rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Effects of a GIS course on three components of spatial literacy
  name:
    name part: Kim, Minsung.
    role:
      role term: creator
  name:
    name part: Bednarz, Robert S.
    role:
      role term: thesis advisor.
  name:
    name part: Bednarz, Sarah W.
    role:
      role term: thesis advisor.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2012
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource
  abstract: This research investigated whether completing an introductory GIS course affects college students' spatial literacy as defined by spatial habits of mind, spatial concepts and thinking skills, and critical spatial thinking. This study employed three tests (spatial habits of mind inventory, spatial concepts and skills test, critical spatial thinking oral test) to measure students' performance on these three elements. Furthermore, this research investigated the relationship among the components. Pre- and post-tests were conducted at the beginning and the end of the 2010 fall semester, and Texas A&M undergraduate students participated in the research. The following four research questions were examined. The first research question investigated whether GIS learning improves spatial habits of mind (n = 168). Five sub-dimensions of spatial habits of mind (pattern recognition, spatial description, visualization, spatial concept use, and spatial tool use) were identified. Overall, GIS students' spatial habits of mind were enhanced. However, variations existed when considering students? performance by dimension. The second research question explored whether GIS learning affects students' understanding and use of spatial concepts and thinking skills (n = 171). This research found that the GIS course was beneficial in improving students' spatial cognition. Students increased their understanding of key spatial concepts and applied conