656, Japan. EM minori@csis.u-tokyo.ac.jp CR ANSELIN L, 1986, J REGIONAL SCI, V26, P799, DOI 10.1111/j.1467-9787.1986.tb01077.x Anselin Luc, 2006, SPAT ECON ANAL, V1, P31, DOI DOI 10.1080/17421770600661337 CAN A, 1990, ECON GEOGR, V66, P254, DOI 10.2307/143400 Cressie NAC, 1993, STAT SPATIAL DATA RE DUBIN RA, 1988, REV ECON STAT, V70, P466, DOI 10.2307/1926785 Fotheringham AS, 1998, ENVIRON PLANN A, V30, P1905, DOI 10.1068/a301905 Griffith DA, 2011, ADV GEOGR INFORM SCI, P1, DOI 10.1007/978-3-642-16043-1 Kammann EE, 2003, J ROY STAT SOC C-APP, V52, P1, DOI 10.1111/1467-9876.00385 Kato T, 2008, J REGIONAL SCI, V48, P615, DOI 10.1111/j.1467-9787.2008.00566_1.x Kaufman L, 1990, FINDING GROUPS DATA Kelejian H., 2007, REGIONAL SCI URBAN E, V37, P283 Krivobokova T, 2008, J COMPUT GRAPH STAT, V17, P1, DOI 10.1198/106186008X287328 LeSage J, 2009, STAT TEXTB MONOGR, P1 Lesage JP, 2004, J REAL ESTATE FINANC, V29, P233, DOI 10.1023/B:REAL.0000035312.82241.e4 LeSage JP, 2004, ADV SPATIAL ECONOMET, V11, P241 RUBIN DB, 1976, BIOMETRIKA, V63, P581, DOI 10.1093/biomet/63.3.581 Ruppert D., 2003, SEMIPARAMETRIC REGRE Ruppert D, 2009, ELECTRON J STAT, V3, P1193, DOI 10.1214/09-EJS525 Schabenberger O., 2005, STAT METHODS SPATIAL Tolosana-Delgado R, 2007, MATH GEOL, V39, P529, DOI 10.1007/s11004-007-9107-7 Valente J., 2005, J REAL ESTATE RES, V27, P105 NR 21 TC 2 Z9 3 U1 0 U2 2 PU ELSEVIER SCIENCE BV PI AMSTERDAM PA SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS SN 1877-0428 J9 PROCD SOC BEHV PY 2011 VL 21 DI 10.1016/j.sbspro.2011.07.045 PG 14 WC Geography SC Geography GA BYM49 UT WOS:000299345900015 OA gold DA 2018-03-07 ER PT J AU Padalkar, S Ramadas, J AF Padalkar, Shamin Ramadas, Jayashree TI Designed and Spontaneous Gestures in Elementary Astronomy Education SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION LA English DT Article DE Astronomy education; Gestures; Model-based reasoning ID STRATEGIES; STUDENTS; IMAGERY; MODELS; BLIND; TALK AB We make a case for using gestures and actions to understand and convey spatial and dynamic properties of systems. Problems in learning elementary astronomy are analysed in the context of demands of spatial thinking, in a system which is not amenable to direct perception, namely, the sun-earth-moon (SEM) system. We describe a pedagogy which uses gestures (most often in combination with concrete models and diagrams) to facilitate the visualisation and simulation required in elementary astronomy. These gestures are presented in terms of their purpose in pedagogy: to internalise a natural phenomenon, or an astronomical model, or general properties of space. In terms of design these pedagogical gestures mediate between concrete models of the SEM system and related spatial configurations on the one hand, and their corresponding abstract diagrammatic representations on the other: called here the model gesture-diagram pedagogical link. Next we present some video data on students' gestures observed during collaborative problem-solving which took place in the course of our pedagogic intervention. 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J. Sci. Educ. PY 2011 VL 33 IS 12 BP 1703 EP 1739 DI 10.1080/09500693.2010.520348 PG 37 WC Education & Educational Research SC Education & Educational Research GA 891MM UT WOS:000300221200005 DA 2018-03-07 ER PT B AU Boakes, N AF Boakes, Norma BE WangIverson, P Lang, RJ Yim, M TI Origami and Spatial Thinking of College-Age Students SO ORIGAMI(5): FIFTH INTERNATIONAL MEETING OF ORIGAMI SCIENCE, MATHEMATICS, AND EDUCATION LA English DT Proceedings Paper CT 5th International Meeting of Origami Science, Mathematics, and Education (OSME) CY JUL 13-17, 2010 CL Singapore Management Univ, Singapore, SINGAPORE SP Biosystems & Micromechan, Ctr Environm Sensing & Modeling, Marshall Cavendish, Singapore MIT Alliance Res & Technol Ctr HO Singapore Management Univ C1 [Boakes, Norma] Richard Stockton Coll New Jersey, POB 195, Pomona, NJ 08240 USA. RP Boakes, N (reprint author), Richard Stockton Coll New Jersey, POB 195, Pomona, NJ 08240 USA. EM Norma.Boakes@stockton.edu CR Boakes Norma, 2006, THESIS Boakes Norma, GNM 2257 ART MATH OR Boakes Norma J., 2009, ORIGAMI4, P471 Ekstrom Ruth, 1976, KIT FACTOR REFERENCE FLEISHMAN JJ, 1971, PSYCHOL REP, V29, P523, DOI 10.2466/pr0.1971.29.2.523 Gardner H., 1993, MULTIPLE INTELLIGENC KENNEWAY E, 1987, COMPLETE ORIGAMI Mann Rebecca, 2005, THESIS U CONNECTICUT Martin MO, 2008, TIMSS 2007 INT MATH Newcombe N. S., 2010, AM EDUC Olson Meredith, 1984, ROEPER REV, V6, P240 Pallant J., 2007, SPSS SURVIVAL MANUAL Piaget J., 1956, CHILDS CONCEPTION SP Sorby S. A., 2005, ENG DESIGN GRAPHICS, V69, P6 Terlecki MS, 2008, APPL COGNITIVE PSYCH, V22, P996, DOI 10.1002/acp.1420 West T., 1997, MINDS EYE VISUAL THI NR 16 TC 0 Z9 0 U1 0 U2 0 PU CRC PRESS-TAYLOR & FRANCIS GROUP PI BOCA RATON PA 6000 BROKEN SOUND PARKWAY NW, STE 300, BOCA RATON, FL 33487-2742 USA BN 978-1-4398-7350-2; 978-1-56881-714-9 PY 2011 BP 173 EP 187 PG 15 WC Education, Scientific Disciplines; Mathematics SC Education & Educational Research; Mathematics GA BG7UQ UT WOS:000391803000015 DA 2018-03-07 ER PT B AU Hamadah, Q AF Hamadah, Qutaibah BE Herr, CM Gu, N Roudavski, S Schnabel, MA TI THE POLYMORPHIC DIAGRAM On mediating spatial thinking in architecture design SO PROCEEDINGS OF THE 16TH INTERNATIONAL CONFERENCE ON COMPUTER-AIDED ARCHITECTURAL DESIGN RESEARCH IN ASIA (CAADRIA 2011): CIRCUIT BENDING, BREAKING AND MENDING LA English DT Proceedings Paper CT 16th International Conference on Computer-Aided Architectural Design Research in Asia (CAADRIA) CY APR 27-29, 2011 CL Univ Newcastle, Sch Architecture & Built Environm, Callaghan, AUSTRALIA HO Univ Newcastle, Sch Architecture & Built Environm DE Space configuration; conceptual design; diagrams AB This paper describes the polymorphic diagram, a conceptual building information modeling environment conceived to mediate spatial thinking during the conceptual design phase. In particular, the discussion is focused on how enabling multiple forms of representations can possibly support and improve architects' cognitive capacity to reason about space configuration. C1 IIT, Chicago, IL 60616 USA. RP Hamadah, Q (reprint author), IIT, Chicago, IL 60616 USA. EM qhamadah@iit.edu CR Akin O., 1998, COGNITION BASED COMP Alexander C., 1964, NOTES ON THE SYNTHES Cross N, 2007, BOARD INT RES DES, P1, DOI 10.1007/978-3-7643-8485-2 Do EYL, 2001, ARTIF INTELL REV, V15, P135, DOI 10.1023/A:1006661524497 Herbert Daniel M., 1993, ARCHITECTURAL STUDY Kim J, 2008, SPRINGER PROC PHYS, V124, P355 Lawson B., 1997, HOW DESIGNERS THINK NR 7 TC 0 Z9 0 U1 0 U2 0 PU CAADRIA-ASSOC COMPUTER-AIDED ARCHITECTURAL DESIGN RESEARCH ASIA PI HONG KONG PA CHINESE UNIV HONG KONG, DEPT ARCHITECTURE, SHATIN N T,, HONG KONG, 00000, PEOPLES R CHINA BN 978-988-19026-2-7 PY 2011 BP 419 EP 428 PG 10 WC Architecture; Computer Science, Interdisciplinary Applications SC Architecture; Computer Science GA BC3AR UT WOS:000351503300041 DA 2018-03-07 ER PT B AU Elia, I Gagatsis, A Michael, P Georgiou, A van den Heuvel-Panhuizen, M AF Elia, Iliada Gagatsis, Athanasios Michael, Paraskevi Georgiou, Alexia van den Heuvel-Panhuizen, Marja BE Pytlak, M Rowland, T Swoboda, E TI KINDERGARTNERS' USE OF GESTURES IN THE GENERATION AND COMMUNICATION OF SPATIAL THINKING SO PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) LA English DT Proceedings Paper CT 7th Congress of the European-Society-for-Research-in-Mathematics-Education (ERME) CY FEB 09-13, 2011 CL Rzeszow, POLAND SP European Soc Res Math Educ DE gestures; kindergartners; spatial thinking; semiotic transformation AB Recent studies have advocated that mathematical meaning is mediated by gestures. This study explores how kindergartners use gestures in a semiotic transformation activity involving the description of spatial relationships between objects. The two 5-year-old children that participated in the study used gestures throughout the whole activity, mainly iconic gestures (representing images of objects) and gestures combining iconic and deictic (locating objects in space) properties. A multidimensional linkage between children's gestures and speech, as well as, a significant effect of the researcher's gestures on one child's gestures were found. Findings showed that gestures are essential in the construction and communication of early mathematical meaning and raise important questions for future research. C1 [Elia, Iliada; Gagatsis, Athanasios; Michael, Paraskevi; Georgiou, Alexia] Univ Cyprus, Dept Educ, Nicosia, Cyprus. [Elia, Iliada; van den Heuvel-Panhuizen, Marja] Univ Utrecht, Freudenthal Inst Sci & Math Educ, Utrecht, Netherlands. RP Elia, I (reprint author), Univ Cyprus, Dept Educ, Nicosia, Cyprus.; Elia, I (reprint author), Univ Utrecht, Freudenthal Inst Sci & Math Educ, Utrecht, Netherlands. CR Arzarello F, 2009, EDUC STUD MATH, V70, P97, DOI 10.1007/s10649-008-9163-z Brousseau G., 1997, THEORY DIDACTICAL SI Raymond Duval, 2006, EDUC STUD MATH, V61, P103, DOI DOI 10.1007/S10649-006-0400-Z Edwards LD, 2009, EDUC STUD MATH, V70, P127, DOI 10.1007/s10649-008-9124-6 Ehrlich SB, 2006, DEV PSYCHOL, V42, P1259, DOI 10.1037/0012-1649.42.6.1259 Emmorey K., 2000, J SPATIAL COGNITION, V2, P157, DOI DOI 10.1023/A:1013118114571 Gagatsis A., 2003, COMPRENSIONE APPREDI Gagatsis A., 2001, THEORIES REPRESENTAT Krauss RM, 1998, CURR DIR PSYCHOL SCI, V7, P54, DOI 10.1111/1467-8721.ep13175642 McNeill David, 1992, HAND MIND WHAT GESTU McNeill D., 2005, GESTURE THOUGHT National Council of Teachers of Mathematics (NCTM), 1989, CURR EV STAND SCH MA Parrill F., 2004, GESTURE, V4, P197, DOI DOI 10.1075/GEST.4.2.05PAR Presmeg N., 2006, EDUC STUD MATH, V61, P11 Radford L, 2009, EDUC STUD MATH, V70, P91, DOI 10.1007/s10649-008-9172-y Radford L, 2009, EDUC STUD MATH, V70, P111, DOI 10.1007/s10649-008-9127-3 Roth WM, 2001, REV EDUC RES, V71, P365, DOI 10.3102/00346543071003365 Roth WM, 2009, EDUC STUD MATH, V70, P175, DOI 10.1007/s10649-008-9138-0 Sarama J, 2009, STUD MATH THINK LEAR, P1 NR 19 TC 2 Z9 2 U1 0 U2 0 PU UNIV RZESZOW PUBLISHING HOUSE PI RZESZOW PA UL PROF ST PIGONIA 6, RZESZOW, 35-310, POLAND BN 978-83-7338-683-9 PY 2011 BP 1842 EP 1851 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH3JK UT WOS:000399737703036 DA 2018-03-07 ER PT B AU Costa, C Matos, JM AF Costa, Conceicao Manuel Matos, Jose BE Pytlak, M Rowland, T Swoboda, E TI GESTURE AND VISUAL-SPATIAL THINKING SO PROCEEDINGS OF THE SEVENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME 7) LA English DT Proceedings Paper CT 7th Congress of the European-Society-for-Research-in-Mathematics-Education (ERME) CY FEB 09-13, 2011 CL Rzeszow, POLAND SP European Soc Res Math Educ DE Visual-spatial thinking; gestures and objectification AB This work attempts to grasp visual- spatial thinking in mathematics education. It analyses two classroom interaction episodes between two elementary students using a geometry software that stimulate the exploration of ideas of translation, reflection and rotation, through the motions slide, flip and turn. The excerpts are a follow- up of a study intended to create, explore and refine a theoretical model for visualspatial thinking. This poster also presents part of conclusions of the research about the visual- spatial thinking, related to grasping. what is the role of the gesture for thinking?. and it intends to contribute to the reflection about the theme. C1 [Costa, Conceicao] Univ Nova Lisboa, FCT, UIED, Escola Super Educ Coimbra, Lisbon, Portugal. [Manuel Matos, Jose] Univ Nova Lisboa, FCT, UIED, Lisbon, Portugal. RP Costa, C (reprint author), Univ Nova Lisboa, FCT, UIED, Escola Super Educ Coimbra, Lisbon, Portugal. CR COSTA M. J., 2005, THESIS Radford L., 2009, M CERME 6 LYON FRANC Radford L., 2008, SEMIOTICS MATH ED EP, P215 Radford L, 2009, EDUC STUD MATH, V70, P111, DOI 10.1007/s10649-008-9127-3 NR 4 TC 0 Z9 0 U1 0 U2 0 PU UNIV RZESZOW PUBLISHING HOUSE PI RZESZOW PA UL PROF ST PIGONIA 6, RZESZOW, 35-310, POLAND BN 978-83-7338-683-9 PY 2011 BP 2934 EP 2935 PG 2 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BH3JK UT WOS:000399737704103 DA 2018-03-07 ER PT J AU Newcombe, NS Frick, A AF Newcombe, Nora S. Frick, Andrea TI Early Education for Spatial Intelligence: Why, What, and How SO MIND BRAIN AND EDUCATION LA English DT Article ID MENTAL ROTATION TASK; SEX DIFFERENCE; GENDER-DIFFERENCES; GEOMETRIC SHAPE; MOTOR PROCESSES; CHILDRENS; OBJECTS; IMAGERY; PERFORMANCE; SKILL AB Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form in infants, toddlers, and preschool children, also undergo considerable development and show important individual differences, which are malleable. These findings provide the basis for thinking about how to promote spatial thinking in preschools, at home, and in children's play. Integrating spatial content into formal and informal instruction could not only improve spatial functioning in general but also reduce differences related to gender and socioeconomic status that may impede full participation in a technological society. C1 [Newcombe, Nora S.; Frick, Andrea] Temple Univ, Dept Psychol, Philadelphia, PA 19122 USA. 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PD SEP PY 2010 VL 4 IS 3 BP 102 EP 111 DI 10.1111/j.1751-228X.2010.01089.x PG 10 WC Education & Educational Research; Psychology, Developmental SC Education & Educational Research; Psychology GA 708YN UT WOS:000286400300002 DA 2018-03-07 ER PT J AU Morell, RVG Miranda, VMG Alamar, MDV AF Gimenez Morell, Roberto Vicente Grassa Miranda, Victor-Manuel Vidal Alamar, Maria Dolores TI Considerations on the imagery in Spanish Sistema Diedrico SO ARTE INDIVIDUO Y SOCIEDAD LA Spanish DT Article DE Representation; spatial thinking; imagery AB The article highlights the classic mistake of thinking processes obviate the task of structuring the student's spatial thinking and how this fact contributes to the saturation of theoretical content that has characterized the graphic-geometric representation in the field of descriptive geometry during the last century. Research provides a diagnosis of the paradoxical situation of a subject which, despite being based on images yields to the orthodoxy of propositional analysis ending in a complete axiomatization of graph-geometric representation. In this area, visual thinking is disallowing direct accessibility as the interpretation of spatial relationships. From advances in cognitive science about mental imagery are counter points to the possibility of stagnation in the projective space concept to contribute to greater spatial interaction. In this sense, values the contribution of Anglo-Saxon direct method as initiator of deductive-Cartesian apparatus in projective rationalization. C1 [Gimenez Morell, Roberto Vicente; Vidal Alamar, Maria Dolores] Univ Politecn Valencia, Dept Dibujo, E-46071 Valencia, Spain. [Grassa Miranda, Victor-Manuel] Univ Politecn Valencia, Dept Expres Graf Arquitecton, E-46071 Valencia, Spain. RP Morell, RVG (reprint author), Univ Politecn Valencia, Dept Dibujo, E-46071 Valencia, Spain. EM rgimenez@dib.upv.es; vgrassa@gmail.com; mvidala@dib.upv.es CR ALAMAR MDV, 1990, THESIS U POLITECNICA Arnheim Rudolph, 1969, VISUAL THINKING BOOKER PJ, 2001, HIST DIBUJO INGENIER BOYER CB, 1982, HIST MATEMATICA CAHUE JMB, 1987, ASPECTOS CARACTERIST EINSTEIN A, 1979, CENTENARY FRENCH TE, 1976, ENG DESIGN GRAPHICS, V40, P32 Gardner H., 2003, MULTIPLE INTELLIGENC Gardner H., 1983, FRAMES MIND THEORY M Gombrich E. H., 1960, ART ILLUSION STUDY P GORDO AG, 2003, IDEAS DIBUJO ANALISI HOFFMAN DD, 1998, VISUAL INTELLIGENCE Hood G. 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PY 2010 VL 22 BP 111 EP 120 PG 10 WC Art SC Art GA 608NF UT WOS:000278590300008 OA gold DA 2018-03-07 ER PT B AU Costa, C Matos, JM Silva, JCE AF Costa, Conceicao Matos, Jose Manuel Carvalho e Silva, Jaime BE DurandGuerrier, V SouryLavergne, S Arzarello, F TI A THEORETICAL MODEL FOR VISUAL-SPATIAL THINKING SO CERME 6 - PROCEEDINGS OF THE 6TH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION LA English DT Proceedings Paper CT 6th Congress of the European-Society-for-Research-in-Mathematics-Education (CERME) CY JAN 28-FEB 01, 2009 CL Lyon, FRANCE SP European Soc Res Math Educ AB This paper presents part of a study (Costa, 2005) intending to create, explore and refine a theoretical model for visual-spatial thinking that includes three visual-spatial thinking modes along with the thinking processes associated to them. This paper will focus on the final theoretical model. C1 [Costa, Conceicao] Escola Super Educ Coimbra, Coimbra, Portugal. Univ Nova Lisboa, P-1200 Lisbon, Portugal. Univ Coimbra, P-3000 Coimbra, Portugal. RP Costa, C (reprint author), Escola Super Educ Coimbra, Coimbra, Portugal. CR Battista M.T., 2003, P 27 PME C, V2, P73 Bishop A., 1989, FOCUS LEARNING PROBL, V11, P7 Brown D., 1993, P 17 INT C PSYCH MAT, V2, P137 Clausen-May T., 1998, SPATIAL ABILITY HDB COSTA M. J., 2005, THESIS Dreyfus T., 1991, ADV MATH THINKING, P25, DOI DOI 10.1017/CB09781139013499.008 Dubinsky E, 1991, ADV MATH THINKING, V11, P95 Fischbein E., 1987, INTUITION SCI MATH E Gal H., 2002, P 26 INT C PSYCH MAT, V2, P400 Goldin GA, 1996, THEORIES OF MATHEMATICAL LEARNING, P397 Gusev V., 2003, P 27 JOINT C INT N A, V4, P87 Herskowitz R., 1996, INT HDB MATH ED, P161 Owens K., 1994, SPATIAL PROBLE UNPUB Owens K., QUALITATIVE QU UNPUB Presmeg N. C., 1989, FOCUS LEARNING PROBL, V11, P17 Presmeg N. C., 1992, EDUC STUD MATH, V23, P595, DOI DOI 10.1007/BF00540062 Schoenfeld A. H., 2002, HDB INT RES MATH ED, P435 Simon M. A., 1996, EDUC STUD MATH, V30, P197 Wheatley G. H., 1998, FOCUS LEARNING PROBL, V20, P65 Cunningham S., 1991, VISUALIZATION TEACHI, V19, P1 NR 20 TC 0 Z9 0 U1 0 U2 1 PU INST NATL RECHERCHE PEDGOGIQUE PI LYON PA 19 ALLEE FONTENAY, LYON, 69007, FRANCE BN 978-2-7342-1190-7 PY 2010 BP 2246 EP 2255 PG 10 WC Education & Educational Research; Education, Scientific Disciplines SC Education & Educational Research GA BG9KZ UT WOS:000393368800231 DA 2018-03-07 ER PT J AU Hauptman, H AF Hauptman, Hanoch TI Enhancement of spatial thinking with Virtual Spaces 1.0 SO COMPUTERS & EDUCATION LA English DT Article DE Virtual reality; Interactive learning environments; Applications in subject areas; Improving classroom teaching; Evaluation of CAL systems ID ROTATIONS; VIEW AB Developing a software environment to enhance 3D geometric proficiency demands the consideration of theoretical views of the learning process. Simultaneously. this effort requires taking into account the range of tools that technology offers, as well as their limitations. In this paper, we report on the design of Virtual Spaces 1.0 software, a program that exercises the user's abilities to build spatial images and to manipulate them. This paper also reports on a study that aimed to assess whether those abilities affected achievements in the spatial thinking of 10th graders who worked with the software. Additionally, we investigated whether self-regulating questions can improve the effect of exercising with Virtual Spaces 1.0. The sample was 192 students, who were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group I with virtual reality and self-regulating questions N = 52, Group 2 with virtual realty only N = 52) and the other two the non-Virtual Spaces 1.0 (Group 3 self-regulating questions only N = 45, Group 4 non-treatment group N = 45). The results suggest that spatial thinking was enhanced by exercising with Virtual Spaces 1.0 and asking self-regulating questions. in addition, it was found that the self-regulating questions make the use of virtual reality more efficient, and that the influence of self-regulating questions is especially manifested in tasks that make use of high order skills. (C) 2009 Elsevier Ltd. All rights reserved. C1 [Hauptman, Hanoch] Bar Ilan Univ, IL-52100 Ramat Gan, Israel. RP Hauptman, H (reprint author), Johanan Hasandlar 6-7, IL-75304 Rishon Leziyyon, Israel. 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PD JAN PY 2010 VL 54 IS 1 BP 123 EP 135 DI 10.1016/j.compedu.2009.07.013 PG 13 WC Computer Science, Interdisciplinary Applications; Education & Educational Research SC Computer Science; Education & Educational Research GA 526RI UT WOS:000272310100012 DA 2018-03-07 ER PT S AU La Ferla, V Olkun, S Akkurt, Z Toptas, V AF La Ferla, V. Olkun, S. Akkurt, Z. Toptas, V. BE Chova, LG Belenguer, DM Torres, IC TI A CROSS-CULTURAL STUDY: ASSESSING AND IMPROVING SPATIAL THINKING OF PRE-SERVICE TEACHERS SO EDULEARN10: INTERNATIONAL CONFERENCE ON EDUCATION AND NEW LEARNING TECHNOLOGIES SE EDULEARN Proceedings LA English DT Proceedings Paper CT 2nd International Conference on Education and New Learning Technologies (EDULEARN) CY JUL 05-07, 2010 CL Barcelona, SPAIN DE spatial visualization; Google SketchUp; 2D and 3D views ID VISUALIZATION AB Spatial thinking is essential for scientific thought; it is used to represent and manipulate information in learning and problem solving. Visualizing two-dimensional views of three-dimensional structures, and integrating these views into a coherent mental image is a very important skill needed in many scientific fields. Many software packages aid in such visualization. Their use may enhance a student's spatial visualization ability. The purpose of this research was two-fold. First, it was performed to investigate the effect of computer manipulatives on pre-service teachers' understanding of three-dimensional structures. The second goal was to see if the observed effect was different for students living in the USA and Turkey. Instructional materials utilized Google SketchUp and other mental rotations programs to build toy-like buildings and manipulate them to see their different views. Both Turkish and USA pre-service teachers were administered assessments of spatial ability before and after the treatment. Two treatments, with and without the computer, were administered with programs that potentially develop spatial ability. The control groups did the activities traditionally, manipulating unit cube blocks, constructing buildings from two-dimensional mat plans, while recording various views of the building. They then did the process in reverse, creating mat plans from their three-dimensional views. This group worked on three-dimensional buildings and their nets by cutting and unfolding cardboard cubes and prisms. They then folded these nets into three-dimensional structures. Experimental groups did the same activities as the control, but in addition, used Google SketchUp for creating buildings from two-dimensional plans, and for unfolding the sides of three-dimensional buildings to make two-dimensional plans. For this group, the front, side, and top views of three dimensional buildings made of unit cubes were observed on the computer and drawn on isometric dot paper. Pre-service teachers in this study took the Space Relations (DAT) test, Spatial Visualization (SV) and Mental Rotations Test (MRT) before and after the treatment. Preliminary analysis of the data indicates that the use of Google SketchUp and other mental rotations programs may improve spatial ability. Pre-service teachers' spatial visualization skills, as measured by MRT, DAT and SV, differ significantly between Turkey and the USA. Results of these tests show that there are some interesting similarities and differences between Turkey and the USA. C1 [La Ferla, V.] Rhode Isl Coll, Providence, RI 02908 USA. EM vlaferla@ric.edu; olkun@education.ankara.edu.tr; zeynep0akkurt@gmail.com; vtoptas@kku.edu.tr CR Barnett SM, 2002, PSYCHOL BULL, V128, P612, DOI 10.1037//0033-2909.128.4.612 Battista MT, 1996, J RES MATH EDUC, V27, P258, DOI 10.2307/749365 Bennett GK, 1947, DIFFERENTIAL APTITUD BURNETT SA, 1980, INTELLIGENCE, V4, P233, DOI 10.1016/0160-2896(80)90021-5 Clements D. 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S., 2004, THESIS TEMPLE U Winter M.J., 1896, SPATIAL VISUALIZATIO NR 19 TC 0 Z9 0 U1 0 U2 2 PU IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT PI VALENICA PA LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN SN 2340-1117 BN 978-84-613-9386-2 J9 EDULEARN PROC PY 2010 BP 6671 EP 6676 PG 6 WC Education & Educational Research SC Education & Educational Research GA BEY96 UT WOS:000318781706054 DA 2018-03-07 ER PT B AU Branch, BD AF Branch, Benjamin D. BE Baralt, J Callaos, N Lesso, W Tremante, A Welsch, F TI Educational Leadership's Literacy Needs for Informatics and Cybernetics Agenda SO ICSIT 2010: INTERNATIONAL CONFERENCE ON SOCIETY AND INFORMATION TECHNOLOGIES (POST-CONFERENCE EDITION) LA English DT Proceedings Paper CT International Conference on Society and Information Technologies CY APR 06-09, 2010 CL Orlando, FL SP Int Inst Informat & Syst DE informatics; cybernetics literacy AB At the heart of many forms of societal change is leadership that is aware of the necessary change that may best suit emerging technological paradigms. However, the informatics and cybernetics agenda is one that may be unknown in policy on the federal and many state levels towards educational K-12 value. Specifically, Executive Order 12906, a federal mandate known as the Coordinating Geographical Data Acquisition and Access: The National Spatial Data Infrastructure, by the federal government in 1994 has interested educators in exploring their possible roles in spatial thinking, broadly defined as the use of space to define, formulate and solve problems (Branch, 2009). As such, literacy towards informatics and cybernetics may be needed to stimulate such pipeline considerations by next generation educational leadership (NGEL). Thus, educational leadership's literacy towards informatics and cybernetics may need to be an intentional interdisciplinary collaboration of change where issues of climate change and a green economy are injected into a K-12 data experience which could possibly address the NCLB (2001) mandate and to increase mandated geosciences outcomes. Such state compliance to Executive Order 12906 is coordinated by the National States Geographic Information Council (Branch, 2009). Moreover, educational leadership is directed to ensure such data driven activity occurs within its infrastructure, because in most cases a state's department of education has to compliance like all other state agencies as a state seeks compliance with the federal Executive Order 12906. C1 [Branch, Benjamin D.] Elizabeth City State Univ, Ctr Excellence Remote Sensing Educ & Res, Elizabeth City, NC 27592 USA. RP Branch, BD (reprint author), Elizabeth City State Univ, Ctr Excellence Remote Sensing Educ & Res, Elizabeth City, NC 27592 USA. CR Allen R. L., 1999, AM ED RES ASS C MONT Bernhardt V. L., 2004, DATA ANAL CONTINUOUS Branch, 2009, THESIS Dewey J., 1980, J DEWEY MIDDLE WORKS, V9 FOUCAULT M, 1986, DIACRITICS, V16, P22, DOI 10.2307/464648 Kerski J. J., 2000, THESIS Lefebvre H., 1991, PRODUCTION SPACE Legates R., 2005, 25 ANN ESRI INT US G National Academy of Sciences, 2006, LEARN THINK SPAT GIS Pangaro P, 2007, CYBERNETICS DEFINITI Raskin and Pan, 2005, KNOWLEDGE REPRESENTA SouthEast and Islands Regional Technology in Education Consortium, 1998, CHAPT 7 TECHN INT TE SOJA E., 1989, POSTMODERN GEOGRAPHI The White House, 2009, ED INN WHIT HOUS NR 14 TC 0 Z9 0 U1 0 U2 0 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA BN 978-1-934272-90-9 PY 2010 BP 451 EP 456 PG 6 WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BG7KX UT WOS:000391415500087 DA 2018-03-07 ER PT B AU Branch, BD Nelson, SAC Devine, HA AF Branch, Benjamin D. Nelson, Stacy A. C. Devine, Hugh A. BE Baralt, J Callaos, N Lesso, W Tremante, A Welsch, F TI From Conception to Compliance, an Interdisciplinary Approach to Spatial Thinking and GIS Education in North Carolina SO ICSIT 2010: INTERNATIONAL CONFERENCE ON SOCIETY AND INFORMATION TECHNOLOGIES (POST-CONFERENCE EDITION) LA English DT Proceedings Paper CT International Conference on Society and Information Technologies CY APR 06-09, 2010 CL Orlando, FL SP Int Inst Informat & Syst DE Spatial thinking; GIS education; Executive Order 12906 AB The needs of a global citizen may be determined best by educational leadership and policy stakeholders geared towards interdisciplinary Earth Science. Open-mindedness, a means to reach collective agreement, may support spatial thinking or GIS education in North Carolina towards a formal K-12 course of study implementation. In particular, A Five-step Plan and Methodology to Introduce GIS to Educators State-wide in North Carolina conceptualized the notion of expanding spatial thinking in education. Such could anchor and lead towards a greater interdisciplinary exchange of research collaboration between secondary and K-16 stakeholders. Even the National Academy of Sciences (2006) noted the following: Spatial thinking is not an add-on to an already crowded school curriculum, but rather a missing link across that curriculum. Integration and infusion of spatial thinking can help to achieve existing curricular objectives. Spatial thinking is another lever to enable students to achieve a deeper and more insightful understanding of subjects across the curriculum (National Academy of Sciences, 2006, p. 26). Branch (2009) stated the following as, As such, this work proposed that before spatial thinking and geographical information systems (GIS)/global positioning satellites (GPS) could be conveyed and implemented properly in the K-12 experience, the educational practices must be in place to address such implications and potential. In addition, as local and state governments further prepare, manage, and embrace GIS in their data operations Onsrud, Johnson, and Winnecki (1996) and; General Assembly of North Carolina (2003), public education may have to do likewise. The need for geospatial skills was defined as a legitimate workforce concern by the Bush (2005) Presidential Initiatives warranting next generation considerations of K-12 learning. As the coordination of spatial data has been progressing since 2002, in North Carolina, an interdisciplinary approach may be the perfect catalyst to consider GIS methodology as a vital medium to support the United States Science Technology, Engineering and Mathematics (STEM) disciplines and international Group Earth Observation objectives and communities that interact with the International Panel on Climate Change (IPCC). C1 [Branch, Benjamin D.] Elizabeth City State Univ, Ctr Excellence Remote Sensing Educ & Res, Elizabeth City, NC 27592 USA. [Nelson, Stacy A. C.] North Carolina State Univ, Forestry & Environm Resources, Raleigh, NC 27695 USA. [Devine, Hugh A.] North Carolina State Univ, Forestry & Environm Resources, Dept Pk Recreat & Tourism Management, Raleigh, NC 27695 USA. RP Branch, BD (reprint author), Elizabeth City State Univ, Ctr Excellence Remote Sensing Educ & Res, Elizabeth City, NC 27592 USA. CR Branch, 2009, THESIS Department of Education of the Commonwealth of Virginia, 2006, MEM DEP ED APR 21 DEWEY J, 1993, POLITICAL WRITINGS Dewey J., 1939, J DEWEY LATER WORKS, V141, P224 Longley P. A., 2005, GEOGRAPHIC INFORM SY National Academy of Sciences, 2006, LEARN THINK SPAT GIS National States Geographic Information Council, 2009, NSGIC HOT TOP North Carolina Geographic Information Coordinating Council, 2008, ANN REP GOV N CAR GE Silver H., 1990, ED CHANGE POLICY PRO Sorenson Richard D., 2006, PRINCIPALS GUIDE SCH Stubbs H., 2000, 5 STEP PLAN METHODOL Stubbs H., 2002, THINKING SPATIALLY C Taylor RG, 1999, INTERFACES, V29, P67, DOI 10.1287/inte.29.1.67 White S. H., 2005, THESIS NR 14 TC 0 Z9 0 U1 0 U2 0 PU INT INST INFORMATICS & SYSTEMICS PI ORLANDO PA 14269 LORD BARCLAY DR, ORLANDO, FL 32837 USA BN 978-1-934272-90-9 PY 2010 BP 465 EP 470 PG 6 WC Computer Science, Theory & Methods; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BG7KX UT WOS:000391415500090 DA 2018-03-07 ER PT J AU Anthamatten, P AF Anthamatten, Peter TI Spatial Thinking Concepts in Early Grade-Level Geography Standards SO JOURNAL OF GEOGRAPHY LA English DT Article DE assessment guidelines; geography standards; geography curriculum; instruction; spatial reasoning; spatial thinking ID LANGUAGE; HIERARCHIES; STRATEGIES; MEMORY AB Research in the cognition and learning sciences has demonstrated that the human brain contains basic structures whose functions are to perform a variety of specific spatial reasoning tasks and that children are capable of learning basic spatial concepts at an early age. There has been a call from within geography to recognize research on spatial cognition in a meaningful way in primary school curriculum. This article utilizes the spatial thinking taxonomy proposed by Gersmehl and Gersmehl (2006) to examine to the extent to which spatial thinking concepts are being practiced in U.S. schools. The National Geography Standards and forty-nine state social studies or geography standards are examined. Using standards as a measure of geography content, it is concluded that while some of spatial thinking concepts appear often in curriculum, others are largely absent. Designing geography standards that address the findings of spatial cognition research may serve as a means of improving geography instruction. C1 Univ Colorado, Denver, CO 80202 USA. RP Anthamatten, P (reprint author), Univ Colorado, Denver, CO 80202 USA. 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Geogr. PY 2010 VL 109 IS 5 BP 169 EP 180 AR PII 928529435 DI 10.1080/00221341.2010.498898 PG 12 WC Geography SC Geography GA 669RR UT WOS:000283368400001 DA 2018-03-07 ER PT S AU Hegarty, M AF Hegarty, Mary BE Ross, BH TI COMPONENTS OF SPATIAL INTELLIGENCE SO PSYCHOLOGY OF LEARNING AND MOTIVATION: ADVANCES IN RESEARCH AND THEORY, VOL 52 SE Psychology of Learning and Motivation LA English DT Article; Book Chapter ID MENTAL ROTATION; INDIVIDUAL-DIFFERENCES; GENDER-DIFFERENCES; WORKING-MEMORY; EXTERNAL VISUALIZATIONS; SKILLS; ANIMATION; ABILITIES; GRAPHS; VISUALIZERS AB This chapter identifies two basic components of spatial intelligence, based on analyses of performance on tests of spatial ability and on complex spatial thinking tasks in domains such as mechanics, chemistry, medicine, and meteorology. The first component is flexible strategy choice between mental imagery (or mental simulation more generally) and more analytic forms of thinking. Research reviewed here suggests that mental simulation is an important strategy in spatial thinking, but that it is augmented by more analytic strategies such as task decomposition and rule-based reasoning. The second is meta-representational competence [diSessa, A. A. (2004). Metarepresentation: Native competence and targets for instruction. Cognition and Instruction, 22, 293-331], which encompasses ability to choose the optimal external representation for a task and to use novel external representations productively. Research on this aspect of spatial intelligence reveals large individual differences in ability to adaptively choose and use external visual spatial representations for a task. This research suggests that we should not just think of interactive external visualizations as ways of augmenting spatial intelligence, but also consider the types of intelligence that are required for their use. C1 Univ Calif Santa Barbara, Dept Psychol, Santa Barbara, CA 93106 USA. 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PY 2010 VL 52 BP 265 EP 297 DI 10.1016/S0079-7421(10)52007-3 PG 33 WC Psychology, Developmental; Psychology, Experimental SC Psychology GA BNW11 UT WOS:000275720000007 DA 2018-03-07 ER PT J AU Dal, B AF Dal, Burckin TI An investigation into the representation of geological maps by 15-16 year-old Turkish students SO RESEARCH IN SCIENCE & TECHNOLOGICAL EDUCATION LA English DT Article DE geological mapwork; spatial thinking skills; students' representations AB This paper explores secondary school students' representations of a geological map. Ninety-two high school students (ninth graders - 15- to 16-years-old) participated in the survey in Turkey. The findings indicate that students have only a vague idea of how a geological map is constructed, and how the map is affected by the topography. The students' poor understandings are based on insufficient information supplied to them during their learning process, and on their need to see things clearly in order to describe or understand them. Since research shows that developing an understanding of how to make and use geological maps fosters the development of cognitive skills in general, the implication of these research findings is that all pupils would benefit from education in how to make and use geological maps. Thus national curricula should require training in geological map work, teachers should be trained in teaching the necessary skills and textbooks should include good coverage of this topic. C1 Istanbul Tech Univ, Dept Humanities & Social Sci, TR-80626 Istanbul, Turkey. RP Dal, B (reprint author), Istanbul Tech Univ, Dept Humanities & Social Sci, TR-80626 Istanbul, Turkey. EM dalbu@itu.edu.tr CR Ballantyne R. 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PY 2010 VL 28 IS 2 BP 115 EP 130 DI 10.1080/02635141003750354 PG 16 WC Education & Educational Research SC Education & Educational Research GA V24XE UT WOS:000208442300003 DA 2018-03-07 ER PT S AU Ellestrom, L AF Ellestrom, Lars BE Conradie, CJ Johl, R Beukes, M Fischer, O Ljungberg, C TI Iconicity as meaning miming meaning and meaning miming form SO SIGNERGY SE Iconicity in Language and Literature LA English DT Proceedings Paper CT 6th Symposium on Iconicity in Language and Literature CY APR 01-04, 2007 CL Univ Johannesburg, Johannesburg, SOUTH AFRICA SP Univ Johannesburg, Fac Humanities, Univ Amsterdam, Faculteit Geesteswetenschappen, Swiss Acad Humanities (SAGW) HO Univ Johannesburg AB Iconicity consists of mimetic relations between form and meaning. This article is based on the notion of 'spatial thinking' and it is argued that there is no form without meaning, and that all meaning has some sort of form. Two fundamental distinctions are used. The first is Charles Sanders Peirce's well-known division into three types of iconicity: image, diagram, and metaphor, which is extended to include 'weak' and 'strong diagrams'. The second is a distinction between ontologically different appearances of signs: visual material signs, auditory material signs, and complex cognitive signs. A two-dimensional model illustrating the relations between these two distinctions is presented. The model is based on the assumption that iconicity, to a certain extent, is gradable, and it shows that the field of iconicity includes many phenomena that are not generally seen as related, but that nevertheless can be systematically compared. It also shows, among other things, that the 'metaphor' and the 'weak diagram' are singled out by the capacity of miming across the borders both between the visual and the auditory, and between the material and the mental. 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BE Holscher, C Shipley, TF Belardinelli, MO Bateman, JA Newcombe, NS TI Gestures in Geology: The Roles of Spatial Skills, Expertise, and Communicative Context SO SPATIAL COGNITION VII SE Lecture Notes in Artificial Intelligence LA English DT Proceedings Paper CT 7th International Conference Spatial Cognition CY AUG 15-19, 2010 CL Mt Hood, OR DE Spatial cognition; gesture; spatial representation; geology; science education ID INDIVIDUAL-DIFFERENCES; SCIENCE-EDUCATION; KNOWLEDGE; PERFORMANCE; CHILDREN; TASKS; HORIZONTALITY; ADOLESCENTS; TEACHERS; STUDENTS AB Spatial thinking is an essential part of science, technology, engineering, and mathematics (STEM), domains that entail external spatial representations such as 2D graphics, 3D models, and-the focus here-gestures. University students (a) read aloud information about the geological concepts of strike and dip, (b) completed strike and dip tasks, and (c) explained these concepts to another student via audio and video. Gestural patterns varied across reading, audio, and video contexts in interaction with participant variables of spatial skill and prior geology coursework. Only novices gestured during reading, interpreted as novices' attempts to aid their own conceptual understanding of new information. All participant groups produced different gestural patterns in audio versus video contexts, suggesting the communicative intent of many gestures. C1 [Liben, Lynn S.; Christensen, Adam E.] Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. [Kastens, Kim A.] Columbia Univ, Dept Geol Sci, Lamont Doherty Earth Observ, Palisades, NY 10964 USA. RP Liben, LS (reprint author), Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. EM liben@psu.edu; aec187@psu.edu; kastens@ldeo.columbia.edu FU National Science Foundation [REC04-11686, REC04-11823] FX This research was funded by the National Science Foundation in grants to Liben and Kastens (REC04-11686 and REC04-11823, respectively). All opinions, findings, conclusions, and recommendations are those of the authors and no endorsement from the National Science Foundation should be inferred. This is Lamont-Doherty Earth Observatory Contribution No. 7357. We acknowledge with thanks the contributions of past and current members of the Penn State Cognitive & Social Development Lab, particularly Lauren Pendergast and Daniel Walsh for their help in collectingdata. We are grateful to John Sindt of the Lamont-Doherty Earth Observatory Instrument Shop for fabrication of the tabletop models. In addition, we express our appreciation to Susan Goldin-Meadow for her valuable insights about gestural data and coding. 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Badiou's Point SO ENVIRONMENT AND PLANNING D-SOCIETY & SPACE LA English DT Article AB I argue for a psychoanalytic approach to spatial questions. I then examine whether the topological (philosophical and mathematical) work of Alain Badiou is compatible with such an approach. French psychoanalyst Jacques Lacan, whom Badiou cites, also deployed topology, but I argue that Lacan's use of topology is fundamentally antithetical to Badiou's. As illustration, I analyze Badiou's treatment of The Paris Commune (also contrasting it with the work of Walter Benjamin on the same subject). I then draw out the implications for social and spatial thinking of Badiou's concept of the site (the locus of an Event which is, according to Badiou, the place of the advent of truth). C1 Univ Calif Irvine, Dept English & Comparat Literature, Irvine, CA 92697 USA. RP MacCannell, JF (reprint author), Univ Calif Irvine, Dept English & Comparat Literature, Irvine, CA 92697 USA. 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Plan. D-Soc. Space PD OCT PY 2009 VL 27 IS 5 BP 823 EP 839 DI 10.1068/d12407 PG 17 WC Environmental Studies; Geography SC Environmental Sciences & Ecology; Geography GA 519TB UT WOS:000271790000005 DA 2018-03-07 ER PT J AU Israel, JH Wiese, E Mateescu, M Zollner, C Stark, R AF Israel, J. H. Wiese, E. Mateescu, M. Zoellner, C. Stark, R. TI Investigating three-dimensional sketching for early conceptual design-Results from expert discussions and user studies SO COMPUTERS & GRAPHICS-UK LA English DT Article; Proceedings Paper CT 5th Eurographics Workshop on Sketch-Based Interfaces and Modeling CY JUN, 2008 CL Annecy, FRANCE SP ACM SIGGRAPH DE Immersive three-dimensional sketching; Conceptual design; Tangible user interfaces; 3d user interfaces; Virtual reality; Usabilty; Focus group AB As immersive 3D user interfaces reach broader acceptance, their use as sketching media is attracting both commercial and academic interests. So far, little is known about user requirements and cognitive aspects of immersive 3D sketching. Also the latter's integration into the workflow of virtual product development is far from being solved. We present results from two focus group expert discussions, a comparative user study on immersive 3D sketching conducted among professional furniture designers and a qualitative content analysis of user statements. The results of the focus group discussions show a strong interest in using the three-dimensional (3D) space as a medium for conceptual design. Users expect it to provide new means for the sketching process, namely spatiality, one-to-one proportions, associations, and formability. Eight groups of functions required for 3D sketching were outlined during the discussions. The comparative study was intended to find and investigate advantages of immersive three-dimensional space and its additional degrees-of-freedom for creative/reflective externalization processes. We compared a 3D and a 2D baseline condition in the same technical environment, a VR-Cave system. In both conditions, no haptic feedback was provided and the 2D condition was not intended to simulate traditional 2D sketching (on paper). The results from our user study show that both the sketching process and the resulting sketches differ in the 2D and 3D condition, namely in terms of the perceived fluency of sketch creation, in terms of the perceived appropriateness for the task, and in terms of the perceived stimulation by the medium, the movement speed, the sketch sizes, the degree of detail, the functional aspects, and the usage time. In order to validate the results of the focus group discussions, we produced a questionnaire to check for the subjectively perceived advantages and disadvantages in both the 2D and 3D conditions. A qualitative content analysis of the user statements revealed that the biggest advantage of 3D sketching lies in the sketching process itself. In particular, the participants emphasized the system's ability to foster inspiration and to improve the recognition of spatiality and spatial thinking. We argue that both 2D and 3D sketching are relevant for early conceptual design. As we progress towards 3D sketching, new tangible interactive tools are needed, which account for the user's perceptual and cognitive abilities. (C) 2009 Elsevier Ltd. All rights reserved. C1 [Israel, J. H.; Stark, R.] Fraunhafer Inst Prod Syst & Design Technol IPK, Div Virtual Prod Creat, D-10857 Berlin, Germany. [Wiese, E.; Mateescu, M.] Tech Univ Berlin, Ctr Human Machine Syst, D-1000 Berlin, Germany. [Zoellner, C.] Berlin Univ Arts, Inst Prod & Proc Design, Berlin, Germany. RP Israel, JH (reprint author), Fraunhafer Inst Prod Syst & Design Technol IPK, Div Virtual Prod Creat, Pascalstr 8-9, D-10857 Berlin, Germany. 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In this paper a missing person homicide case study is discussed to illustrate the role of spatial thinking in search methodologies and the application of GIS and spatial analysis techniques. Differential global positioning systems were used to collect data from an area of mixed moorland, bog and agricultural ground in the west of Ireland where police intelligence suggested human remains may have been hidden by a murderer. These data allowed the creation of a digital terrain model (DTM) at a resolution not achieved by conventional terrain mapping. The resultant topographic maps and 3D visualisations allowed a sector, or topographic domain. approach to be used at a scale finer than usual in geornorphology. This in turn allowed small water catchments to be defined. These data informed the sampling of shallow groundwater for carbon content and isotope analysis. Two anomalies were indicated, in places consistent with known criminal behaviour. The locations were surveyed by a ground penetrating radar system, and by a cadaver dog. Ground penetrating radar (GPR) failed to indicate any subsurface disturbance or grave, yet the cadaver dog indicated a point of interest close to the location of one anomaly identified from groundwater sampling. Further searching near this location failed to discover human remains. yet the isotope, topography and dog indications showed that some anomaly existed. This finding may be a false-positive, the result of previous excavation activity or that the remains had 'returned to earth', in the light of the missing person never having been found. Regardless, the spatial search methodology described is an innovative combination of new technology, traditional landscape interpretation and hydrological chemical analysis. Adaptation, testing and use of this protocol for similar searches are recommended. The approach also has broader application to environmental, humanitarian and military investigations. C1 [McKinley, Jennifer; Ruffell, Alastair; Graham, Conor; Barry, Lorraine] Queens Univ Belfast, Sch Geog Archaeol & Palaeoecol, Belfast BT7 1NN, Antrim, North Ireland. [Harrison, Mark] Natl Policing Improvement Agency, Bedford, England. [Meier-Augenstein, Wolfram; Kemp, Helen] Scottish Crop Res Inst, Isotope Lab, Dundee, Scotland. RP McKinley, J (reprint author), Queens Univ Belfast, Sch Geog Archaeol & Palaeoecol, Belfast BT7 1NN, Antrim, North Ireland. EM j.mckinley@qub.ac.uk RI Meier-Augenstein, Wolfram/F-1895-2011 OI Meier-Augenstein, Wolfram/0000-0002-9498-5837 CR CANTER D, 2000, J QUANTITATIVE CRIMI, V16, P4 Chainey S., 2005, GIS CRIME MAPPING Chiles J.-P., 1999, GEOSTATISTICS MODELI COOKE R. U., 1990, GEOMORPHOLOGY ENV MA Deutsch CV, 2002, GEOSTATISTICAL RESER Deutsch C.V., 1998, GSLIB GEOSTATISTICAL Goovaerts P., 1997, GEOSTATISTICS NATURA HARRISON M, 2006, CRIM SCI C GEOL SOC HIRSCHFIELD A, 2001, MAPPING ANAL CRIME D Journel A. 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TI IMAGINATIVE GEOGRAPHY AS A TRAVELLING CONCEPT Foucault, Said and the spatial turn SO EUROPEAN JOURNAL OF ENGLISH STUDIES LA English DT Article DE spatial turn; linguistic turn; travelling concepts; 'imaginative geography'; Orientalism; cultural boundaries; spatialization of thought; spatialization of difference AB In his 1982 essay on 'Traveling Theory', Edward Said argues that the transfer of ideas in the humanities and the social sciences is influenced by both 'conditions of acceptance' and 'resistances'. The journey of theories, he explains, is never unimpeded. Following this observation, the present study wishes to explore further the factors determining the itinerary of theories. It puts forward the thesis that the interdisciplinary reception of theory is a selective - and historically variable - process, depending on the receiving discipline's dominant paradigm, which directs the researchers' attention to those aspects of the received theory that can best be adapted to their present purpose. In the process, individual concepts are isolated from their original context and reintegrated into a new theoretical and disciplinary environment. My example of this is the divergent use of Michel Foucault and Edward Said in the contexts of the respective linguistic and spatial turns, firstly as pioneers of discourse analysis and secondly as precursors of spatial thinking. As the current interest in Foucault and Said as explorers of 'imaginative geographies'shows, each turn emphasizes other concepts of a travelling theory, leading to highly productive though always partial - ( mis-)readings. 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PY 2009 VL 13 IS 1 SI SI BP 61 EP 77 DI 10.1080/13825570802708188 PG 17 WC Cultural Studies; Linguistics; Language & Linguistics; Literature SC Cultural Studies; Linguistics; Literature GA V18GH UT WOS:000207992800005 DA 2018-03-07 ER PT J AU Ramadas, J AF Ramadas, Jayashree TI Visual and Spatial Modes in Science Learning SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION LA English DT Article; Proceedings Paper CT epiSTEME-2 Conference 2007 CY FEB, 2007 CL Mumbai, INDIA SP Homi Bhabha Ctr Sci Educ DE Science education; Transformational reasoning; Visual and spatial learning ID PERCEPTION; THOUGHT; IMAGERY; MEMORY AB This paper surveys some major trends from research on visual and spatial thinking coming from cognitive science, developmental psychology, science literacy, and science studies. 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PY 2009 VL 31 IS 3 BP 301 EP 318 AR PII 908744047 DI 10.1080/09500690802595763 PG 18 WC Education & Educational Research SC Education & Educational Research GA 408OT UT WOS:000263445000002 DA 2018-03-07 ER PT J AU Jo, I Bednarz, SW AF Jo, Injeong Bednarz, Sarah Witham TI Evaluating Geography Textbook Questions from a Spatial Perspective: Using Concepts of Space, Tools of Representation, and Cognitive Processes to Evaluate Spatiality SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; geography textbooks; concepts of space; tools of representation; processes of reasoning ID THINKING; SKILLS; INSTRUCTION; BEHAVIOR; TEACHER; SCHOOL AB This article examines whether questions embedded in geography textbooks address three components of spatial thinking: concepts of space, tools of representation, and processes of reasoning. A three-dimensional taxonomy of spatial thinking was developed and used to evaluate questions in four high school level geography textbooks. The results indicate that textbook questions focus on low-level spatial concepts more frequently than high-level spatial concepts; few questions require students to create various kinds of spatial representations; and textbook questions only rarely encourage higher-order cognitive skills. The study provides insights on the design and use of textbook questions to foster learning to think spatially. C1 [Jo, Injeong; Bednarz, Sarah Witham] Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. [Bednarz, Sarah Witham] Texas A&M Univ, Coll Geosci, College Stn, TX 77843 USA. RP Jo, I (reprint author), Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. CR Anderson L. W., 2001, TAXONOMY LEARNING TE Apple M. W., 1986, TEACHERS TEXTS POLIT Bednarz SW, 2004, GEOJOURNAL, V60, P191, DOI DOI 10.1023/B:GEJ0.0000033574.44345.C9 Bednarz S. W., 2004, INT RES GEOGRAPHICAL, V13, P223 Bloom B. S., 1956, TAXONOMY ED OBJECTIV BOEHM RG, 2003, WORLD GEOGRAPHY Bruner J, 1973, INFORM GIVEN Chall J. 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Cirucci, Lori TI Integrating Geospatial Technologies to Examine Urban Land Use Change: A Design Partnership SO JOURNAL OF GEOGRAPHY LA English DT Article DE geospatial technologies; spatial thinking; Google Earth; diverse learners; design partnership ID GEOGRAPHIC INFORMATION-SYSTEMS; EDUCATION; IMPLEMENTATION; GIS AB This article describes a design partnership that investigated how to integrate Google Earth, remotely sensed satellite and aerial imagery, with other instructional resources to investigate ground cover and land use in diverse middle school classrooms. Data analysis from the implementation study revealed that students acquired skills for identifying and interpreting features in remotely sensed images and were able to identify distribution patterns of major land use types in urban areas. Specific instructional strategies and techniques, including direct instruction, coaching, and modeling how to think about analyzing land use patterns, appear to have assisted diverse learners in developing certain spatial thinking skills. C1 [Bodzin, Alec M.] Lehigh Univ, Teaching Learning & Technol Program, Bethlehem, PA 18015 USA. [Bodzin, Alec M.] Lehigh Univ, Lehigh Environm Initiat, Bethlehem, PA 18015 USA. [Cirucci, Lori] Broughal Middle Sch, Bethlehem, PA USA. RP Bodzin, AM (reprint author), Lehigh Univ, Teaching Learning & Technol Program, Bethlehem, PA 18015 USA. CR Baker TR, 2003, J GEOGR, V102, P231, DOI 10.1080/00221340308978554 Barab S, 2004, J LEARN SCI, V13, P1, DOI 10.1207/s15327809jls1301_1 Bednarz SW, 2003, J GEOGR, V102, P99, DOI 10.1080/00221340308978531 Bednarz SW, 2004, GEOJOURNAL, V60, P191, DOI DOI 10.1023/B:GEJ0.0000033574.44345.C9 Bednarz S. 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J., 1998, EFFECTIVE TEACHING S Kerski JJ, 2003, J GEOGR, V102, P128, DOI 10.1080/00221340308978534 Kirman JM, 1998, J GEOGR, V97, P56 KLAGGES H, 2002, J GEOGR, V101, P137 LAYMON C, 2003, DIRECTIONS MAGAZINE Loston A. W., 2005, J SCI EDUC TECHNOL, V14, P147, DOI 10.1007/s10956-005-4418-2 McLaughlin M. W., 2001, J ED CHANGE, V2, P301, DOI [10.1023/A:1014616908334, DOI 10.1023/A:1014616908334] Meyer JW, 1999, PROF GEOGR, V51, P571, DOI 10.1111/0033-0124.00194 *N AM ASS ENV ED, 2000, EXC ENV ED GUID LEAR *NASA, 2002, NASAS NIN SO OSC PRO *NASA, 2009, NASA ED RES *NASA GODD SPAC FL, 2006, URB GROWTH SEEN SPAC National Research Council, 2006, LEARN THINK SPAT GIS National Research Council, 1996, NAT SCI ED STAND *NCAR COMP INF SYS, 2009, NAT SCI DIG LIB DIG Patterson MW, 2003, J GEOGR, V102, P275, DOI 10.1080/00221340308978559 Shear L., 2004, INTERNET ENV SCI ED, P289 Stahley T, 2006, SCI TEACH, V73, P44 NR 41 TC 12 Z9 12 U1 0 U2 6 PU TAYLOR & FRANCIS INC PI PHILADELPHIA PA 325 CHESTNUT ST, SUITE 800, PHILADELPHIA, PA 19106 USA SN 0022-1341 J9 J GEOGR JI J. Geogr. PY 2009 VL 108 IS 4-5 BP 186 EP 197 AR PII 917886342 DI 10.1080/00221340903344920 PG 12 WC Geography SC Geography GA 533TC UT WOS:000272847100004 DA 2018-03-07 ER PT J AU Lee, J Bednarz, R AF Lee, Jongwon Bednarz, Robert TI Effect of GIS Learning on Spatial Thinking SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION LA English DT Article DE Spatial thinking; spatial-skills test; GIS learning ID SEX-DIFFERENCES; ABILITIES AB A spatial-skills test is used to examine the effect of GIS learning on the spatial thinking ability of college students. Eighty students at a large state university completed pre- and post- spatial-skills tests administered during the 2003 fall semester. Analysis of changes in the students' test scores revealed that GIS learning helped students think spatially. These improvements were the result of the connection between students' GIS activities and experiences and the tested spatial thinking skills. Strong correlations were observed between the participants' spatial thinking and their achievement in the GIS course. C1 [Lee, Jongwon] Ewha Womans Univ, Dept Social Studies Educ, Seoul 120750, South Korea. [Bednarz, Robert] Texas A&M Univ, Dept Geog, College Stn, TX 77843 USA. RP Lee, J (reprint author), Ewha Womans Univ, Dept Social Studies Educ, Educ Bldg A 418,11-1 Daehyun Dong, Seoul 120750, South Korea. 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B., 2001, TESTS ASSESSMENT WIGGLESWORTH JC, 2000, THESIS BOSTON U BOST NR 42 TC 53 Z9 54 U1 0 U2 8 PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD PI ABINGDON PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND SN 0309-8265 J9 J GEOGR HIGHER EDUC JI J. Geogr. High. Educ. PY 2009 VL 33 IS 2 BP 183 EP 198 AR PII 911993270 DI 10.1080/03098260802276714 PG 16 WC Education & Educational Research; Geography SC Education & Educational Research; Geography GA 453QQ UT WOS:000266626400003 DA 2018-03-07 ER PT J AU Grosvenor, I AF Grosvenor, Ian TI Geographies of risk: an exploration of city childhoods in early twentieth-century Britain SO PAEDAGOGICA HISTORICA LA English DT Article DE children in care; knowledge creation and circulation; spatial turn AB In recent years geographical concepts and the geography lexicon have been used in different disciplines to explore the diffusion and circulation of ideas and it is increasingly commonplace for academics to speak of a geography of knowledge. Little systematic work has been undertaken by historians of education using spatialised approaches to consider the emergence and circulation of educational knowledge. The circulation of knowledge, and an examination of whether spatial thinking can enable historians to gain insights and understand relationships not otherwise obtainable, are the key issues considered in this paper. C1 Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. RP Grosvenor, I (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England. 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Hist. PY 2009 VL 45 IS 1-2 BP 215 EP 233 AR PII 910561058 DI 10.1080/00309230902746388 PG 19 WC Education & Educational Research; History Of Social Sciences SC Education & Educational Research; Social Sciences - Other Topics GA 435YF UT WOS:000265378700014 DA 2018-03-07 ER PT S AU Tzekaki, M Ikonomou, A AF Tzekaki, Marianna Ikonomou, Andreas BE Tzekaki, M Kaldrimidou, M Sakonidis, H TI INVESTIGATING SPATIAL REPRESENTATIONS IN EARLY CHILDHOOD SO PME 33: PROCEEDINGS OF THE 33RD CONFERENCE OF THE INTERNATIONAL GROUP FOR THE PSYCHOLOGY OF MATHEMATICS EDUCATION, VOL 5 SE PME Conference Proceedings LA English DT Proceedings Paper CT 33rd Conference of the International-Group-for-the-Psychology-of-Mathematics-Education CY JUL 19-24, 2009 CL Aristotle Univ, Thessaloniki, GREECE SP Univ Macedonia, Democritus Univ Thrace, Univ Ioannina, AUTH Res Comm, AUTH, In Serv Training Presch Teachers, Greek Assoc Researchers Math Educ, Prefecture Thessaloniki, Springer Publishing co, Sense Publishers HO Aristotle Univ AB This study explores the development of spatial representations in pre-school children. A sample of 30 children from 4.5 to 5.5 year old were selected from different kindergarten classes and examined individually in originally designed spatial tasks. The children were invited to observe, one by one, two dimensional Lego configurations and retain their characteristics in order to reconstruct them from memory. The analyses of the children's reconstructions demonstrate a continuous improvement of their spatial thinking and provide interesting information about the spatial characteristics they retain mentally when they attempt to copy a spatial situation. C1 [Tzekaki, Marianna; Ikonomou, Andreas] Aristotle Univ Thessaloniki, Thessaloniki, Greece. CR Case R., 1996, MONOGRAPHS SOC RES C, V61 Clements H. D., 2004, ENGAGING YOUNG CHILD, P267 DIEZMANN CM, 2000, CONT ISSUES EARLY CH, V1, P299 FUYS DJ, 1992, RES IDEAS CLASSROOM, P195 IKONOMOU A, 2005, P 29 PME INT C MELB, V1, P268 Kersh J, 2008, CONTEMP PERSPECT EAR, P233 Newcombe N., 2000, MAKING SPACE DEV SPA OWENS DT, 2002, PUTTING RES PRACTICE, P160 Siegler R., 1998, CHILDRENS THINKING NR 9 TC 1 Z9 1 U1 0 U2 1 PU INT GRP PSYCHOL MATH EDUC PI PRAHA 1 PA CHARLES UNIV PRAGUE, FAC EDUC, M D RETTIGOVE 4, PRAHA 1, 116 39, CZECH REPUBLIC SN 0771-100X BN 978-960-243-657-8 J9 PME CONFERENCE PROCE PY 2009 VL 5 BP 241 EP 248 PG 8 WC Education & Educational Research; Education, Scientific Disciplines; Mathematics SC Education & Educational Research; Mathematics GA BOA99 UT WOS:000276057200031 DA 2018-03-07 ER PT S AU Goodchild, MF AF Goodchild, Michael F. BE Rothermel, K Fritsch, D Blochinger, W Durr, F TI The Quality of Geospatial Context SO QUALITY OF CONTEXT SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT 1st International Workshop on Quality of Context CY JUN 25-26, 2009 CL Stuttgart, GERMANY SP Univ Stuttgart, Collaborat Res Ctr, Gesell Informat, Informat Forum Stuttgart DE geospatial data; context; uncertainty; error; Web 2.0 AB The location of an event or feature on the Earth's surface can be used to discover information about the location's surrroundings, and to gain insights into the conditions and processes that may affect or even cause the presence of the event or feature. Such reasoning lies at the heart of critical spatial thinking, and is increasingly implemented in tools such as geographic information systems and online Web mashups. But the quality of contextual information relies on accurate positions and descriptions. Over the past two decades Substantial progress has been made on the theory and methods of geospatial uncertainty, but hard problems remain in several areas, including uncertainty Visualization and propagation. Web 2.0 mechanisms are fostering the rapid growth Of user-generated geospatial content, but raising issues of associated quality. C1 Univ Calif Santa Barbara, Ctr Spatial Studies, Santa Barbara, CA 93106 USA. RP Goodchild, MF (reprint author), Univ Calif Santa Barbara, Ctr Spatial Studies, Santa Barbara, CA 93106 USA. 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A., 2005, GEOGRAPHIC INFORM SY Lopez RP, 2007, OBESITY, V15, P2111, DOI 10.1038/oby.2007.251 Lowell K., 1999, SPATIAL ACCURACY ASS Montello DR, 2003, SPAT COGN COMPUT, V3, P185, DOI DOI 10.1080/13875868.2003.9683761 MOWRER HT, 2000, QUANTIFYING SPATIAL Shi W, 2002, SPATIAL DATA QUALITY STEIN A, 2009, QUALITY ASPECTS SPAT Sui DZ, 2004, ANN ASSOC AM GEOGR, V94, P269, DOI 10.1111/j.1467-8306.2004.09402003.x Wilson AG, 1970, ENTROPY URBAN REGION Zhang J., 2002, UNCERTAINTY GEOGRAPH NR 27 TC 6 Z9 6 U1 0 U2 4 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-04558-5 J9 LECT NOTES COMPUT SC PY 2009 VL 5786 BP 15 EP 24 PG 10 WC Computer Science, Theory & Methods SC Computer Science GA BMQ24 UT WOS:000273340900002 DA 2018-03-07 ER PT J AU Figal, G AF Figal, Guenter TI Spatial Thinking SO RESEARCH IN PHENOMENOLOGY LA English DT Article DE phenomenology; pore ego; Dasein; space; freedom; language; time AB This paper is an attempt to solve a key problem of phenomenology. The problem is given with the double role of the revealing capacity for which phenomena are present. On the one hand, this capacity must be prior to all phenomena, because it allows phenomena to show themselves and thus to be what they essentially are. On the other hand, the revealing capacity must be situated in the midst of phenomena; it must belong to the phenomenal world in order to have access to it. This problem has been discussed in different versions by Husserl, Heidegger, and Merleau-Ponty, but in every version it remains aporetic. The problem can be solved by conceiving the capacity, which reveals phenomena, as spatial. The paper shows how the essential priority of the revealing capacity as well as its situatedness in the midst of phenomena has spatial character. Phenomenology thus is spatial thinking. C1 Univ Freiburg, D-7800 Freiburg, Germany. RP Figal, G (reprint author), Univ Freiburg, D-7800 Freiburg, Germany. 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PY 2009 VL 39 IS 3 BP 333 EP 343 DI 10.1163/008555509X12472022364000 PG 11 WC Philosophy SC Philosophy GA 514YM UT WOS:000271432800002 DA 2018-03-07 ER PT J AU Floyd, RG McGrew, KS Barry, A Rafael, F Rogers, J AF Floyd, Randy G. McGrew, Kevin S. Barry, Amberly Rafael, Fawziya Rogers, Joshua TI General and Specific Effects on Cattell-Horn-Carroll Broad Ability Composites: Analysis of the Woodcock-Johnson III Normative Update Cattell-Horn-Carroll Factor Clusters Across Development SO SCHOOL PSYCHOLOGY REVIEW LA English DT Article ID CONFIRMATORY FACTOR-ANALYSIS; WECHSLER INTELLIGENCE SCALE; OF-DIMINISHING-RETURNS; COGNITIVE-ABILITIES; WISC-III; HIGHER-ORDER; 4TH EDITION; K-ABC; HIERARCHICAL-MODELS; ADULT INTELLIGENCE AB Many school psychologists focus their interpretation on composite scores from intelligence test batteries designed to measure the broad abilities from the Cattell-Horn-Carroll theory. The purpose of this study was to investigate the general factor loadings and specificity of the broad ability composite scores from one such intelligence test battery, the Woodcock-Johnson III Tests of Cognitive Abilities Normative Update (Woodcock, McGrew, Schrank, & Mather, 2007). Results from samples beginning at age 4 and continuing through age 60 indicate that Comprehension-Knowledge, Long-Term Retrieval, and Fluid Reasoning appear to be primarily measures of the general factor at many ages. In contrast, Visual-Spatial Thinking, Auditory Processing, and Processing Speed appear to be primarily measures of specific abilities at most ages. We offer suggestions for considering both the general factor and specific abilities when interpreting Cartell-Horn-Carroll broad ability composite scores. C1 [Floyd, Randy G.] Univ Memphis, Dept Psychol, Memphis, TN 38120 USA. [McGrew, Kevin S.] Univ Minnesota, Woodcock Munoz Fdn, Minneapolis, MN 55455 USA. 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PY 2009 VL 38 IS 2 BP 249 EP 265 PG 17 WC Psychology, Educational SC Psychology GA 462MV UT WOS:000267358400009 DA 2018-03-07 ER PT S AU Couclelis, H AF Couclelis, Helen BE Hornsby, KS Claramunt, C Denis, M Ligozat, G TI The Abduction of Geographic Information Science: Transporting Spatial Reasoning to the Realm of Purpose and Design SO SPATIAL INFORMATION THEORY, PROCEEDINGS SE Lecture Notes in Computer Science LA English DT Proceedings Paper CT 9th International Conference on Spatial Information Theory CY SEP 21-25, 2009 CL Aber Wrac'h, FRANCE AB People intuitively understand that function and purpose are critical parts of what human-configured entities are about, but these notions have proved difficult to capture formally. Even though most geographical landscapes bear traces of human purposes, visibly expressed in the spatial configurations meant to serve these purposes, the capability of GIS to represent means-ends relationships and to support associated reasoning and queries is currently quite limited. This is because spatial thinking as examined and codified in geographic information science is overwhelmingly of the descriptive, analytic kind that underlies traditional science, where notions of means and ends play a negligible role. This paper argues for the need to expand the reach of formalized spatial thinking to also encompass the normative, synthetic kinds of reasoning characterizing planning, engineering and the design sciences in general. Key elements in a more comprehensive approach to spatial thinking would be the inclusion of abductive modes of inference along with the deductive and inductive ones, and the development of an expanded geographic ontology that integrates analysis and synthesis, form and function, landscape and purpose, description and design. C1 Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. RP Couclelis, H (reprint author), Univ Calif Santa Barbara, Santa Barbara, CA 93106 USA. EM cook@geog.ucsb.edu CR AERTS J, 2002, THESIS U AMSTERDAM AHLQVIST O, 2008, C GEOGR INF SCI 2008 Bibby P, 2000, ENVIRON PLANN B, V27, P583, DOI 10.1068/b2647 Boella G., 2007, APPL ONTOL, V2, P81 BYLANDER T, 1991, KNOWLEDGE REPRESENTA, P25 Chaigneau SE, 2008, COGNITION, V109, P123, DOI 10.1016/j.cognition.2008.07.009 COHEN PR, 1982, HDB ARTIFICIAL INTEL COUCLELIS H, RES TRENDS IN PRESS Cross N., 1984, DEV DESIGN METHODOLO Fisher PF, 2005, REPRESENTING GIS, P85 FONSECA F, 2002, T GIS, V6, P321 HALSTED BD, 1881, BARN PLANS OUTBUILDI HOUSER N, 2009, ESSENTIAL PEIRCE SEL, V1 HOWARTH JT, 2008, THESIS U CALIFORNIA Kuhn W, 2003, INT J GEOGR INF SCI, V17, P405, DOI 10.1080/1365881031000114116 Lynch K., 1981, GOOD CITY FORM MARCH L, 1984, DEV DESIGN METHODOLO, P265 March L., 1976, ARCHITECTURE FORM, P1 Norman D. A., 1988, PSYCHOL EVERYDAY THI REITSMA R, 1990, 902 IIAS Searle John, 1983, INTENTIONALITY ESSAY Simon H. A., 1969, SCI ARTIFICIAL Tomiyama T, 2003, SS0302 AAAI VELLEMAN JD, 1992, NOUS, V26, P3, DOI 10.2307/2215684 Worboys M. F., 2004, GIS COMPUTING PERSPE NR 25 TC 5 Z9 5 U1 0 U2 5 PU SPRINGER-VERLAG BERLIN PI BERLIN PA HEIDELBERGER PLATZ 3, D-14197 BERLIN, GERMANY SN 0302-9743 BN 978-3-642-03831-0 J9 LECT NOTES COMPUT SC PY 2009 VL 5756 BP 342 EP 356 PG 15 WC Computer Science, Information Systems; Computer Science, Theory & Methods SC Computer Science GA BND87 UT WOS:000274243000021 DA 2018-03-07 ER PT J AU Ssegane, H Tollner, EW McCutcheon, SC AF Ssegane, H. Tollner, E. W. McCutcheon, S. C. TI ESTIMATION OF MICRO-WATERSHED TOPOGRAPHIC PARAMETERS USING EARTH OBSERVATORY TOOLS SO APPLIED ENGINEERING IN AGRICULTURE LA English DT Article DE Micro-watershed; Remote sensing; Slope; Area; GPS; Earth observatory tools; Virtual globes; Google (TM) Earth AB The study set out to analyze the feasibility of using Earth observatory tools to derive elevations to characterize topographic parameters of slope gradient and area useful in predicting erosion and for natural resources engineering education and instruction. Earth obseravtory tools are geographic information systems that enable remote exploration of the Earth in three dimensions. They are Web-based mapping platforms that overlay satellite imagery, aerial photogrpahy, topographic data, and other GIS data over 3D Earth models. The systems include Google (TM) EArth, Microsoft Virtual Earth, Nd NASA World Wind. Google (TM) Earth is the most common and therefore this analysis explored its feasibility as a screening tool for extracting micro-watershed topographic parameters of slope gradient and area. Data from nine U.S micro-watersheds was used for predicting slope gradient and micro-watershed area. Elevations, areas, and slope gradients derived from Google (TM) Earth data were not significantly different from reported ground measurements. In addition to being powerful 3D observatory tools, earth observatory tools like Google (TM) Earth can serve as useful instruction and screening tools for remotely extracting micro-watershed topographic parameters in many locations, making them valuable resources for enhancing spatial thinking and teaching natural resources engineering. C1 [Ssegane, H.; Tollner, E. W.; McCutcheon, S. C.] Univ Georgia, Dept Biol & Agr Engn, Amer Ecol Engn Soc, Athens, GA 30602 USA. RP Tollner, EW (reprint author), Univ Georgia, Dept Biol & Agr Engn, Amer Ecol Engn Soc, Athens, GA 30602 USA. EM Btollner@engr.uga.edu RI Ssegane, Herbert/K-8098-2014 CR *AAG, 2006, GEOGR V2 0 INT BAS V Butler D, 2006, NATURE, V439, P776, DOI 10.1038/439776a *ESRI, 2008, ESRI ARCGIS EXPL *GOLD SOFTW INC, 2001, SURF 3D MOD SOFTW VE GOODCHILD MF, 2008, J DIGITAL EARTH, V1, P31 GOODCHILD MF, 2005, ANN C IRLOGI DUBL *GOOGL INC, 2008, GOOGL EARTH VERS 4 3 HORNBUCKLE JW, 2006, 4 WORLD C C P STJOS Liu BY, 1997, T ASAE, V40, P945 *MICR INC, 2008, VIRT EARTH VERS 6 1 *NASA, 2008, WORLD WIND VERS 1 4 Nuernberger A., 2006, VIRTUAL GLOBES CLASS SCHONING J, 2008, P 13 ANN ACM C INT U *ZON, 2008, ZON SOL ONL TERR SOF NR 14 TC 1 Z9 1 U1 2 U2 7 PU AMER SOC AGRICULTURAL & BIOLOGICAL ENGINEERS PI ST JOSEPH PA 2950 NILES RD, ST JOSEPH, MI 49085-9659 USA SN 0883-8542 J9 APPL ENG AGRIC JI Appl. Eng. Agric. PD NOV PY 2008 VL 24 IS 6 BP 763 EP 766 PG 4 WC Agricultural Engineering SC Agriculture GA 387FT UT WOS:000261937800007 DA 2018-03-07 ER PT J AU Solem, M Cheung, I Schlemper, MB AF Solem, Michael Cheung, Ivan Schlemper, M. Beth TI Skills in professional geography: An assessment of workforce needs and expectations SO PROFESSIONAL GEOGRAPHER LA English DT Article DE competency model; geography workforce; professional development; skills ID HIGHER-EDUCATION; ABILITIES; ATTITUDES; FACULTY AB This study compares the skills of professional geographers and the needs of employer organizations across major sectors of the U.S. workforce. Following a series of focus groups, two surveys were developed to explore: (1) the extent to which specific skills were performed by geographers in different professional positions, and (2) the value of and anticipated demand for those skills from the perspective of employers. Overall, respondents in the focus groups and both survevs emphasized the need for general skills ranging from time management and writing ability to information management and computer literacy. Employers also cited many geographic skills as being vital for enhancing the work of professionals in all types of organizations. Competency in field methods, the ability to work across disciplinary boundaries, and spatial thinking were three skill areas that characterized the work of geographic professionals irrespective of specialty. C1 [Solem, Michael] Assoc Amer Geographers, Washington, DC 20009 USA. [Cheung, Ivan] Insurance Inst Highway Safety, Arlington, VA 22201 USA. [Schlemper, M. Beth] Univ Toledo, Dept Geog & Planning, Toledo, OH 43606 USA. RP Solem, M (reprint author), Assoc Amer Geographers, 1710 16th St NW, Washington, DC 20009 USA. EM msolein@aag.org; icheung@iihs.org; mschlem@utnet.utoledo.edu CR *ASS AM GEOGR, 2007, AAG ONL CAR GUID Chalkley B, 2000, J GEOGR HIGHER EDUC, V24, P395, DOI 10.1080/713677416 COLKER R, 2003, RENEWABLE RESOURCES, V24, P20 *COUNC GRAD SCH, 2007, PROF SCI MAST DiBiase D., 2006, GEOGRAPHIC INFORM SC Donert K., 2007, TUNING GEOGRAPHY REP DOWNS RM, 1994, ANN ASSOC AM GEOGR, V84, P175, DOI 10.1111/j.1467-8306.1994.tb01733.x Gaudet CH, 2003, URISA J, V15, P21 Gedye S, 2004, J GEOGR HIGHER EDUC, V28, P381, DOI 10.1080/0309826042000286956 *GEOSP INF TECHN A, 2006, DEF COMM GEOSP IND W Geography Education Standards Project (GESP), 1994, GEOGR LIF NAT GEOGR Gewin Virginia, 2004, Nature, V427, P376, DOI 10.1038/nj6972-376a Golde C. M., 2004, PATHS PROFESSORIATE, P19 Hill A. 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PD AUG PY 2008 VL 60 IS 3 BP 356 EP 373 DI 10.1080/00330120802013620 PG 18 WC Geography SC Geography GA 326OA UT WOS:000257667600004 OA gold DA 2018-03-07 ER PT J AU Choi, S Lantolf, JP AF Choi, Soojung Lantolf, James P. TI Representation and embodiment of meaning in L2 communication - Motion events in the speech and gesture of advanced L2 Korean and L2 English speakers SO STUDIES IN SECOND LANGUAGE ACQUISITION LA English DT Article ID SPATIAL THINKING; SPEAKING AB This study investigates the interface between speech and gesture in second language (L2) narration within Slobin's (2003) thinking-for-speaking (TFS) framework as well as with respect to McNeill's (1992, 2005) growth point (GP) hypothesis. Specifically, our interest is in whether speakers shift from a first language (L1) to a L2 TFS pattern as manifested in the GP of narrations they produce. The data are drawn from the narrations of an animated cartoon story produced by advanced L2 speakers of Korean (L1 English) and L2 speakers of English (L1 Korean). Korean is a verb-framed language (Talmy, 2000) that conflates path of motion on the verb and expresses manner, if at all, through separate lexical items, onomatopoeia, or gesture alone. English is a satellite-framed language (Talmy, 2000) that encodes manner on verbs, expresses path through satellite phrases, and synchronizes manner-path conflated gestures with manner verbs when manner is in focus. The typological difference between the languages presents significant challenges for the L2 speakers, who, despite their high level of proficiency in their respective L2s, appear to retain their L1 TFS patterns. C1 [Choi, Soojung; Lantolf, James P.] Penn State Univ, University Pk, PA 16801 USA. RP Lantolf, JP (reprint author), Penn State Univ, 305 Sparks Bldg, University Pk, PA 16801 USA. 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PD JUN PY 2008 VL 30 IS 2 BP 191 EP 224 DI 10.1017/S0272263108080315 PG 34 WC Linguistics SC Linguistics GA 296FI UT WOS:000255528500004 DA 2018-03-07 ER PT J AU Brown, A Gullberg, M AF Brown, Amanda Gullberg, Marianne TI Bidirectional crosslinguistic influence in L1-L2 encoding of manner in speech and gesture - A study of Japanese speakers of English SO STUDIES IN SECOND LANGUAGE ACQUISITION LA English DT Article ID SPATIAL THINKING; LANGUAGE; SPEAKING; SPANISH; 2ND-LANGUAGE; LEARNERS; FOREIGN; L2 AB Whereas most research in SLA assumes the relationship between the first language (L1) and the second language (L2) to be unidirectional, this study investigates the possibility of a bidirectional relationship. We examine the domain of manner of motion, in which monolingual Japanese and English speakers differ both in speech and gesture. 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I., 2004, RELATING EVENTS NARR, P219 Slobin D., 2004, DISCOURSE LANGUAGES, P195, DOI DOI 10.1515/9783110302943 SLOBIN D. I., 2006, SPACE LANGUAGES LING, P59, DOI DOI 10.1075/TSL.66.05SLO Slobin Dan I., 1996, GRAMMATICAL CONSTRUC, P195 Slobin Dan, 1996, RETHINKING LINGUISTI, P70, DOI DOI 10.1016/S0378-2166(97)83851-9 STAM G, 2006, CHANGES PATTERNS THI Takahashi Tomoko, 1987, JALT J, V8, P131 Talmy L., 1991, P BERKELEY LINGUISTI, V17, P480 Talmy, 1985, LANGUAGE TYPOLOGY SY, V3, P57 TARONE EE, 1982, LANG LEARN, V32, P69, DOI 10.1111/j.1467-1770.1982.tb00519.x Tolkien J., 1937, HOBBIT van Hell JG, 2002, PSYCHON B REV, V9, P780, DOI 10.3758/BF03196335 WEINGOLD G, 1995, LEXICAL KNOWLEDGE OR, P30 YELLAND GW, 1993, APPL PSYCHOLINGUIST, V14, P423, DOI 10.1017/S0142716400010687 YOSHIOKA K, 2005, THESIS NETHERLANDS ZOBL H, 1983, LANG LEARN, V33, P293, DOI 10.1111/j.1467-1770.1983.tb00543.x NR 75 TC 77 Z9 77 U1 0 U2 13 PU CAMBRIDGE UNIV PRESS PI NEW YORK PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA SN 0272-2631 EI 1470-1545 J9 STUD SECOND LANG ACQ JI Stud. Second Lang. Acquis. PD JUN PY 2008 VL 30 IS 2 BP 225 EP 251 DI 10.1017/S0272263108080327 PG 27 WC Linguistics SC Linguistics GA 296FI UT WOS:000255528500005 OA green_published DA 2018-03-07 ER PT J AU Floyd, RG Mcgrew, KS Evans, JJ AF Floyd, Randy G. Mcgrew, Kevin S. Evans, Jeffrey J. TI The relative contributions of the Cattell-Horn-Carroll cognitive abilities in explaining writing achievement during childhood and adolescence SO PSYCHOLOGY IN THE SCHOOLS LA English DT Article ID DEVELOPMENTAL SKILLS; WORKING-MEMORY; PROFILES; WRITERS; POOR AB This study examined the relative contributions of measures of Cattell-Horn-Carroll (CHC) cognitive abilities in explaining writing achievement. Drawing from samples that covered the age range of 7 to 18 years, simultaneous multiple regression was used to regress scores from the Woodcock-Johnson III (WJ 111; Woodcock. McGrew, & Mather, 2001) that represent CHC broad and narrow abilities onto the WJ III Basic Writing Skills and Written Expression cluster scores. At most age levels, Comprehension-Knowledge demonstrated moderate to strong effects on both writing clusters, Processing Speed demonstrated moderate effects on Basic Writing Skills and moderate to strong effects on Written Expression, and Short-Term Memory demonstrated moderate effects. At the youngest age levels, Long-Term Retrieval demonstrated moderate to strong effects on Basic Writing Skills and moderate effects on Written Expression. Auditory Processing, and Phonemic Awareness demonstrated moderate effects on only Written Expression at the youngest age levels and at some of the oldest age levels. Fluid Reasoning demonstrated moderate effects on both writing clusters only during some of the oldest age levels. Visual-Spatial Thinking primarily demonstrated negligible effects. The results provide insights into the cognitive abilities most important for understanding the writing skills of children during the school-age years. (c) 2008 Wiley Periodicals, Inc. C1 [Floyd, Randy G.] Univ Memphis, Memphis, TN 38152 USA. RP Floyd, RG (reprint author), Univ Memphis, Memphis, TN 38152 USA. EM rgfloyd@memphis.edu CR ABBOTT RD, 1993, J EDUC PSYCHOL, V85, P478, DOI 10.1037//0022-0663.85.3.478 Alfonso VC, 2005, CONT INTELLECTUAL AS, P185 Berninger V, 1996, J SCHOOL PSYCHOL, V34, P23, DOI 10.1016/0022-4405(95)00024-0 Berninger V. W., 1994, FRAMES REFERENCE ASS, P419 Berninger VW, 1999, LEARN DISABILITY Q, V22, P99, DOI 10.2307/1511269 BERNINGER VW, 1994, READ WRIT, V6, P161, DOI 10.1007/BF01026911 Carroll J. B, 1993, HUMAN COGNITIVE ABIL Elliott C.D., 2006, DIFFERENTIAL ABILITY Evans JJ, 2002, SCHOOL PSYCHOL REV, V31, P246 FLANAGAN DP, 2006, ACHIEVEMENT DESK REF Flanagan D. P., 2004, ESSENTIALS WISC 4 AS Flanagan D.P., 2005, CONT INTELLECTUAL AS Floyd RG, 2006, READ WRIT, V19, P427, DOI 10.1007/s11145-006-9002-5 Floyd RG, 2003, PSYCHOL SCHOOLS, V40, P155, DOI 10.1002/pits.10083 Green S. 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Schools PD FEB PY 2008 VL 45 IS 2 BP 132 EP 144 DI 10.1002/pits.20284 PG 13 WC Psychology, Educational SC Psychology GA 256XV UT WOS:000252764100004 DA 2018-03-07 ER PT B AU Coppin, P AF Coppin, Peter BE Bottoni, P Rosson, MR Minas, M TI Developing Drawing and Visual Thinking Strategies to Enhance Computer Programming for People with Dyslexia SO 2008 IEEE SYMPOSIUM ON VISUAL LANGUAGES AND HUMAN-CENTRIC COMPUTING, PROCEEDINGS LA English DT Proceedings Paper CT IEEE Symposium on Visual Languages and Human-Centric Computing CY SEP 15-19, 2008 CL Ammersee, GERMANY SP IEEE, IEEE Comp Soc, Microsoft Res, INRIA, NSF, Univ Munchen AB Text based programming languages are difficult for dyslexics and many so-called learning disabled (LD) people to use [14]. However weaknesses in mentally processing text-based prose associated with dyslexia and certain forms of LD often coincide with strong visual-spatial abilities [13, 12]. An informal participatory design inspired study revealed that a self-identified LD introductory programmer used hand-drawn spatial thinking techniques as a cognitive interface to a text-based programming interface. Using this and other clues as a starting point, my project seeks to continue this research through a more formal study by using experiences from a visually oriented LD student designer to develop a visual thinking and translation process that might enable the student and others to "draw their way" between their own (possibly spatial) runnable mental models and text-based programming environments. C1 Univ Toronto, Fac Informat, Toronto, ON, Canada. RP Coppin, P (reprint author), Univ Toronto, Fac Informat, 140 St George St, Toronto, ON, Canada. EM peter.coppin@utoronto.ca CR Andersen A, 2007, ASSETS'07: PROCEEDINGS OF THE NINTH INTERNATIONAL ACM SIGACCESS CONFERENCE ON COMPUTERS AND ACCESSIBILITY, P221 BOSHEMITSAN M, VISUAL PROGRAMMING L COHN N, 2003, EARLY WRITING VISUAL ENGELHARDT Y, 2002, LANGUAGE GRAPHICS Gellenbeck E., 2005, J COMPUTING SCI COLL, V21, P267 Katz IR, 2001, INT J HUM-COMPUT ST, V54, P185, DOI 10.1006/ijhc.2000.0411 Kelleher C, 2007, CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS, VOLS 1 AND 2, P1455 MARSH EE, 2002, RHETORICAL RELATIONS Pane J. F., 2002, HCC 02, P198 SUCHMAN L, 1995, COMMUN ACM, V38, P56, DOI 10.1145/223248.223263 Swanson H. L. L, 2003, HDB LEARNING DISABIL TURNER J, 2003, TURNERWOODEN METHOD WEST TG, 1997, MINDS EYE WILSON D, 2004, ICMI 04, P343 NR 14 TC 0 Z9 0 U1 2 U2 5 PU IEEE COMPUTER SOC PI LOS ALAMITOS PA 10662 LOS VAQUEROS CIRCLE, PO BOX 3014, LOS ALAMITOS, CA 90720-1264 USA BN 978-1-4244-2528-0 PY 2008 BP 266 EP 267 DI 10.1109/VLHCC.2008.4639104 PG 2 WC Computer Science, Artificial Intelligence; Computer Science, Software Engineering; Engineering, Electrical & Electronic SC Computer Science; Engineering GA BIM66 UT WOS:000260877900045 DA 2018-03-07 ER PT J AU Kerski, JJ AF Kerski, J. J. TI The role of GIS in Digital Earth education SO INTERNATIONAL JOURNAL OF DIGITAL EARTH LA English DT Article DE digital earth and geotechnologies; spatial thinking; educational GIS; digital earth and society ID IMPLEMENTATION; TECHNOLOGY; STANDARDS; FRAMEWORK; GEOGRAPHY; INTERNET AB A growing number of educators worldwide have become convinced that geotechnologies - including geographic information systems (GIS), global positioning systems (GPS), and remote sensing - are key technologies to prepare students to be tomorrow's decision makers. Grappling with local, regional, and global issues of the 21(st) century requires people who think spatially and who can use geotechnologies. Some educators teach geotechnologies as a discipline, emphasising skills. Other educators use geotechnologies as a tool to teach content, such as geography, history, environmental studies, Earth Science, biology, mathematics, economics and other disciplines. Issues such as traffic, population growth, urban sprawl, energy, water, crime, human health, biodiversity and sustainable agriculture are growing in complexity, exist at every scale and increasingly affect people's everyday lives. Each of these issues has a spatial component. Drivers for geotechnology education include educational content standards, constructivism, the school-to-career movement, active learning, citizenship education, authentic practice and assessment, interdisciplinary education, community connections and a sustained, increasing demand for GIS professionals. Digital Earth is an ideal framework for contextualising domains of inquiry. The Digital Earth community can have a significant impact on the growth of geotechnologies in education, and conversely, the growth of geotechnologies in education and society can foster the forward movement of Earth systems concepts. C1 Environm Syst Res Inst, Broomfield, CO USA. RP Kerski, JJ (reprint author), Environm Syst Res Inst, Broomfield, CO USA. EM jkerski@esri.com RI Wright, Dawn/A-4518-2011 OI Wright, Dawn/0000-0002-2997-7611 CR ALIBRANDI M., 2003, GIS CLASSROOM USING Anker P, 2007, MINERVA, V45, P417, DOI 10.1007/s11024-007-9066-7 Audet RH, 1997, J GEOGR, V96, P293, DOI 10.1080/00221349708978810 Baker TR, 2003, J GEOGR, V102, P243, DOI 10.1080/00221340308978556 Bednarz SW, 1999, J GEOGR, V98, P60, DOI 10.1080/00221349908978861 BEDNARZ SW, 2008, P 5 INT C GIS ICGIS, V2, P649 Bijker W. 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Earth PY 2008 VL 1 IS 4 BP 326 EP 346 DI 10.1080/17538940802420879 PG 21 WC Geography, Physical; Remote Sensing SC Physical Geography; Remote Sensing GA 497UQ UT WOS:000270088800002 DA 2018-03-07 ER PT J AU Champion, MG AF Champion, Margret Gunnarsdottir TI In the beginning was the (Written) word - Peter Ackroyd's 'Hawksmoor' as a myth of creation SO ORBIS LITTERARUM LA English DT Article DE differance; mythography; reterritorialization; spatial thinking; trace; vision-house of language AB A pivotal text within Peter Ackroyd's oeuvre, Hawksmoor is most fruitfully read as a kind of mythography where a special version of deconstructive play dominates all levels of the fiction, from single words through characters and action to the level of meta-reflection itself. In fact, the novel's design can be said to reflect the philosophy of space of the eighteenth-century architect Nicholas Dyer: his seven churches are embodiments of differance, subtly infusing alterior knowledge into urban reality. Similarly, Hawksmoor's ''vision-house of language,'' its post-structuralist myth, advocates the post-1968 Derridean/Deleuzean enterprise of reterritorialization - of reconnecting the uprooted postmodern subject to estranged territory. At the base of this myth, mobilizing it as its non-originary source, as the exemplary figure of the trace, is the child, the spatial thinker in the novel; by folding language into the city of London, the Derridean child imagines the permeable bounds between building/dwelling/thinking, encouraging individuals to transgress them and, in Ackroyd's words, to re-situate themselves in ''the riddle of London, which is perpetually new and always old.'' C1 Uppsala Univ, S-75105 Uppsala, Sweden. RP Champion, MG (reprint author), Uppsala Univ, S-75105 Uppsala, Sweden. CR Ackroyd Peter, 1999, PLATO PAPERS Ackroyd Peter, 1985, HAWKSMOOR ACKROYD Peter, 1987, CHATTERTON Ackroyd P., 1994, DAN LENO LIMEHOUSE G Ackroyd Peter, 1982, GREAT FIRE LONDON ACKROYD P, 1993, HOUSE DOCTOR DEE Peter Ackroyd, 1992, ENGLISH MUSIC ACKROYD P, 2000, P ACKROYD LUDIC LABY, P221 Ackroyd P., 1989, 1 LIGHT ACKROYD P, 2000, P ACKROYD LUDIC LABY, P249 Ackroyd P., 2000, LONDON BIOGRAPHY Ahearn EJ, 2000, TWENTIETH CENT LIT, V46, P453 Buchanan I., 2005, DELEUZE SPACE, P16 Buchanan I., 2005, DELEUZE SPACE, P1 Colebrook Claire., 2005, DELEUZE SPACE, P189 Derrida Jacques, 1966, WRITING DIFFERENCE, P351 Derrida Jacques, 1974, GRAMMATOLOGY ECO U, 1983, REFLECTIONS NAME ROS Fink B., 1995, LACANIAN SUBJECT LAN FOKKEMA A, 1993, BRIT POSTMODERN FICT, P167 Gibson Jeremy, 2000, P ACKROYD LUDIC LABY Heidegger M., 1978, BASIC WRITINGS, P343 Hutcheon Linda., 1988, POETICS POSTMODERNIS Hutcheon Linda, 1989, POLITICS POSTMODERNI Hutcheon Linda, 1980, NARCISSISTIC NARRATI Lacan J., 1977, ECRITS SELECTION, P179 Lee Alison, 1990, REALISM POWER POSTMO Link A, 2004, CONTEMP LITERATURE, V45, P516, DOI 10.2307/3593536 Norris Christopher, 1987, DERRIDA ONEGA S, 1998, P ACKROYD WRITER HIS Onega Susana, 1999, METAFICTION MYTH NOV Spivak G. C., 1974, GRAMMATOLOGY, pix WORDSWORTH W, 1939, POETICAL WORKS WORDS NR 33 TC 0 Z9 0 U1 0 U2 3 PU BLACKWELL PUBLISHING PI OXFORD PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND SN 0105-7510 J9 ORBIS LIT JI Orb. Litt. PY 2008 VL 63 IS 1 BP 22 EP 45 DI 10.1111/j.1600-0730.2008.00909.x PG 24 WC Literature SC Literature GA 252GF UT WOS:000252434300002 DA 2018-03-07 ER PT J AU Marsh, M Golledge, R Battersby, SE AF Marsh, Meredith Golledge, Reginald Battersby, Sarah E. TI Geospatial concept understanding and recognition in G6-college students: A preliminary argument for Minimal GIS SO ANNALS OF THE ASSOCIATION OF AMERICAN GEOGRAPHERS LA English DT Article DE geospatial concept lexicon; geospatial task ontology; Minimal GIS; spatial thinking; support system ID EDUCATION; TECHNOLOGY AB As geographic information systems (GIS) are increasingly implemented in K-12 classrooms, the risk becomes one of teaching "buttonlogy" or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospatial concept recognition and understanding. In these experiments, simple paper and pencil tasks were given to 6th grade, high school, and undergraduate students to provide insight into different levels of concept understanding, specifically in terms of grade-related abilities to comprehend descriptions of spatial relationships. Results indicate significant differences in geospatial concept recognition, understanding, and use among the grade-based participants tested during the course of the project. These results can be used to inform the development of a "Minimal GIS" in which a pedagogic goal of grade-appropriate concept understanding becomes the driving force behind the GIS, suggesting the structure of an effective support system for spatial thinking. C1 Univ Calif Santa Barbara, Dept Geog, Santa Barbara, CA 93106 USA. RP Marsh, M (reprint author), Univ Calif Santa Barbara, Dept Geog, 3611 Ellison Hall, Santa Barbara, CA 93106 USA. EM meri@geog.ucsb.edu; rgolledge@geog.ucsb.edu; batts@geog.ucsb.edu CR Agarwal P, 2005, SPAT COGN COMPUT, V5, P69 Baker TR, 2003, J GEOGR, V102, P231, DOI 10.1080/00221340308978554 Battersby SE, 2006, J GEOGR, V105, P139, DOI 10.1080/00221340608978679 Bednarz SW, 1999, J GEOGR, V98, P60, DOI 10.1080/00221349908978861 BEDNARZ SW, 2001, INT GEOGR UN C INN P Bednarz S. W., 1997, T GIS, V2, P123 Downs R. 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Geogr. PD DEC PY 2007 VL 97 IS 4 BP 696 EP 712 DI 10.1111/j.1467-8306.2007.00578.x PG 17 WC Geography SC Geography GA 231HX UT WOS:000250938600003 DA 2018-03-07 ER PT J AU Kita, S Ozyiirek, A Allen, S Brown, A Furman, R Ishizuka, T AF Kita, Sotaro Oezyiirek, Asli Allen, Shanley Brown, Amanda Furman, Reyhan Ishizuka, Tomoko TI Relations between syntactic encoding and co-speech gestures: Implications for a model of speech and gesture production SO LANGUAGE AND COGNITIVE PROCESSES LA English DT Article ID SPATIAL THINKING; LEXICAL ACCESS; HAND GESTURES; COMMUNICATION; SPEAKING AB Gestures that accompany speech are known to be tightly coupled with speech production. However little is known about the cognitive processes that underlie this link. Previous cross-linguistic research has provided preliminary evidence for online interaction between the two systems based on the systematic co-variation found between how different languages syntactically package Manner and Path information of a motion event and how gestures represent Manner and Path. Here we elaborate on this finding by testing whether speakers within the same language gesturally express Manner and Path differently according to their online choice of syntactic packaging of Manner and Path, or whether gestural expression is pre-determined by a habitual conceptual schema congruent with the linguistic typology. Typologically congruent and incongruent syntactic structures for expressing Manner and Path (i.e., in a single clause or multiple clauses) were elicited from English speakers. We found that gestural expressions were determined by the online choice of syntactic packaging rather than by a habitual conceptual schema. It is therefore concluded that speech and gesture production processes interface online at the conceptual planning phase. Implications of the findings for models of speech and gesture production are discussed. C1 [Kita, Sotaro] Univ Birmingham, Sch Psychol, Birmingham B15 2TT, W Midlands, England. [Oezyiirek, Asli] Radboud Univ Nijmegen, FC Donders Ctr Cognit Neuroimaging, Nijmegen, Netherlands. [Oezyiirek, Asli; Brown, Amanda] Max Planck Inst Psycholinguist, Nijmegen, Netherlands. [Allen, Shanley] Boston Univ, Dept Literacy & Language Counseling & Dev, Boston, MA 02215 USA. [Brown, Amanda] Boston Univ, Program Appl Linguist, Boston, MA 02215 USA. [Furman, Reyhan] Bogazici Univ, Dept Linguist, Istanbul, Turkey. [Ishizuka, Tomoko] Univ Calif Los Angeles, Dept Linguist, Los Angeles, CA 90024 USA. RP Kita, S (reprint author), Univ Birmingham, Sch Psychol, Birmingham B15 2TT, W Midlands, England. EM s.kita@bham.ac.uk RI Kita, Sotaro/B-2860-2008 OI Kita, Sotaro/0000-0002-0088-3654; Furman, Reyhan/0000-0001-6034-3820; Allen, Shanley/0000-0002-5421-6750 CR Baayen R. Harald, 2007, ANAL LINGUISTIC DATA BARON RM, 1986, J PERS SOC PSYCHOL, V51, P1173, DOI 10.1037/0022-3514.51.6.1173 BATES DM, 2005, LME4 LIB Bernardis P, 2006, NEUROPSYCHOLOGIA, V44, P178, DOI 10.1016/j.neuropsychologia.2005.05.007 BOCK K, 1992, J MEM LANG, V31, P99, DOI 10.1016/0749-596X(92)90007-K BRUGMAN H, 1995, ARS SEMIOTICA, V18, P95 Butterworth B. 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Cogn. Process. PD DEC PY 2007 VL 22 IS 8 BP 1212 EP 1236 DI 10.1080/01690960701461426 PG 25 WC Linguistics; Psychology, Experimental SC Linguistics; Psychology GA 241FQ UT WOS:000251642700004 DA 2018-03-07 ER PT J AU Gersmehl, PJ Gersmehl, CA AF Gersmehl, Philip J. Gersmehl, Carol A. TI Spatial thinking by young children: Neurologic evidence for early development and "Educability" SO JOURNAL OF GEOGRAPHY LA English DT Article DE spatial thinking; brain; cognition; neuroscienc; scaffold ID 5-YEAR-OLD CHILDREN; SCALE ENVIRONMENT; INTRINSIC FRAMES; WORKING-MEMORY; LOCATION; ABILITY; MAPS; AGE; REPRESENTATION; 4-YEAR-OLD AB The human brain appears to have several "regions" that are structured to do different kinds of spatial thinking, according to a large and rapidly growing body of research in a number of disciplines. Building on a previous review of research with older children and adults, this article summarizes the research on spatial thinking by young children. 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Geogr. PD SEP-OCT PY 2007 VL 106 IS 5 BP 181 EP 191 DI 10.1080/00221340701809108 PG 11 WC Geography SC Geography GA 265QC UT WOS:000253375000001 OA green_published DA 2018-03-07 ER PT J AU Arendasy, M Sommer, M Hergovich, A AF Arendasy, Martin Sommer, Markus Hergovich, Andreas TI Statistical judgment formation in personnel selection: A study in military aviation psychology SO MILITARY PSYCHOLOGY LA English DT Article ID NEURAL-NETWORKS; PILOT; METAANALYSIS; PERFORMANCE; PREDICTORS AB This study addresses the issue of data combination in personnel selection. In a pilot study for the selection of trainee pilots for the German Luftwaffe, 99 applicants were assessed using a comprehensive battery of tests that measured inductive thinking, spatial thinking, attentiveness, visual and verbal short-term memory, sensorimotor coordination, and reactive stress tolerance. The global evaluation of the applicants' performance in a flight simulator served as an external criterion. 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PY 2007 VL 19 IS 2 BP 119 EP 136 DI 10.1080/08995600701323418 PG 18 WC Psychology, Multidisciplinary SC Psychology GA 173RE UT WOS:000246889400004 DA 2018-03-07 ER PT J AU Floyd, RG Bergeron, R Alfonso, VC AF Floyd, Randy G. Bergeron, Renee Alfonso, Vincent C. TI Cattell-Horn-Carroll cognitive ability profiles of poor comprehenders SO READING AND WRITING LA English DT Article DE CHC-theory; cognitive abilities; cognitive-profiles; reading-; reading-ability; reading-comprehension; reading-disabilities ID CHILDRENS READING-COMPREHENSION; WORKING-MEMORY; PHONOLOGICAL SKILLS; SIMPLE VIEW; DIFFICULTIES; ACHIEVEMENT; LANGUAGE; BATTERY AB This study examines cognitive ability profiles of children with specific age-based normative weaknesses in reading comprehension and compares those profiles to the profiles of (a) children with at least average achievement in reading comprehension, reading decoding skills, and mathematics and (b) children with low achievement across the 3 achievement areas. When compared across 9 cognitive ability composite scores derived from Cattell-Horn-Carroll theory and measured by the Woodcock-Johnson III [Woodcock, McGrew, & Mather ( 2001). Woodcock-Johnson. Itasca, IL: Riverside], groups differed in overall level of performance. When individual abilities were considered, the poor comprehenders scored significantly lower than the average achievement group on all nine composite scores and significantly lower than the normative population on all composite scores except Processing Speed and Long-Term Retrieval. In contrast, the poor comprehenders also scored significantly higher than the low achievement group on all composite scores except for Visual-Spatial Thinking and Phonemic Awareness. 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PD JUL PY 2006 VL 19 IS 5 BP 427 EP 456 DI 10.1007/s11145-006-9002-5 PG 30 WC Education & Educational Research; Psychology, Educational SC Education & Educational Research; Psychology GA 060XJ UT WOS:000238834900001 DA 2018-03-07 ER PT J AU Uttal, DH Fisher, JA Taylor, HA AF Uttal, DH Fisher, JA Taylor, HA TI Words and maps: developmental changes in mental models of spatial information acquired from descriptions and depictions SO DEVELOPMENTAL SCIENCE LA English DT Article ID YOUNG CHILDRENS ABILITY; MEMORY; REPRESENTATIONS; COMMUNICATION; ORGANIZATION; KNOWLEDGE; DIAGRAMS; THOUGHT AB People acquire spatial information from many sources, including maps, verbal descriptions, and navigating in the environment. The different sources present spatial information in different ways. For example, maps can show many spatial relations simultaneously, but in a description, each spatial relation must be presented sequentially. The present research investigated how, these source differences influence the mental models that children and adults form of the presented information. In Experiment 1, 8-year-olds, 10-Year-olds and adults learned the layout of a six-room space either from verbal descriptions or from a map. They then constructed the configuration and pointed to target locations. Participants who learned from the map poformed significantly better than those who learned from the description. Ten-year-olds performed nearly as well as adults did. The 8-year-olds' mental models differed substantially from the older children's and adults' mental models. The younger children retained the sequential information but did not integrate the relations into a survey-like cognitive map. Experiment 2 demonstrated that viewing the shape of the configuration, without seeing the map in full, could facilitate 8-year-olds' use of the verbal information and their ability to integrate the locations. The results demonstrate developmental differences in the mental representation of spatial information from descriptions. In addition, the results reveal that maps and other graphic representations can facilitate children's spatial thinking by helping them to transcend the sequential nature of language and direct experience. C1 Northwestern Univ, Dept Psychol, Evanston, IL 60208 USA. Tufts Univ, Dept Psychol, Medford, MA 02155 USA. RP Uttal, DH (reprint author), Northwestern Univ, Dept Psychol, 2029 Sheridan Rd, Evanston, IL 60208 USA. EM duttal@northwestern.edu; htaylor@tufts.edu FU NICHD NIH HHS [R29HD34929] CR ALLEN GL, 1985, MEM COGNITION, V13, P218, DOI 10.3758/BF03197684 BAUER MI, 1993, PSYCHOL SCI, V4, P372, DOI 10.1111/j.1467-9280.1993.tb00584.x Blades M, 1994, ADV CHILD DEV BEHAV, V25, P157, DOI 10.1016/S0065-2407(08)60052-X BLADES M, 1989, CHILDRENS ENV Q, V6, P4 BRANSFORD JD, 1971, COGNITIVE PSYCHOL, V2, P331, DOI 10.1016/0010-0285(71)90019-3 Bremner JG, 1998, BRIT J DEV PSYCHOL, V16, P197, DOI 10.1111/j.2044-835X.1998.tb00919.x Clark H. H., 1973, COGNITIVE DEV ACQUIS, P27, DOI DOI 10.1016/B978-0-12-505850-6.50008-6 Curiel JM, 2004, PSYCHON B REV, V11, P314, DOI 10.3758/BF03196576 DELOACHE JS, 1995, CURR DIR PSYCHOL SCI, V4, P109, DOI 10.1111/1467-8721.ep10772408 DeLoache JS, 2000, CHILD DEV, V71, P329, DOI 10.1111/1467-8624.00148 DeLoache J. 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Sci. PD MAR PY 2006 VL 9 IS 2 BP 221 EP 235 DI 10.1111/j.1467-7687.2006.00481.x PG 15 WC Psychology, Developmental; Psychology, Experimental SC Psychology GA 021WK UT WOS:000236016400014 PM 16472322 DA 2018-03-07 ER PT J AU Decker, SL Allen, R Choca, JP AF Decker, SL Allen, R Choca, JP TI Construct validity of the Bender-Gestalt II: Comparison with Wechsler intelligence scale for children-III SO PERCEPTUAL AND MOTOR SKILLS LA English DT Article ID WISC-III; RECALL; 3RD AB This study investigated the relationships of visuomotor constructs as measured by the Bender-Gestalt II with the subtests of the WISC-III. A factor analysis included the standardized Copy and Recall scores of the Bender-Gestalt II and subtest scores of the WISC-III. The Copy score was predicted to load on measures of visual and spatial thinking and the Recall score oil a short-term memory factor. The results Of a principal components analysis suggest a four-factor solution with the Bender-Gestalt II Copy score loading on a Visual and spatial thinking factor primarily with WISC-III Perceptual Organization subtests. The Recall score loaded on a visual and spatial thinking factor as well as a short-term memory factor with the WISC-III Digit Span subtest. The results Suggest the Bender-Gestalt II COPY subtest shared commonality with the visual and spatial tasks given the similarity in the visuomotor demands of each test and was less influenced by processing speed Or Cultural knowledge than other tests oil the visual and spatial thinking factor. Also, results suggest Bender-Gestalt II Recall measures elements of both visual and spatial thinking as well as aspects of short-term memory and memory retrieval. Clinical guidelines for co-administration and underlying processing demands are discussed. C1 Georgia State Univ, Counseling & Psychol Serv, Atlanta, GA 30309 USA. 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TI Understanding fish habitat ecology to achieve conservation SO JOURNAL OF FISH BIOLOGY LA English DT Article DE approach; ecosystem; habitat; integrated; management ID IDEAL-FREE DISTRIBUTION; COD GADUS-MORHUA; MARINE FISHES; NORTH-SEA; ONCORHYNCHUS SPP.; SPAWNING-HABITAT; LIFE-HISTORY; REGIME SHIFT; ATLANTIC COD; SELECTION AB Habitat science can provide the unifying concepts to bring together ecological studies of physiological tolerances, predator avoidance, foraging and feeding, reproduction and life histories. Its unifying role is built on two assumptions, imported from terrestrial habitat science and not always stated explicitly: that competition is present interspecifically and intraspecifically under at least some conditions, and that habitat features have some persistence and predictability in space and time. Consistent with its central conceptual position in ecology, habitat science has contributed importantly to scientific advice on pollution, coastal zone management and many other areas of environmental quality, although it has been largely divorced from developments in fish populations dynamics done in support of fisheries management. Commitments by most management agencies to apply an integrated, ecosystem approach to management of human activities in marine systems, poses new challenges to marine science advisors to management. Integrated management and ecosystem approaches both inherently require spatial thinking and spatial tools, making habitat science a particularly relevant advisory framework, particularly because of the unifying role of habitat in ecology. 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Fish Biol. PD DEC PY 2005 VL 67 SU B BP 1 EP 22 DI 10.1111/j.1095-8649.2005.00933.x PG 22 WC Fisheries; Marine & Freshwater Biology SC Fisheries; Marine & Freshwater Biology GA V43QT UT WOS:000202950300001 DA 2018-03-07 ER PT J AU Hooey, CA Bailey, TJ AF Hooey, CA Bailey, TJ TI Journal writing and the development of spatial thinking skills SO JOURNAL OF GEOGRAPHY LA English DT Article DE writing across the curriculum; active learning; journal writing AB Informal journal writing in freshman level World Regional Geography classes is discussed as an active learning method that helps students to develop their spatial perspective and gain a better understanding of the interconnected nature of geographic phenomena. in particular, students read about events in the world and write their ideas about the geographic nature and implications of those events. Thinking spatially and thinking critically by creating their own framework for interpreting the event and applying concepts learned in class means that students are actively participating in their own learning. Ongoing instructor feedback and assessment are essential to this learning activity and are discussed as part of this exercise. C1 Pittsburg State Univ, Dept Social Sci, Pittsburg, KS 66762 USA. RP Hooey, CA (reprint author), Pittsburg State Univ, Dept Social Sci, Pittsburg, KS 66762 USA. CR Anson C. M., 1995, J CLASSROOM WRITING APAAS HR, 1998, J GEOGRAPHY HIGHER E, V22, P211 BONWELL, 1991, 1 ASHEERIC BURNHAM C, 1994, JOURNALS Chickering A. W., 1987, AAHE B, V39, P3 Geography Education Standards Project (GESP), 1994, GEOGR LIF NAT GEOGR HOWARD HM, 1995, BEDFORD GUIDE TEACHI Klein P, 2003, J GEOGR, V102, P146, DOI 10.1080/00221340308978539 McLeod S., 2001, WAC NEW MILLENNIUM S, P1 MEYERS C, 1992, PROMOTING ACTIVE LEA Zinsser William, 1988, WRITING LEARN NR 11 TC 9 Z9 9 U1 0 U2 4 PU NATL COUNCIL GEOGRAPHIC EDUCATION PI INDIANA PA INDIANA UNIV PENNSYLVANIA, INDIANA, PA 15705 USA SN 0022-1341 J9 J GEOGR JI J. Geogr. PD NOV-DEC PY 2005 VL 104 IS 6 BP 257 EP 261 DI 10.1080/00221340508978647 PG 5 WC Geography SC Geography GA 999KO UT WOS:000234388400003 DA 2018-03-07 ER PT J AU Handley, LR Lockwood, CM Handley, N AF Handley, LR Lockwood, CM Handley, N TI Back to the basics: Birmingham, Alabama, measurement and scale SO JOURNAL OF GEOGRAPHY LA English DT Article AB Back to the Basics: Birmingham, Alabania is the fourth in a series of workshops that focus on teaching foundational map reading and spatial differentiation skills. It is the second published exercise from the Back to the Basics series developed by the Wetland Education through Maps and Aerial Photography (WETMAAP) Program (see Journal of Geography 103, 5: 226-230). Like its predecessor, the current exercise is modified from the Birmingham Back to the Basics workshop offered during the annual National Council for Geographic Education meeting. The focus of this exercise is on scale and measurement, foundational skills for spatial thinking and analysis. C1 US Geol Survey, NWRC, Lafayette, LA USA. RP Handley, LR (reprint author), US Geol Survey, NWRC, Lafayette, LA USA. CR *GEOGR ED STAND PR, 1994, GEOG LIF NAT GEOG ST Howe N., 2003, MILLENNIALS GO COLL Howe N., 2000, MILLENNIALS RISING National Council of Teachers of Mathematics, 1989, CURR EV STAND SCH MA *NAT RES COUNC, 1997, NAT SCI ED STAND NR 5 TC 0 Z9 0 U1 0 U2 0 PU NATL COUNCIL GEOGRAPHIC EDUCATION PI INDIANA PA INDIANA UNIV PENNSYLVANIA, INDIANA, PA 15705 USA SN 0022-1341 J9 J GEOGR JI J. Geogr. PD SEP-OCT PY 2005 VL 104 IS 5 BP 225 EP 230 DI 10.1080/00221340508978988 PG 6 WC Geography SC Geography GA 980NH UT WOS:000233024700006 DA 2018-03-07 ER PT J AU Neumann, M Meining, A Buerschaper, C Reingruber, B Rosch, T Hohenberger, W Schneider, I AF Neumann, M Meining, A Buerschaper, C Reingruber, B Rosch, T Hohenberger, W Schneider, I TI Training in GI endoscopy: Can we objectively predict the performance of trainees? A prospective correlation study SO ZEITSCHRIFT FUR GASTROENTEROLOGIE LA English DT Article DE endoscopy; training; simulators ID PSYCHOLOGICAL SELECTION; SIMULATOR AB Background: No objective criteria have hitherto been available for assessing the individual talents and skills of trainees involved in GI endoscopy. The aim of our study was to compare the correlation of various psychological, psychomotor and cognitive tests (psy-tests) and of the subjective assessment of the trainer (expert assessment) at the beginning of the training with the objective performance of the trainees at the end of a one-week training period in upper GI endoscopy. Methods: In a prospective study including 12 endoscopic centers, a total of 58 participants without any prior endoscopic experience were analyzed. During a practical training week in each center with the "Erlangen Endo-Trainer," an assessment using a "score card" protocol was used as reference method. Prior to the start of the training, various psy-tests (personality test, vigilance endurance test, test of spatial thinking and two tests of sensorimotor coordination) as well as assessment of the trainer were obtained. These parameters were compared with a blinded analysis of the performance at the end of the training. Results: There was significant overall improvement during the training course. Multiple logistic regression analysis revealed that testing sensorimotoric coordination was significantly associated with defined improvement margins (odds ratio 11.46, p = 0.035). An expert's judgment on the prognosis correlated also significantly with the trainee's improvement (OR = 41.46; p = 0.018). Self-assessments were not significantly associated with performance or progress. Conclusions: Sensorimotoric tests may provide a reliable prediction of the trainee's learning progress. In contrast to self-assessment, the judgement of an experienced endoscopist provides the best guidance for the young candidate endoscopists prior to the start of his/her endoscopic training program. C1 Univ Erlangen Nurnberg, Chirurg Klin, D-8520 Erlangen, Germany. Tech Univ Munich, Med Klin 2, D-8000 Munich, Germany. Univ Bamberg, Inst Theoret Psychol, Bamberg, Germany. RP Neumann, M (reprint author), ECE Training GmbH, Henkestr 91, D-91054 Erlangen, Germany. EM martin.neumann@endo-trainer.de CR Bar-Meir S, 2000, ENDOSCOPY, V32, P898, DOI 10.1055/s-2000-8088 BONNARDEL R, 2002, DOUBLE LABYRINTH TES BORKENAU P, 1992, J PERS, V60, P295, DOI 10.1111/j.1467-6494.1992.tb00975.x BRICKENKAMP R, 1994, D2 CONCENTRATION TES Butler RE, 1993, COCKPIT RESOURCE MAN, P231 *DGVS, 2003, Z GASTROENTEROL, V41, P175 Fregonese D, 2001, GASTROINTEST ENDOSC, V53, pAB81 Gerson LB, 2003, ENDOSCOPY, V35, P569 Hochberger J, 2002, ENDOSCOPY, V34, P727, DOI 10.1055/s-2002-33445 Hochberger J, 2002, GASTROINTEST ENDOSC, V55, pAB78 KIRASIC KC, 1991, PSYCHOL AGING, V6, P10, DOI 10.1037//0882-7974.6.1.10 Lange V, 2001, Chirurg, V72, P164 Maiss J, 2002, GASTROINTEST ENDOSC, V55, pAB77 Manzey D, 1995, Earth Space Rev, V4, P24 MASCHKE P, 1988, Z FLUGWISS WELTRAUM, V12, P181 Neumann M, 2000, ENDOSCOPY, V32, P906, DOI 10.1055/s-2000-8090 Neumann M, 2002, Z GASTROENTEROL, V40, P857, DOI 10.1055/s-2002-35258 Neumann M, 2001, ENDOSCOPY, V33, P887, DOI 10.1055/s-2001-17338 NEUMANN M, 2003, ENDOSCOPY, V3, P515 PUHR U, 2002, BIMANUAL COORDINATIO SANTY PA, 1994, AVIAT SPACE ENVIR MD, V65, P900 Sedlack RE, 2002, GASTROINTEST ENDOSC, V55, pAB77 STUMPF H, 1983, TUBE SHAPE TEST TEST Wong JLH, 2002, GASTROINTEST ENDOSC, V55, pAB79 NR 24 TC 3 Z9 3 U1 1 U2 1 PU DEMETER VERLAG GEORG THIEME VERLAG PI STUTTGART PA RUDIGERSTR 14, D-70469 STUTTGART, GERMANY SN 0044-2771 J9 Z GASTROENTEROL JI Z. Gastroent. PD MAY PY 2005 VL 43 IS 5 BP 445 EP 450 DI 10.1055/s-2005-857930 PG 6 WC Gastroenterology & Hepatology SC Gastroenterology & Hepatology GA 931YI UT WOS:000229521000012 PM 15871066 DA 2018-03-07 ER PT B AU van den Herik, Y Eissen, K AF van den Herik, Y Eissen, K BA Wang, C BF Wang, C BE Pan, Y Vergeest, J Lin, ZK Sun, SQ Hu, ZY Tang, YC Zhou, LG TI Intuitive sketching - Al new and explorative medium in generating ideas SO APPLICATIONS OF DIGITAL TECHNIQUES IN INDUSTRIAL DESIGN ENGINEERING-CAID&CD' 2005 SE International Conference on Computer-Aided Design & Conceptual Design LA English DT Proceedings Paper CT 6th International Conference on Computer-Aided Industrial Design and Conceptual Design (CAID&CD) CY MAY 29-JUN 01, 2005 CL Delft Univ Technol, Delft, NETHERLANDS SP Zhejiang Univ, IEEE Benelux, Royal Inst Engineers Netherlands, CAD&CG Assoc, Chinese Comp Assoc, Ind Design Inst, Chinese Mech Engn Soc & Design Online, Design Online HO Delft Univ Technol DE freehand computer sketching; intuition; open-minded challenge; visual-spatial thinking; generating ideas; creativity AB Computer sketching technique is a relatively new freehand medium, which allows not only fast and radical changes while drawing, but has also turned out to be a powerful tool in exploring new directions based on intuition. Design education and design practice show that when designers (or students) are looking for new design directions immediate interaction with their design proposal as well as direct and continuous tuning to vision will benefit the search. Trying to anticipate on developments within design and looking at today's practice in both design and education, we see a focus on emotion, engagement and experience in human-product interaction. Our new method seems to fit in that focus very well, because emotions and personal feelings have to be implemented from the start. This paper presents the results of the intuitive way of sketching, that has been employed in developing the curriculum of Design Drawing Techniques. The method is part of the course Computer Sketching, an elective course in the Master program of the Faculty of Industrial Design Engineering, Delft University of Technology. C1 Delft Univ Technol, Fac Ind Design Engn, Delft, Netherlands. RP van den Herik, Y (reprint author), Delft Univ Technol, Fac Ind Design Engn, Delft, Netherlands. EM y.vandenherik@io.tudelft.nl; j.i.eissen@io.tudelft.nl CR Arnheim Rudolph, 1969, VISUAL THINKING *DELFT U TECHN, 2003, LER KIJK VORM HANDL EISSEN JJ, 1997, C P 30 INT S AUT TEC, P235 EISSEN JJ, 1994, PRODUCT PRESENTATION, P48 Gordon W. J. J., 1961, SYNECTICS DEV CREATI MCKIM R, 1972, EXPERIENCES VISUAL T Muller W., 2001, ORDER MEANING DESIGN Schon D.A., 1992, DESIGN STUDIES, V13, P135 Silverman L. K., 2002, UPSIDE DOWN BRILLIAN Van der Lugt Remko, 2002, CREATIVITY INNOVATIO, V11, P43 VERSTIJNEN IM, 1997, THESIS U TECHNOLOGY NR 11 TC 0 Z9 0 U1 0 U2 2 PU INTERNATIONAL ACADEMIC PUBLISHERS LTD PI HONG KONG PA UNIT 1205, 12 FLOOR, SINO PLAZA, 255 GLOUCESTER ROAD, HONG KONG 00000, CAUSEWAY BAY, PEOPLES R CHINA BN 7-5062-7444-2 J9 I C COMP AID DES CON PY 2005 BP 708 EP 713 PG 6 WC Computer Science, Interdisciplinary Applications; Engineering, Industrial; Engineering, Manufacturing SC Computer Science; Engineering GA BCT62 UT WOS:000231145000134 DA 2018-03-07 ER PT J AU Wu, HK Shah, P AF Wu, HK Shah, P TI Exploring visuospatial thinking in chemistry learning SO SCIENCE EDUCATION LA English DT Review ID CHEMICAL-EQUILIBRIUM; WORKING-MEMORY; STUDENTS CONCEPTIONS; COMPUTER ANIMATIONS; GRAPH COMPREHENSION; PARTICULATE NATURE; ORGANIC-CHEMISTRY; GENERAL-CHEMISTRY; SPATIAL THINKING; PRIOR KNOWLEDGE AB In this article, we examine the role of visuospatial cognition in chemistry learning. We review three related kinds of literature: correlational studies of spatial abilities and chemistry learning, students' conceptual errors and difficulties understanding visual representations, and visualization tools that have been designed to help overcome these limitations. On the basis of our review, we conclude that visuospatial abilities and more general reasoning skills are relevant to chemistry learning, some of students' conceptual errors in chemistry are due to difficulties in operating on the internal and external visuospatial representations, and some visualization tools have been effective in helping students overcome the kinds of conceptual errors that may arise through difficulties in using visuospatial representations. To help students understand chemistry concepts and develop representational skills through supporting their visuospatial thinking, we suggest five principles for designing chemistry visualization tools: (1) providing multiple representations and descriptions, (2) making linked referential connections visible, (3) presenting the dynamic and interactive nature of chemistry, (4) promoting the transformation between 21) and 3D, and (5) reducing cognitive load by making information explicit and integrating information for students. (C) 2004 Wiley Periodicals, Inc. C1 Natl Taiwan Normal Univ, Grad Inst Sci Educ, Taipei 116, Taiwan. Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA. RP Wu, HK (reprint author), Natl Taiwan Normal Univ, Grad Inst Sci Educ, POB 97-27, Taipei 116, Taiwan. 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Educ. PD MAY PY 2004 VL 88 IS 3 BP 465 EP 492 DI 10.1002/sce.10126 PG 28 WC Education & Educational Research SC Education & Educational Research GA 817JC UT WOS:000221172800008 OA gold DA 2018-03-07 ER PT J AU Bednarz, RS Bednarz, SW AF Bednarz, RS Bednarz, SW TI Geography education: The glass is half full and it's getting fuller SO PROFESSIONAL GEOGRAPHER LA English DT Article DE geography education; K-12 education; spatial thinking and reasoning AB This article examines the recent progress of geography education as an academic subfield of geography and as an area of activity in K-12 education. Challenges to both endeavors are described. A restructuring of geography education's research program that focuses on spatial thinking and reasoning and merges applied and theoretical research is proposed. C1 Texas A&M Univ, College Stn, TX 77843 USA. RP Bednarz, RS (reprint author), Texas A&M Univ, College Stn, TX 77843 USA. EM r-bednarz@tamu.edu; s-bednarz@tamu.edu CR Bednarz R., 2002, INT RES GEOGRAPHICAL, V11, P160 Bednarz S., 2000, INT RES GEOGRAPHICAL, V9, P128 BEDNARZ SW, IN PRESS GEOGRAPHY A Brown LA, 1999, PROF GEOGR, V51, P562, DOI 10.1111/0033-0124.00193 DOWNS RM, 1994, DECADE REFORM GEOGRA, P127 Fien J., 1999, INT RES GEOGRAPHICAL, V8, P140, DOI 10.1080/10382049908667602 Geography Education Standards Project, 1994, GEOGR LIF NAT GEOGR Golledge RG, 2002, ANN ASSOC AM GEOGR, V92, P1, DOI 10.1111/1467-8306.00276 Joint Committee on Geographic Education, 1984, GUID GEOGR ED Kerski Joseph, 2000, IMPLEMENTATION EFFEC MATHEWS H., 2003, CHILDRENS GEOGRAPHIE, V1, P3 MURPHY A, 2000, COLL BOARD REV, V191, P2 MURPHY AB, 2000, AAG NEWSLETTER, V35, P6 *NAT RES COUNC, IN PRESS SPAT THINK Rediscovering Geography Committee, 1997, RED GEOGR NEW REL SC Roper A. S. 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PD FEB PY 2004 VL 56 IS 1 BP 22 EP 27 PG 6 WC Geography SC Geography GA 766EY UT WOS:000188354800004 DA 2018-03-07 ER PT J AU Lord, TR Clausen-May, T AF Lord, TR Clausen-May, T TI Comparing performance of pupils with high spatial-low numerical and high numerical-low spatial scores on a standardized mathematics test in the United Kingdom SO PERCEPTUAL AND MOTOR SKILLS LA English DT Article ID VISUALIZATION; ABILITY; GIRLS; BOYS AB Questions from a national mathematics test taken by over a 1,000 12- and 13-yr.-olds in the United Kingdom Were perused for heavily loaded spatial and numerical items. Pupils' answers to the two types of item were examined, and those who answered well in one of the categories but poorly in the other were selected to form two groups, those high in spatial thinking but low in numerical thinking and those high in numerical thinking but low in spatial thinking to assess whether the approaches to solve the item used by each group were different. The two groups did indeed utilize different thinking strategies to solve the questions. For example, questions involving angle and Volume, items thought to require a high spatial facility, were answered correctly by the predominantly numerical thinkers as often as by the predominantly spatial thinkers. This Would indicate that one of the samples, i.e., numerical thinkers, used a different strategy than the other, i.e., spatial thinkers. This was verified by examination of students' work in the test booklets and personal interviews of them. Also, the same proportion of boys in each group was recorded, but a higher percentage of girls was recorded in the spatial group than in the numerical. This reflected the large number of boys who scored high oil the spatial measures also doing moderately well on the numerical items and so, being moved out of the solely spatial group. Since the tests used by mathematics educators to assess learning are so heavily laden with linguistic/analytical rather than holistic/spatial types of questions, pupils high in spatial but low in numerical thinking face a severe handicap in schools. C1 Indiana Univ Penn, Indiana, PA 15705 USA. RP Lord, TR (reprint author), Indiana Univ Penn, Weyandt Hall, Indiana, PA 15705 USA. CR BENCHAIM D, 1988, AM EDUC RES J, V25, P51, DOI 10.3102/00028312025001051 Boe B. L., 1968, MATH TEACHER, V61, P415 CLAUSENMAY T, 1999, MICROMATH, V15, P18 CLAUSENMAY T, 1999, MATH TEACHING, V168, P42 EDGERTON R, 1989, P WORLD C ENG ED ADV Gabel D. L., 1994, HDB RES SCI TEACHING GASTRIN J, 1940, INTELLIGENTA LARANDE HERMELIN B, 1986, BRIT J EDUC PSYCHOL, V56, P150, DOI 10.1111/j.2044-8279.1986.tb02656.x Lean G., 1981, EDUC STUD MATH, V12, P267, DOI [10.1007/BF00311060, DOI 10.1007/BF00311060] LEFF BJ, 1949, THESIS U LONDON LINN MC, 1985, CHILD DEV, V56, P1479, DOI 10.2307/1130467 Lohman D. 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E., 1927, ABILITIES MAN THEIR TRACY DM, 1990, J RES SCI TEACH, V27, P637, DOI 10.1002/tea.3660270704 Tuckey H., 1993, STUDIES SCI ED, V21, P99 YAGER R, 1991, SCI TEACH, V44, P228 YOUNG J, 1978, PROGRAM BRAIN NR 33 TC 0 Z9 0 U1 0 U2 1 PU PERCEPTUAL MOTOR SKILLS PI MISSOULA PA PO BOX 9229, MISSOULA, MT 59807 USA SN 0031-5125 J9 PERCEPT MOTOR SKILL JI Percept. Mot. Skills PD AUG PY 2003 VL 97 IS 1 BP 83 EP 96 PG 14 WC Psychology, Experimental SC Psychology GA 726PA UT WOS:000185607000010 PM 14604026 DA 2018-03-07 ER PT J AU Dodick, J Orion, N AF Dodick, J Orion, N TI Cognitive factors affecting student understanding of geologic time SO JOURNAL OF RESEARCH IN SCIENCE TEACHING LA English DT Article ID MIDDLE SCHOOL BOYS; CONCEPTIONS; GEOSCIENCE; SCIENCE; GIRLS AB A critical element of the earth sciences is reconstructing geological structures and systems that have developed over time. A survey of the science education literature shows that there has been little attention given to this concept. In this study, we present a model, based on Montagnero's (1996) model of diachronic thinking,, which describes how students reconstruct geological transformations over time. For geology, three schemes of diachronic thinking are relevant: 1. Transformation, which is a principle of change; in geology it is understood through actualistic thinking (the idea that present proceeses can be used to model the past). 2. Temporal organization, which defines the sequential order of a transformation; in geology it is based on the three-dimensional relationship among strata. 3. Interstage linkage, which is the connections between successive stages of a transformation; in geology it is based on both actualism and causal reasoning. Three specialized instruments were designed to determine the factors which influence reconstructive thinking: (a) the GeoTAT which tests diachronic thinking skills, (b) the TST which tests the relationship between spatial thinking and temporal thinking, and (c) the SFT which tests the influence of dimensional factors on temporal awareness. Based on the model constructed in this study we define the critical factors influencing reconstructive thinking: (a) the transformation scheme which influences the other diachronic schemes, (b) knowledge of geological processes, and (c) extracognitive factors. Among the students tested, there was a significant difference between Grade 9-12 students and Grade 7-8 students in their ability. to reconstruct geological phenomena using diachronic thinking. This suggests that somewhere between Grades 7 and 8 it is possible to start teaching some of the logical principles used in geology to reconstruct geological structures. (C) 2003 Wiley Periodicals, Inc. C1 Weizmann Inst Sci, Dept Sci Teaching, IL-76100 Rehovot, Israel. RP Dodick, J (reprint author), Weizmann Inst Sci, Dept Sci Teaching, IL-76100 Rehovot, Israel. EM j-dodick@northwestern.edu CR AULT CR, 1981, THESIS CORNELL U ITH Ault C. R., 1982, J GEOLOGICAL ED, V30, P304 BENCHAIM D, 1986, PERCEPT MOTOR SKILL, V63, P659, DOI 10.2466/pms.1986.63.2.659 BENCHAIM D, 1988, AM EDUC RES J, V25, P51, DOI 10.3102/00028312025001051 Bullock M., 1982, DEV PSYCHOL TIME, P209 Chadwick P., 1978, J GEOLOGY TEACHING, V3, P142 DODICK JT, 2002, DINOSAURS DARWIN EVO DODICK JT, IN PRESS SCI ED Fraisse P., 1982, DEV PSYCHOL TIME, P113 Friedman W J, 1978, Adv Child Dev Behav, V12, P267, DOI 10.1016/S0065-2407(08)60040-3 FRIEDMAN WJ, 1983, J EXP PSYCHOL LEARN, V9, P650 FRIEDMAN WJ, 1992, NATO ADV SCI INST SE, V66, P67 Friedman W. J., 1989, TIME HUMAN COGNITION, V59, P259 Friedman W. J., 1990, TIME INVENTING 4 DIM Friedman W. 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PD APR PY 2003 VL 40 IS 4 BP 415 EP 442 DI 10.1002/tea.10083 PG 28 WC Education & Educational Research SC Education & Educational Research GA 664JY UT WOS:000182059000004 DA 2018-03-07 ER PT J AU Tsygankov, AP AF Tsygankov, AP TI Mastering space in Eurasia: Russia's geopolitical thinking after the Soviet break-up SO COMMUNIST AND POST-COMMUNIST STUDIES LA English DT Article DE Eurasia; geopolitics; security; Russia; space; culture AB This essay assumes the significance of spatial imagination in shaping the political and cultural boundaries of the post-Soviet Eurasia and reviews the newly emerged geopolitical arguments in Russia. Rather than perceiving Eurasianist views in Russia as relatively homogeneous, I argue that such thinking is highly diverse and varies from West-friendly versions to those that are openly isolationist and expansionist. To support my argument, I select six recently published Russian volumes and group them into five distinct schools of Russia's geopolitical thinking, each with their own intellectual assumptions, worldviews, and bases of support in the society. While writing on the same subject of the Eurasian geopolitics, each author proposes principally different solutions to the problems that emerged over the 10 years of Russia's post-communist experience. The argument invites us to rethink the nature of Russia's spatial thinking and activities in Eurasia and to seriously consider engaging Russia as an equal participant in a larger collective security-based arrangement in the region. Geography may 'matter'...only as the moment in which abstract universal social processes, such as social stratification, state-building, and ideological hegemony, are revealed in space. John Agnew and Stuart Corbridge, Mastering Space (1995, 13) (C) 2003 The Regents of the University of California. Published by Elsevier Science Ltd. All rights reserved. C1 San Francisco State Univ, Dept Int Relat, Oakland, CA 94609 USA. RP Tsygankov, AP (reprint author), San Francisco State Univ, Dept Int Relat, 1600 Holloway Ave, Oakland, CA 94609 USA. EM andrei@sfsu.edu CR Agnew J, 1998, GEOPOLITICS REVISION Agnew J. A., 1995, MASTERING SPACE HEGE ALKER HR, 1998, THEM PAN ENC CIV 3 P Allensworth W., 1998, RUSSIAN QUESTION NAT BOLOTIN BM, 1998, MIROVAIYA EKONOMIKA, V11 Brzezinski Z., 1998, GRAND CHESSBOARD Clover C, 1999, FOREIGN AFF, V78, P9, DOI 10.2307/20049204 Dodds K. 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A., 1999, GEOPOLITIKA NEKLESSA AI, 1997, VOSTOK, V2 NEKLESSA AI, 1998, VOSTOK, V5 O'Tuathail Gearoid, 1996, CRITICAL GEOPOLITICS OTUATHAIL G., 1998, RETHINKING GEOPOLITI PATOMAKI H, 1999, MILLENNIUM, V28, P1 *POSTS MIR, 1998, VOSTOK, V1 PRIMAKOV Y, 1998, INT AFF, V44, P7 Rashid S., 1997, CLASH CIVILIZATIONS ROGOV S, 1998, LEVRASIYSKAIA STRATE ROGOV S, 2000, NG DIPLURIER 1207 RUPERT M, 2000, IDEOLOGIES GLOBALIZA Trenin Dmitri, 2001, END EURASIA RUSSIA B Tsygankov AP, 1998, E EUR QUART, V32, P315 TSYGANKOV AP, IN PRESS WHOSE WORLD TSYGANKOV AP, 2000, GEOPOLITICS, V4, P47 TSYGANKOV AP, 1997, INT STUD QUART S2, V41, P247 Urban Joan Barth, 1997, RUSSIAS COMMUNISTS C *VTSIOM, 2001, ROSS ZAP DLIA IEVR T Walker R. B. J., 1984, CULTURE IDEOLOGY WOR WISHNEVSKY J, 1999, EVOLUTION RUSSIAN CO YAKOVENKO IG, 1999, ROSSIYSKOIE GOSUDARS ZYUGANOV G, 1999, GEOGRAFIYA POBEDI OS ZYUGANOV G, 1997, MY RUSSIA 1926, EURASIANISM OPTI SYS NR 50 TC 52 Z9 54 U1 2 U2 19 PU ELSEVIER SCI LTD PI OXFORD PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND SN 0967-067X J9 COMMUNIS POST-COMMUN JI Communist Post-Communist Stud. PD MAR PY 2003 VL 36 IS 1 BP 101 EP 127 DI 10.1016/S0967-067X(02)00055-7 PG 27 WC International Relations; Political Science SC International Relations; Government & Law GA 658AE UT WOS:000181698800006 DA 2018-03-07 ER PT J AU Floyd, RG Evans, JJ McGrew, KS AF Floyd, RG Evans, JJ McGrew, KS TI Relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and mathematics achievement across the school-age years SO PSYCHOLOGY IN THE SCHOOLS LA English DT Article ID SHORT-TERM-MEMORY; WORKING-MEMORY; PROCESSING SPEED; LIFE-SPAN; LEARNING-DISABILITIES; GENDER DIFFERENCES; CHILDREN; INFORMATION; COMPONENTS; DIFFICULTIES AB Cognitive clusters from the Woodcock-Johnson III (WJ III) Tests of Cognitive Abilities that measure select Cattell-Horn-Carroll broad and narrow cognitive abilities were shown to be significantly related to mathematics achievement in a large, nationally representative sample of children and adolescents. Multiple regression analyses were used to predict performance on the Math Calculation Skills and Math Reasoning clusters from the WJ III Tests of Achievement for 14 age groups ranging in age from 6 to 19 years. Comprehension-Knowledge (Gc) demonstrated moderate relations with Math Calculation Skills after the early school-age years and moderate to strong relations with Math Reasoning. Fluid Reasoning (Gf), Short-term Memory (Gsm), and Working Memory generally demonstrated moderate relations with the mathematics clusters. Processing Speed (Gs) demonstrated moderate relations with Math Reasoning during the elementary school years and moderate to strong relations with Math Calculation Skills. During the earliest ages of the analysis, Long-term Retrieval (Glr) demonstrated moderate relations with the mathematics clusters, and Auditory Processing (Ga) demonstrated moderate relations with Math Calculation Skills. Visual-Spatial Thinking (Gv) generally demonstrated nonsignificant relations with the mathematics clusters. (C) 2003 Wiley Periodicals, Inc. C1 Univ Memphis, Dept Psychol, Memphis, TN 38152 USA. Evans Consulting, St Cloud, MN USA. Univ Minnesota, Minneapolis, MN 55455 USA. RP Floyd, RG (reprint author), Univ Memphis, Dept Psychol, Memphis, TN 38152 USA. 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Cocking's legacy SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY LA English DT Article DE spatial development; geographic representation; cognitive maps; graphic literacy; educational intervention; spatial thinking ID MAPPING ABILITIES; YOUNG-CHILDREN; KNOWLEDGE AB Presented here is a case history of an interdisciplinary program of research on children's graphic, geographic, and spatial development that integrates approaches from developmental psychology, geography, and education. Some of the theoretical and historical roots of this work are discussed, with a particular emphasis on the roles that Rodney R. Cocking played in the evolution of this work. Described are findings from basic research on children's developing understanding of place representations, such as maps, educational interventions designed for public television and elementary school classrooms, and efforts aimed at national educational reform. Taken together, the work illustrates Rodney Cocking's profound, diverse, and continuing legacy to the scholarship of the academy and to the lives of children. (C) 2003 Elsevier Inc. All rights reserved. C1 Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. Penn State Univ, Dept Geog, University Pk, PA 16802 USA. RP Liben, LS (reprint author), Penn State Univ, Dept Psychol, University Pk, PA 16802 USA. EM liben@psu.edu CR ADAMS H, 2001, ED H ADAMS AUTOBIOGR AZAR B, 1997, APA MONITOR, P9 BARSTOW D, 1998, VISUALIZING EARTH Blaut JM, 1997, ANN ASSOC AM GEOGR, V87, P152, DOI 10.1111/0004-5608.00045 Blaut JM, 1997, ANN ASSOC AM GEOGR, V87, P168, DOI 10.1111/0004-5608.00047 Bransford J. D., 1999, PEOPLE LEARN BRAIN M DOWNS R, 1981, SPATIAL REPRESENTATI, P237 Downs RM, 1997, ANN ASSOC AM GEOGR, V87, P178, DOI 10.1111/0004-5608.00048 DOWNS RM, 1981, SPATIAL REPRESENTATI, P143 Downs R. 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PY 2003 VL 24 IS 6 BP 663 EP 679 DI 10.1016/j.appdev.2003.09.008 PG 17 WC Psychology, Developmental SC Psychology GA 761WJ UT WOS:000187938200004 DA 2018-03-07 ER PT J AU Kita, S Ozyurek, A AF Kita, S Ozyurek, A TI What does cross-linguistic variation in semantic coordination of speech and gesture reveal?: Evidence for an interface representation of spatial thinking and speaking SO JOURNAL OF MEMORY AND LANGUAGE LA English DT Article DE semantic coordination; cross-linguistic comparison; speech production; gesture production; motion event ID HAND AB Gestures that spontaneously accompany speech convey information coordinated with the concurrent speech. There has been considerable theoretical disagreement about the process by which this informational coordination is achieved. Some theories predict that the information encoded in gesture is not influenced by how information is verbally expressed. However, others predict that gestures encode only what is encoded in speech. This paper investigates this issue by comparing informational coordination between speech and gesture across different languages. Narratives in Turkish, Japanese, and English were elicited using an animated cartoon as the stimulus. It was found that gestures used to express the same motion events were influenced simultaneously by (1) how features of motion events were expressed in each language, and (2) spatial information in the stimulus that was never verbalized. From this, it is concluded that gestures are generated from spatio-motoric processes that interact on-line with the speech production process. Through the interaction, spatio-motoric information to be expressed is packaged into chunks that are verbalizable within a processing unit for speech formulation. In addition, we propose a model of speech and gesture production as one of a class of frameworks that are compatible with the data. (C) 2002 Elsevier Science (USA). All rights reserved. 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PD MAR PY 2002 VL 92 IS 1 BP 1 EP 14 DI 10.1111/1467-8306.00276 PG 14 WC Geography SC Geography GA 534FP UT WOS:000174574300001 DA 2018-03-07 ER PT S AU Ozyurek, A AF Ozyurek, A BE Skarabela, B Fish, S Do, AHJ TI Speech-gesture relationship across languages and in second language learners: Implications for spatial thinking and speaking. SO PROCEEDINGS OF THE 26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT, VOLS 1 AND 2 SE PROCEEDINGS OF THE ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT LA English DT Proceedings Paper CT 26th Annual Boston-University Conference on Language Development CY NOV, 2001 CL BOSTON UNIV, BOSTON, MA HO BOSTON UNIV C1 Koc Univ, Istanbul, Turkey. CR Butterworth B. L., 1978, RECENT ADV PSYCHOL L, P347 Feyereisen P., 1991, GESTURES SPEECH PSYC GULLBERG M, 1998, THESIS LUND KITA S, UNPUB J MEMORY LANGU Kita S., 2000, LANGUAGE GESTURE, P162, DOI DOI 10.1017/CBO9780511620850.011 Krauss RM, 1998, CURR DIR PSYCHOL SCI, V7, P54, DOI 10.1111/1467-8721.ep13175642 MCNEILL D, 1985, PSYCHOL REV, V92, P350, DOI 10.1037/0033-295X.92.3.350 McNeill David, 1992, HAND MIND WHAT GESTU Muller C., 2001, ORALITE GESTUALITE I, P565 Ozyurek A, 1999, PROCEEDINGS OF THE TWENTY FIRST ANNUAL CONFERENCE OF THE COGNITIVE SCIENCE SOCIETY, P507 OZYUREK A, IN PRESS J MEMORY LA NR 11 TC 13 Z9 13 U1 0 U2 2 PU CASCADILLA PRESS PI SOMERVILLE PA PO BOX 440355, SOMERVILLE, MA 02144 USA SN 1080-692X BN 1-57473-072-X J9 PROC ANN BUCLD PY 2002 BP 500 EP 509 PG 10 WC Linguistics SC Linguistics GA BU67B UT WOS:000176678900043 DA 2018-03-07 ER PT J AU Evans, JJ Floyd, RG McGrew, KS Leforgee, MH AF Evans, JJ Floyd, RG McGrew, KS Leforgee, MH TI The relations between measures of Cattell-Horn-Carroll (CHC) cognitive abilities and reading achievement during childhood and adolescence SO SCHOOL PSYCHOLOGY REVIEW LA English DT Article ID PHONOLOGICAL PROCESSING ABILITIES; REMEDIATED POOR READERS; DIFFICULT-TO-REMEDIATE; LIFE-SPAN; LEARNING-DISABILITIES; WORKING-MEMORY; NAMING-SPEED; CHILDREN; INFORMATION; COMPREHENSION AB This study examined the relations between the Cattell-Horn-Carroll (CHC) theory of cognitive abilities and reading achievement during childhood and adolescence. In a large, nationally representative sample including students 6 to 19 years of age, operational measures of CHC cognitive abilities obtained from the Woodcock-Johnson III (WJ III; Woodcock, McGrew, & Mather, 2001) were found to be significantly related to the: components of reading achievement. Multiple regression analyses were used to regress several WJ III cognitive clusters onto the WJ III Basic Reading Skills and Reading Comprehension clusters for 14 age groups. Comprehension-Knowledge (Gc) demonstrated moderate to strong relations with the components of reading achievement across childhood and adolescence, and Short-term Memory (Gsm) demonstrated moderate relations throughout this period. Auditory Processing (Ga), Long-term Retrieval (Glr), and Processing Speed (Gs) demonstrated moderate relations., with the components of reading achievement during the elementary school years. More specialized cognitive clusters (viz., Phonemic Awareness and Working Memory) demonstrated moderate to strong relations. In contrast, Fluid Reasoning (Gf) and Visual-Spatial Thinking (Gv) demonstrated no consistent pattern of significant relations across childhood and adolescence. The results offer external validity evidence for the WJ III cognitive clusters and provide valuable insights into the specific cognitive abilities that are important for understanding the development of reading skills during childhood and adolescence. C1 Memphis State Univ, Dept Psychol, Memphis, TN 38152 USA. Evans Consulting, St Cloud, MN USA. Univ Minnesota, Minneapolis, MN 55455 USA. Middle Tennessee State Univ, Murfreesboro, TN 37130 USA. RP Floyd, RG (reprint author), Memphis State Univ, Dept Psychol, Memphis, TN 38152 USA. CR Aaron PG, 1997, REV EDUC RES, V67, P461, DOI 10.2307/1170518 Anastasi A., 1988, PSYCHOL TESTING Blachman B. A., 2000, HDB READING RES, V3, P483 Carroll J. 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W., 1971, 10 AGS Woodcock R. W., 1978, DEV STANDARDIZATION WOODCOCK RW, 1989, WOODCOCKJOHNSON PSYC WOODCOCK RW, 1993, J PSYCHOEDUCATIONAL Woodcock R. W., 2001, WOODCOCKJOHNSON PSYC Woodcock R. W., 2001, WOODCOCKJOHNSON 3 TE NR 80 TC 66 Z9 69 U1 2 U2 10 PU NATL ASSN SCHOOL PSYCHOLOGISTS PI BETHESDA PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA SN 0279-6015 J9 SCHOOL PSYCHOL REV JI Sch. Psychol. Rev. PY 2002 VL 31 IS 2 BP 246 EP 262 PG 17 WC Psychology, Educational SC Psychology GA 572WJ UT WOS:000176797700008 DA 2018-03-07 ER PT J AU Peroff, NC Wildcat, DR AF Peroff, NC Wildcat, DR TI Who is an American Indian? SO SOCIAL SCIENCE JOURNAL LA English DT Article ID IDENTITY; RACE AB Who is an American Indian? This study draws on complexity theory and Deloria's concept of spatial thinking to suggest that practical and conceptually useful qualitative differences in Indianness can be expressed by understanding tribes as complex adaptive systems (CAS). This understanding supports a model of American Indian identity that more fully reflects the diversity of Indian identities that exist and continue to evolve in the larger context of American society. American Indian identities can be placed on a continuum. At one end lies a spatially defined Indian identity fundamentally shaped and literally "grounded" in specific, geographically identifiable places. At the other end lies an aspatial Indian identity that is essentially disconnected from a geographically identifiable place and formed in the dominant American society. (C) 2002 Elsevier Science Inc. All rights reserved. C1 Univ Missouri, Bloch Sch Business & Publ Adm 211, Kansas City, MO 64110 USA. RP Peroff, NC (reprint author), Univ Missouri, Bloch Sch Business & Publ Adm 211, 5100 Rock Hill Rd, Kansas City, MO 64110 USA. 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PY 2002 VL 39 IS 3 BP 349 EP 361 AR PII S0362-3319(02)00207-0 DI 10.1016/S0362-3319(02)00207-0 PG 13 WC Social Sciences, Interdisciplinary SC Social Sciences - Other Topics GA 596UE UT WOS:000178183900003 DA 2018-03-07 ER PT J AU Bender, BG Linden, MG Harmon, RJ AF Bender, BG Linden, MG Harmon, RJ TI Neuropsychological and functional cognitive skills of 35 unselected adults with sex chromosome abnormalities SO AMERICAN JOURNAL OF MEDICAL GENETICS LA English DT Article DE sex chromosomes; cognitive abilities ID FINE MOTOR DEVELOPMENT; X-CHROMOSOME; TURNERS-SYNDROME; CHILDREN; BRAIN; ADOLESCENTS; MONOSOMY; 47,XXY; GIRLS; GROSS AB This report presents data defining the neuropsychological and cognitive phenotypes of a group of adults with sex chromosome abnormalities identified at birth through the chromosome screening of 40,000 consecutive newborns between 1964 and 1974. In all three nonmosaic groups, reading skills were impaired and intelligence quotients were on average reduced more than 20 points relative to controls. The 47,XXX women demonstrated greatest overall impairment, including reduced scores on tests of conceptualization and problem solving. 45,X women demonstrated impairment in spatial thinking skills, and 47,XXY men in verbal processing skills. No reduced scores were found in the female mosaic group. Marked variability in scores was seen in all groups; some propositi have been unable to hold any job, whereas others have completed college and are professionally employed. (C) 2001 Wiley-Liss, Inc. C1 Natl Jewish Med & Res Ctr, Dept Pediat, Denver, CO 80206 USA. Univ Colorado, Sch Med, Dept Psychiat, Denver, CO 80262 USA. RP Bender, BG (reprint author), Natl Jewish Med & Res Ctr, Dept Pediat, 1400 Jackson St, Denver, CO 80206 USA. 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PD FEB PY 2001 VL 48 IS 1 BP 22 EP 30 PG 9 WC Communication SC Communication GA 400WQ UT WOS:000166895000005 DA 2018-03-07 ER PT J AU Tversky, B Morrison, JB Franklin, N Bryant, DJ AF Tversky, B Morrison, JB Franklin, N Bryant, DJ TI Three spaces of spatial cognition SO PROFESSIONAL GEOGRAPHER LA English DT Article; Proceedings Paper CT 1997 Annual Meeting of the Association-of-American-Geographers CY APR 01-05, 1997 CL FT WORTH, TEXAS SP Assoc Amer Geographers DE cognitive map; body schema; mental model; spatial thinking ID ORIENTATION; POINTS; MEMORY; MAPS; RECOGNITION; DISTORTIONS; KNOWLEDGE AB As we move about and interact in the world, we keep track of different spaces, among them the space of navigation, the space immediately around the body, and the space of the body. We review research showing that these spaces are conceptualized differently. Knowledge of the space of navigation is systematically distorted. For example, people mentally rotate roads and land masses to greater correspondence with global reference frames, they mentally align roads and land masses, they overestimate distances near the viewpoint relative to those far from it. These and other distortions indicate that the space of navigation is schematized to elements and spatial relations relative to reference frames and perspective, The space around the body is organized into a mental framework consisting of extensions of the major axes of the body. Times to report objects around the body suggest that the relative accessibility of the axes depends on their perceptual and functional properties and the relation of the body to the world. Finally, times to verify named or depicted body parts indicate that body schemas depend on perceptual and functional significance. Thus, these spaces (and they are not the only ones important to human interaction) differ from one another and are not: conceptualized as Euclidean. 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PD NOV PY 1999 VL 51 IS 4 BP 516 EP 524 DI 10.1111/0033-0124.00189 PG 9 WC Geography SC Geography GA 255TA UT WOS:000083685200005 DA 2018-03-07 ER PT J AU Kirby, JR Boulter, DR AF Kirby, JR Boulter, DR TI Spatial ability and transformational geometry SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION LA English DT Article; Proceedings Paper CT European-Association-for-Research-in-Learning-and-Instruction Meeting CY AUG 26-30, 1997 CL ATHENS, GREECE SP European Assoc Res Learning & Instruct DE geometry; instruction; spatial ability ID GENDER DIFFERENCES; SEX-DIFFERENCES; HANDEDNESS; PERFORMANCE AB New technologies in education are placing more emphasis upon visual and spatial skills, those required to inspect, encode, transform, and construct information in visual displays. They do this by presenting students with learning material embedded in complex visual displays and hypermedia, and by requiring students to navigate through virtual space. These developments make it important for us to learn more about the underlying nature of visuospatial ability, how it is related to academic performance, and how it can be improved. This paper explores these issues in the context of instruction in transformational geometry upon geometry performance and spatial ability of Grade 7/8 students. The instructional conditions were (a) a traditional textbook approach involving paper-and-pencil tasks and verbal instruction (Traditional Group), and (b) an approach incorporating object manipulation, and visual imagery, which was designed to encourage spatial thinking (Spatial Group). Multiple regression results indicated that posttest geometry performance was predicted by pretest geometry, pretest spatial ability, and the interaction of pretest geometry and instructional condition; the interaction indicated that high prior knowledge subjects performed better in the Spatial group, low prior knowledge subjects in the Traditional group. Posttest spatial ability was predicted by handedness, pretest geometry, pretest spatial abi and the interaction of pretest spatial ability and handedness, interaction indicated that less right-handed subjects of low spatial ability improved on spatial ability more than their more right-handed peers. With respect to geometry instruction, we suggest that some students may require pr iol verbal instruction to build up a knowledge base of spatial and geometrical concepts. Mor-e broadly, these results raise concerns about the needs of students who may be disadvantaged in complex visual instructional settings requiring sophisticated visuospatial skills. We suggest that these skills are improvable to some extent, but that this will require deliberate instruction. C1 Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada. RP Kirby, JR (reprint author), Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada. 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PD JUN PY 1999 VL 14 IS 2 BP 283 EP 294 DI 10.1007/BF03172970 PG 12 WC Psychology, Educational SC Psychology GA 209WQ UT WOS:000081073000008 DA 2018-03-07 ER PT B AU Jiang, ZH AF Jiang, ZH BE Yang, WC Wang, DM Chu, SC FitzGerald, G TI Explore geometry over the Internet using JAVASKETCHPAD SO PROCEEDINGS OF THE FOURTH ASIAN TECHNOLOGY CONFERENCE IN MATHEMATICS LA English DT Proceedings Paper CT 4th Asian Technology Conference in Mathematics CY DEC 17-21, 1999 CL Guangzhou, PEOPLES R CHINA SP Casio, Hewlett Packard, Texas Instruments AB This paper introduces a course that I designed for university mathematics education majors to explore geometric concepts and problem solving via technological tools, and illustrates how I organize both in-class and after-class interactive dynamic geometry activities using JavaSketchpad. The use of JavaSketchpad has been found to be effective. It covers the limited exploration of the students through the course homepage. The related web sites of JavaSketchpad encourage the students to acquire further knowledge. The dynamic environment provided by JavaSketchpad puts the students in a position to visually manipulate the geometric objects and hence experience mathematics by seeing it happen or making it happen. This significantly extends the students' visualization and spatial thinking abilities, and facilitates their conceptual understanding. C1 Florida Int Univ, Miami, FL 33199 USA. RP Jiang, ZH (reprint author), Florida Int Univ, EB 344B, Miami, FL 33199 USA. CR Dixon J. K., 1997, SCH SCI MATH, V97, P352 Jackiw N., 1995, GEOMETERS SKETCHPAD JACKIW N, 1997, JAVASKETCHPAD JACKIW N, 1998, JAVASKETCHPAD DYNAMI JIANG Z, 1997, GEOMETRY TURNED ON RODGERS J, 1997, THESIS FLORIDA INT U ZHANG J, 1999, THESIS FLORIDA INT U NR 7 TC 0 Z9 0 U1 0 U2 0 PU ATCM, INC PI BLACKSBURG PA PO BOX 11072, BLACKSBURG, VA 24062, UNITED STATES BN 957-97420-2-2 PY 1999 BP 170 EP 177 PG 8 WC Computer Science, Software Engineering; Mathematics, Applied; Mathematics, Interdisciplinary Applications; Mathematics SC Computer Science; Mathematics GA BBI84 UT WOS:000225709000018 DA 2018-03-07 ER PT J AU Mathewson, JH AF Mathewson, JH TI Visual-spatial thinking: An aspect of science overlooked by educators SO SCIENCE EDUCATION LA English DT Review ID STUDENTS AB Thinking with images plays a central role in scientific creativity and communication but is neglected in science classrooms. This article reviews the fundamental role of imagery in science and technology and our current knowledge of visual-spatial cognition. A novel analogic and thematic organization of images and visualization within science and technology is proposed that can help in the generation and evaluation of classroom activities and materials, and serve as a focus for professional development programs in visual-spatial thinking for science teachers. Visual-spatial thinking includes vision-using the eyes to identify, locate, and think about objects and ourselves in the world, and imagery-the formation, inspection, transformation, and maintenance of images in the "mind's eye" in the absence of a visual stimulus. A spatial image preserves relationships among a complex set of ideas as a single chunk in working memory, increasing the amount of information that can be maintained in consciousness at a given moment. Vision and imagery are fundamental cognitive processes using specialized pathways in the brain and rely on our memory of prior experience. Visual-spatial thinking develops from birth, together with language and other specialized abilities, through interactions between inherited capabilities and experience. Scientific creativity can be considered as an amalgam of three closely allied mental formats: images; metaphors; and unifying ideas (themes). Combinations of images, analogies, and themes pervade science in the form of "master images" and visualization techniques. A critique of current practice in education contrasts the subservient role of visual-spatial learning with the dominance of the alphanumeric encoding skills in classroom and textbooks. The lack of coherence in curriculum, pedagogy, and learning theory requires reform that addresses thinking skills, including imagery. Successful integration of information, skills and attitudes into cohesive mental schemata employed by self-aware human beings is a basic goal of education. The current attempt to impose integration using themes is criticized on the grounds that the required underpinning in cognitive skills and content knowledge by teachers and students may be absent. Teaching strategies that employ visual-spatial thinking are reviewed. Master images are recommended as a novel point of departure for a systematic development of programs on visual-spatial thinking in research, teacher education, curriculum, and classroom practice. (C) 1999 John Wiley & Sons, Inc. C1 San Diego State Univ, Dept Chem, San Diego, CA 92182 USA. RP Mathewson, JH (reprint author), San Diego State Univ, Dept Chem, San Diego, CA 92182 USA. CR American Association for the Advancement of Science, 1993, BENCHM SCI LIT Anderson J., 1990, COGNITIVE PSYCHOL IT Anderson J. 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PD JAN PY 1999 VL 83 IS 1 BP 33 EP 54 DI 10.1002/(SICI)1098-237X(199901)83:1<33::AID-SCE2>3.3.CO;2-Q PG 22 WC Education & Educational Research SC Education & Educational Research GA 147QE UT WOS:000077576900002 DA 2018-03-07 ER PT J AU Kaplunovich, IY AF Kaplunovich, IY TI Psychological characteristics of spatial cognition SO VOPROSY PSIKHOLOGII LA Russian DT Article ID THINKING AB The author analyses bibliographical data and his own experimental results. Classification of individual differences in spatial thinking is offered: 5 main sub-structures and 4 levels of development are marked out. The hypothesis of cyclical development of differentiation and integration processes is presented. C1 Novgorod Educ Dev Res Ctr, Chair Psychol, Novgorod, Russia. RP Kaplunovich, IY (reprint author), Novgorod Educ Dev Res Ctr, Chair Psychol, Novgorod, Russia. CR BRAINERD CJ, 1971, PSYCHOL BULL, V75, P128, DOI 10.1037/h0030364 BRUNER D, 1971, ISSLEDOVANIE RAZVITI, P224 Chuprikova N. 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This paper explores these issues in the context of instruction in transformational geometry by analysing the effects of two instructional conditions on the performance in transformational geometry and on visuospatial abilities. The two instructional conditions examined were (a) a traditional textbook approach involving paper-and-pencil tasks and verbal instruction (Traditional Group), and (b) an approach incorporating object manipulation, and visual imagery, which was designed to encourage_ spatial thinking (Spatial Group). Other predictors included pretest spatial ability, pretest geometry, sex, and handedness. Subjects were Grade 7/8 students (age 13-14). High prior knowledge subjects performed better in the spatial group, whereas low prior knowledge subjects had higher scores in the traditional group. Posttest spatial ability was predicted by handedness, pretest geometry, pretest spatial ability, and the interaction of pretest spatial ability and handedness. Less right-handed subjects of low spatial ability improved on spatial ability more than their more right-handed peers. The results raise concerns about the needs of students who may be disadvantaged in complex visual instructional settings requiring sophisticated visuospatial skills. C1 Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada. RP Kirby, JR (reprint author), Queens Univ, Fac Educ, Kingston, ON K7L 3N6, Canada. CR BATTISTA MT, 1990, J RES MATH EDUC, V21, P47, DOI 10.2307/749456 Bishop A., 1989, FOCUS LEARNING PROBL, V11, P7 BOULTER DR, 1994, J EDUC RES, V87, P298, DOI 10.1080/00220671.1994.9941257 BURNETT SA, 1982, INTELLIGENCE, V6, P57, DOI 10.1016/0160-2896(82)90020-4 Carroll J. 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E., 1974, PSYCHOL SEX DIFFEREN MCGEE MG, 1979, PSYCHOL BULL, V86, P889, DOI 10.1037/0033-2909.86.5.889 OLDFIELD RC, 1971, NEUROPSYCHOLOGIA, V9, P97, DOI 10.1016/0028-3932(71)90067-4 *ONT MIN ED, 1985, MATH INT SEN DIV SHARP JNC, 1982, STARTING POINTS MATH, V8 Silver E., 1987, COGNITIVE SCI MATH E, P33 VOYER D, 1990, BRAIN COGNITION, V13, P18, DOI 10.1016/0278-2626(90)90037-O NR 23 TC 5 Z9 5 U1 0 U2 2 PU VERLAG HANS HUBER PI BERN 9 PA LANGGASS-STRASSE 76, CH-3000 BERN 9, SWITZERLAND SN 1010-0652 J9 Z PADAGOG PSYCHOL JI Z. Padagog. Psychol. PD AUG PY 1998 VL 12 IS 2-3 BP 146 EP 155 PG 10 WC Psychology, Educational SC Psychology GA 117BP UT WOS:000075760500006 DA 2018-03-07 ER PT B AU Lerch, FJ Harter, DE Gonzalvez, C AF Lerch, FJ Harter, DE Gonzalvez, C BE Hoadley, ED Benbasat, I TI Time pressure in real-time dynamic decision making SO ASSOCIATION FOR INFORMATION SYSTEMS PROCEEDINGS OF THE AMERICAS CONFERENCE ON INFORMATION SYSTEMS LA English DT Proceedings Paper CT 4th AIS Americas Conference on Information Systems CY AUG 14-16, 1998 CL BALTIMORE, MD SP Assoc Informat Syst ID WORKING-MEMORY; INDIVIDUAL-DIFFERENCES; CAPACITY AB This research investigates the impact of time pressure and individual differences on performance and learning in a Real-Time Dynamic Decision Making (RTDDM) task. Our results indicate that individuals with high spatial WM capacity improved their performance in a high time pressure environment, while individuals with low spatial WM capacity did not. Our results also indicate that individuals with high linguistic WM capacity performed worse than individuals with low linguistic WM capacity. These results suggest that in high time pressure tasks, spatial thinking helps decision makers to build more efficient and effective cognitive models of the environment. We conclude by discussing the implications of these results for training and for the design of computer support in RTDDM tasks. C1 Carnegie Mellon Univ, Ctr Interact Simulat, Pittsburgh, PA 15213 USA. RP Lerch, FJ (reprint author), Carnegie Mellon Univ, Ctr Interact Simulat, Pittsburgh, PA 15213 USA. CR BADDELEY A, 1990, WORKING MEMORY THEOR Brehmer B., 1990, INSIGHTS DECISION MA, P262 DANEMAN M, 1980, J VERB LEARN VERB BE, V19, P450, DOI 10.1016/S0022-5371(80)90312-6 Huguenard B. R., 1997, ACM Transactions on Computer-Human Interaction, V4, P67, DOI 10.1145/254945.254947 JUST MA, 1992, PSYCHOL REV, V99, P122, DOI 10.1037//0033-295X.99.1.122 KYLLONEN PC, 1990, INTELLIGENCE, V14, P389, DOI 10.1016/S0160-2896(05)80012-1 Lerch FJ, 1997, ANN SOFTW ENG, V3, P345, DOI 10.1023/A:1018942122436 RAVEN JC, 1962, ADV PROGR MATRICES T Shah P, 1996, J EXP PSYCHOL GEN, V125, P4, DOI 10.1037/0096-3445.125.1.4 NR 9 TC 0 Z9 0 U1 0 U2 1 PU ASSOCIATION INFORMATION SYSTEMS PI ATLANTA PA P.O. BOX 2712, ATLANTA, GA 30301-2712 USA PY 1998 BP 252 EP 254 PG 3 WC Business; Business, Finance; Computer Science, Information Systems; Computer Science, Interdisciplinary Applications; Computer Science, Software Engineering; Computer Science, Theory & Methods SC Business & Economics; Computer Science GA BM34K UT WOS:000078432000087 DA 2018-03-07 ER PT S AU Nikolaenko, NN AF Nikolaenko, NN BE Rogowitz, BE Pappas, TN TI Interaction of cerebral hemispheres and artistic thinking SO HUMAN VISION AND ELECTRONIC IMAGING III SE PROCEEDINGS OF THE SOCIETY OF PHOTO-OPTICAL INSTRUMENTATION ENGINEERS (SPIE) LA English DT Proceedings Paper CT Conference on Human Vision & Electronic Imaging CY JAN 26-29, 1998 CL SAN JOSE, CA SP Soc Imaging Sci & Technol, SPIE DE cerebral asymmetry; drawings "by imagination"; creative process; space; geometry AB Study of drawings by patients with local lesions of the right or left hemisphere allows to understand how artistic thinking is supported by brain structures. The role of the right hemisphere is significant at the early stage of creative process. The right hemisphere is a generator of nonverbal visuo-spatial thinking. It operates with blurred nonverbal images and arrange them in a visual space. With the help of iconic signs the right hemisphere reflects the world and creates perceptive visual standards which are stored in the long-term right hemisphere memory. The image, which appeared in the "inner" space, should be transferred into a principally different language, i.e. a left hemispheric sign language. This language operates with a number of discrete units, logical succession and learned grammar rules. This process can be explained by activation (information) transfer from the right hemisphere to the left one. Thus, natural and spontaneous creative process, which is finished by a conscious effort, can be understood as an activation impulse transfer from the right hemisphere to the left one and back. C1 IM Sechenov Evolutionary Physiol & Biochem Inst, St Petersburg 194223, Russia. RP Nikolaenko, NN (reprint author), IM Sechenov Evolutionary Physiol & Biochem Inst, Thorez Pr 44, St Petersburg 194223, Russia. NR 0 TC 1 Z9 1 U1 0 U2 1 PU SPIE-INT SOC OPTICAL ENGINEERING PI BELLINGHAM PA 1000 20TH ST, PO BOX 10, BELLINGHAM, WA 98227-0010 USA SN 0277-786X BN 0-8194-2739-X J9 P SOC PHOTO-OPT INS PY 1998 VL 3299 BP 439 EP 446 DI 10.1117/12.320134 PG 8 WC Computer Science, Cybernetics; Engineering, Electrical & Electronic; Optics SC Computer Science; Engineering; Optics GA BL49M UT WOS:000075700800042 DA 2018-03-07 ER PT J AU Golbeck, SL AF Golbeck, SL TI Peer collaboration and children's representation of the horizontal surface of liquid SO JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY LA English DT Article ID WATER-LEVEL TASK; PIAGETIAN SPATIAL TASKS; SEX-DIFFERENCES; INDIVIDUAL-DIFFERENCES; COGNITIVE CONFLICT; META-ANALYSIS; PERFORMANCE; ACHIEVEMENT; ORIENTATION; KNOWLEDGE AB The role of peer collaboration in the acquisition of Euclidean spatial knowledge was examined in 10 and 12 year-olds (N=85). Following a pre-test on the Piagetian water-level task, children received supplemental experience observing liquid in tipped containers in one of three conditions; alone, with a peer of comparable ability (Matched Dyad) or with a peer of differing ability (Unmatched Dyad). Individual post testing occurred after the intervention. Based upon a model of cognitive change emphasizing the role of sociocognitive conflict in the disequilibration and reequilibration of thought, children working with peers were expected to show greater change in their understanding of horizontality than children working alone. Results supported the hypothesis that children working with peers would show greater change than children working alone, F(3,84)=355, p=.02. Children in the Matched condition and the less competent partners in the Unmatched condition showed a significant improvement from pre-test to post test. Twelve year olds were more accurate than ten year olds (M's=17.2 vs. 23.3). Males outperformed females, although this difference was not significant. Social interactions within the two peer conditions were coded for transactions reflecting sociocognitive conflict and its resolution. Within the Marched condition significantly more talk occurred than in the Unmatched condition. There was also a significant relationship between the frequency of Organizational comments and cognitive change (r=-.37). Within the Unmatched condition there was a significant relationship between frequency of explanations and change (r= -.58). Disagreements did not relate to change in either dyadic condition. Findings demonstrate the value of peer interacation for supporting spatial thinking in middle childhood. Implications or classroom instruction are considered. C1 Rutgers State Univ, Dept Educ Psychol, Grad Sch Educ, New Brunswick, NJ 08903 USA. RP Golbeck, SL (reprint author), Rutgers State Univ, Dept Educ Psychol, Grad Sch Educ, 10 Seminary Pl, New Brunswick, NJ 08903 USA. 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S., 1978, MIND SOC DEV HIGHER NR 58 TC 7 Z9 7 U1 0 U2 5 PU ELSEVIER SCIENCE INC PI NEW YORK PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA SN 0193-3973 J9 J APPL DEV PSYCHOL JI J. Appl. Dev. Psychol. PY 1998 VL 19 IS 4 BP 571 EP 592 DI 10.1016/S0193-3973(99)80056-2 PG 22 WC Psychology, Developmental SC Psychology GA 162DD UT WOS:000078329400004 DA 2018-03-07 ER PT J AU Clements, DH Battista, MT Sarama, J Swaminathan, S AF Clements, DH Battista, MT Sarama, J Swaminathan, S TI Development of students' spatial thinking in a unit on geometric motions and area SO ELEMENTARY SCHOOL JOURNAL LA English DT Article ID GENDER DIFFERENCES; ABILITY AB In this study we investigated the application and development of spatial thinking in an instructional unit on area and motions, part of a large-scale curriculum development project funded by the National Science Foundation. We also investigated the role of noncomputer and computer interactions in that development. We collected data from paper-and-pencil assessments and case studies as we pilot tested the unit with 2 third graders and field tested it in 3 third-grade classrooms. Results revealed strong positive effects on spatial abilities and the establishment of spatial-numeric connections; they also provided information about students' strategies for solving the unit's spatial and spatial-numeric problems. A distinguishing feature of these strategies was the degree to which students applied a unitizing operation to construct spatial and numerical units and ''units of units.'' C1 KENT STATE UNIV,KENT,OH. WAYNE STATE UNIV,DETROIT,MI 48202. UNIV NEVADA,LAS VEGAS,NV 89154. RP Clements, DH (reprint author), SUNY BUFFALO,BUFFALO,NY 14260, USA. OI Clements, Douglas/0000-0003-1800-5099 CR Alderton D. 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C., 1989, EDUC RES, V18, P17 National Council of Teachers of Mathematics, 1989, CURR EV STAND SCH MA Outhred L. N., 1992, P 16 PSYCH MATH ED C, VII, P194 Steffe L. P., 1988, CONSTRUCTION ARITHME WHEATLEY G, 1990, TRANSFORMING CHILDRENS MATHEMATICS EDUCATION, P161 WHEATLEY GH, 1978, UNPUB WHEATLEY SPATI Kirshner D., 1994, P 16 ANN M N AM CHAP, V1, P225 NR 24 TC 26 Z9 26 U1 0 U2 10 PU UNIV CHICAGO PRESS PI CHICAGO PA 5720 S WOODLAWN AVE, CHICAGO, IL 60637 SN 0013-5984 J9 ELEM SCHOOL J JI Elem. Sch. J. PD NOV PY 1997 VL 98 IS 2 BP 171 EP 186 DI 10.1086/461890 PG 16 WC Education & Educational Research SC Education & Educational Research GA YF613 UT WOS:A1997YF61300005 DA 2018-03-07 ER PT J AU Battista, MT Clements, DH AF Battista, MT Clements, DH TI Students' understanding of three-dimensional rectangular arrays of cubes SO JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION LA English DT Article ID MATHEMATICS AB The present study extends previous research in this area by providing a more elaborate and theoretical description of students' solution strategies and errors in dealing with 3-D cube arrays. It describes several cognitive constructions and operations that seem to be required for students to conceptualize and enumerate the cubes in such arrays, exploring in depth general cognitive operations such as coordination, integration, and ''structuring'' as they are manifested in a spatial context. It describes how, in dealing with 3-D rectangular arrays, students' spatial thinking is related to their enumeration strategies. The findings suggest that students' initial conception of a 3-D rectangular array of cubes is as an uncoordinated set of faces. Eventually, as students become capable of coordinating views, they see the array as space filling and strive to restructure it as such. Those who complete a global restructuring of the array use layering strategies. Those in transition use strategies that indicate that their restructuring is local rather than global. Finally, the data suggest that many students are unable to enumerate the cubes in a 3-D array because they cannot coordinate the separate views of the array and integrate them to construct one coherent mental model of the array. C1 SUNY BUFFALO, SCH EDUC, BUFFALO, NY 14260 USA. RP Battista, MT (reprint author), KENT STATE UNIV, COLL EDUC, KENT, OH 44242 USA. 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Results indicated a significant negative relationship between stress-induced cortisol levels and performance in the memory task, i.e. subjects with high cortisol response to the stressor showed poorer memory performance. In a second experiment it was investigated if cortisol alone, i.e. independent of psychological stress, would also impair memory function. In this study, 40 healthy subjects received either 10 mg cortisol or placebo orally. One hour later they were tested for procedural and declarative memory and spatial thinking. Subjects who received cortisol showed impaired performance in the declarative memory and spatial thinking tasks but not in the procedural memory task. From these results we conclude that in healthy adults elevated free cortisol levels are associated with impaired memory function. C1 UNIV TRIER,CTR PSYCHOBIOL & PSYCHOSOMAT RES,D-54286 TRIER,GERMANY. UNIV TRIER,DEPT PSYCHOL,W-5500 TRIER,GERMANY. UNIV ARMED FORCES,INST COGNIT RES,HAMBURG,GERMANY. 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PD MAR 22 PY 1996 VL 58 IS 17 BP 1475 EP 1483 DI 10.1016/0024-3205(96)00118-X PG 9 WC Medicine, Research & Experimental; Pharmacology & Pharmacy SC Research & Experimental Medicine; Pharmacology & Pharmacy GA UD221 UT WOS:A1996UD22100011 PM 8622574 DA 2018-03-07 ER PT J AU Shah, P Miyake, A AF Shah, P Miyake, A TI The separability of working memory resources for spatial thinking and language processing: An individual differences approach SO JOURNAL OF EXPERIMENTAL PSYCHOLOGY-GENERAL LA English DT Article; Proceedings Paper CT 35th Annual Meeting of the Psychonomic-Society CY NOV 11-13, 1994 CL ST LOUIS, MO SP Psychon Soc ID COMPREHENSION; CAPACITY; SYSTEMS; VISUALIZATION; ABILITY; PAD AB The current study demonstrates the separability of spatial and verbal working memory resources among college students. In Experiment 1, we developed a spatial span task that taxes both the processing and storage components of spatial working memory. This measure correlates with spatial ability (spatial visualization) measures, but not with verbal ability measures. In contrast, the reading span test, a common test of verbal working memory, correlates with verbal ability measures, but not with spatial ability measures. Experiment 2, which uses an interference paradigm to cross the processing and storage demands of span tasks, replicates this dissociation and further demonstrates that both the processing and storage components of working memory tasks are important for predicting performance on spatial thinking and language processing tasks. C1 CARNEGIE MELLON UNIV, DEPT PSYCHOL, PITTSBURGH, PA 15213 USA. 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PD MAR PY 1996 VL 125 IS 1 BP 4 EP 27 DI 10.1037/0096-3445.125.1.4 PG 24 WC Psychology, Experimental SC Psychology GA UA021 UT WOS:A1996UA02100002 PM 8851737 DA 2018-03-07 ER PT S AU Wynn, TG Tierson, FD Palmer, CT AF Wynn, TG Tierson, FD Palmer, CT BE Steegmann, AT TI Evolution of sex differences in spatial cognition SO YEARBOOK OF PHYSICAL ANTHROPOLOGY, YEARBOOK SERIES VOL 39: SUPPLEMENT 23 TO THE AMERICAN JOURNAL OF PHYSICAL ANTHROPOLOGY SE Yearbook of Physical Anthropology LA English DT Review DE human evolution; sex differences; cognition; stone tools ID GENDER DIFFERENCES; CORTICAL ASYMMETRIES; MACACA-MULATTA; HUMAN-BRAIN; ABILITY; PREGNANCY; ADULT; LATERALIZATION; TESTOSTERONE; PERFORMANCE AB Psychological research has now clearly demonstrated that there is a significant difference between men and women in their performance on certain spatial tasks. Evidence further suggests that this difference has a neurological basis. This hypothesis is well enough established to have inspired several additional hypotheses concerning the evolutionary origin of the difference, including hypotheses emphasizing male hunting, female foraging, and male reproductive strategy. In this article we examine these hypotheses by placing them against the evidence for the neurological basis for the sex difference and the archaeological evidence for the evolution of spatial thinking in general. Given the probable source of the neurological difference in the timing of fetal testosterone, hypotheses that emphasize selection for female cognitive abilities are;handicapped from the start. The hypotheses favoring male hunting and male reproductive strategy stumble when evaluated in light of the timing of the evolution of spatial cognition; archaeological evidence for the proposed selective behaviors and for the spatial abilities in question (e.g., mental rotation) do not correspond in a way that would permit a link between them. 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PD JUL PY 1994 VL 17 IS 1 BP 117 EP 124 DI 10.1016/0191-8869(94)90268-2 PG 8 WC Psychology, Social SC Psychology GA NR408 UT WOS:A1994NR40800013 DA 2018-03-07 ER PT J AU BENDER, BG LINDEN, MG ROBINSON, A AF BENDER, BG LINDEN, MG ROBINSON, A TI NEUROPSYCHOLOGICAL IMPAIRMENT IN 42 ADOLESCENTS WITH SEX-CHROMOSOME ABNORMALITIES SO AMERICAN JOURNAL OF MEDICAL GENETICS LA English DT Article DE NEUROPSYCHOLOGICAL IMPAIRMENT; SEX CHROMOSOME ABNORMALITIES ID TURNERS SYNDROME; CHILDREN; GIRLS AB Sixty-seven adolescents participated in this protocol, including 42 with sex chromosome abnormalities and 25 controls. Results from a battery of neuropsychological tests indicated karyotype specific patterns of neuropsychological impairment: (1) 47,XXY boys had unimpaired intelligence but reduced abilities in verbal fluency and reading; (2) 47,XXX girls experienced reduced general intelligence accompanied by impaired scores on individual tests of attention, concept formation, spatial thinking, verbal fluency, and academic skills, while retention of memorized information was a relative strength; (3) among the 45,X girls average intelligence level was also reduced along with scores on tests of attention, concept formation, verbal fluency, spatial thinking, and academic skills, and an atypical pattern of hand dominance was identified; (4) test scores in the group of mosaic females did not differ from those of controls. Test scores and patterns of personal adaptation were quite variable in all groups; while eight non-mosaic propositi required intensive special education assistance in their public schooling, eight others have attended college. (C) 1993 Wiley-Liss, Inc. C1 UNIV COLORADO,SCH MED,DENVER,CO 80202. RP BENDER, BG (reprint author), NATL JEWISH CTR IMMUNOL & RESP MED,1400 JACKSON ST,DENVER,CO 80206, USA. 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M., 1985, CHILDRENS SEARCHING Wertsch J., 1981, CONCEPT ACTIVITY SOV Wertsch J.V., 1985, CULTURE COMMUNICATIO ZINCHENKO PI, 1981, CONCEPT ACTIVITY SOV, P300 NR 147 TC 38 Z9 38 U1 1 U2 8 PU ACADEMIC PRESS INC JNL-COMP SUBSCRIPTIONS PI SAN DIEGO PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 SN 0273-2297 J9 DEV REV JI Dev. Rev. PD MAR PY 1993 VL 13 IS 1 BP 92 EP 121 DI 10.1006/drev.1993.1004 PG 30 WC Psychology, Developmental SC Psychology GA KV468 UT WOS:A1993KV46800004 DA 2018-03-07 ER PT J AU ZAPPALA, G SMIRNI, P AF ZAPPALA, G SMIRNI, P TI SPATIAL THINKING AMONG ADOLESCENTS - A QUALITATIVE-ANALYSIS OF SEX-DIFFERENCES SO DEVELOPMENTAL NEUROPSYCHOLOGY LA English DT Article ID ABILITY AB Spatial ability differences between males and females are widely acknowledged although controversy still exists over age of onset. Although it is commonly thought that such differences emerge during adolescence, this theory has been disputed. Two samples (normal children, average ages 13.7 and 13.4 years for males and females, respectively) were administered a complex spatial task. Performance was analyzed both quantitatively and qualitatively. Boys solved more problems, but even when they made errors, their answers were qualitatively more ''abstract''; that is, they showed a better and more effective visuospatial reasoning ability. These findings are discussed in light of sex-differential cognitive styles also related to psychophysiological and environmental factors. C1 PSYCHOL SERV,CATANIA,ITALY. MENTAL HLTH DEPT,CATANIA,ITALY. RP ZAPPALA, G (reprint author), OSPED GARIBALDI CATANIA,DEPT NEUROL,VIA XX SETTEMBRE 31,I-95040 MOTTA S ANASTASIA,ITALY. CR BOGEN J E, 1972, Bulletin of the Los Angeles Neurological Societies, V37, P49 BRADSHAW JL, 1981, BEHAV BRAIN SCI, V4, P51, DOI 10.1017/S0140525X00007548 Tartre L. 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PY 1993 VL 9 IS 3-4 BP 199 EP 206 DI 10.1080/87565649309540552 PG 8 WC Psychology, Developmental; Psychology; Psychology, Experimental SC Psychology GA NF181 UT WOS:A1993NF18100003 DA 2018-03-07 ER PT J AU HUTTER, BO GILSBACH, JM AF HUTTER, BO GILSBACH, JM TI COGNITIVE DEFICITS AFTER RUPTURE AND EARLY REPAIR OF ANTERIOR COMMUNICATING ARTERY ANEURYSMS SO ACTA NEUROCHIRURGICA LA English DT Article DE COGNITIVE DEFICITS; ANTERIOR COMMUNICATING ARTERY; RUPTURED ANEURYSM; EARLY OPERATION ID SUBARACHNOID HEMORRHAGE; MICROSURGICAL ANATOMY; HEAD-INJURY; AMNESIA; SURGERY; CONFABULATION; BRANCHES AB In a retrospective follow-up study covering a time period of four years 18 patients operated upon early for an aneurysm of the anterior communicating artery (ACoA) and a control group of 21 patients with aneurysmal subarachnoid haemorrhage (SAH) from other sources than ACoA aneurysm and 9 patients with SAH of non-aneurysmal origin were subjected to neuropsychological examination. Both groups were comparable in their neurological condition on admission and in the severity of bleeding seen on CT-scan. Testing included memory functions, concentration, logical and spatial thinking, a Stroop-test, an aphasia screening test and a complex choice reaction task. Patients with SAH of a ruptured ACoA aneurysm did not differ significantly from the control group in any of the tests used. But there was a trend for the ACoA patients to have more memory problems than the patients with SAH of other origins. On the other hand the patients in the control group with aneurysmal SAH of other locations and with non-aneurysmal SAH had not significantly more problems with concentration and aphasia than the patients with ruptured ACoA aneurysm. These results, which differ from the common opinion of frequent occurrence of memory deficits in ACoA aneurysms are interpreted as a consequence of the changes in improved pre-, intra- and postoperative management in modern neurosurgery . RP HUTTER, BO (reprint author), RHEIN WESTFAL TH AACHEN,DEPT NEUROSURG,W-5100 AACHEN,GERMANY. 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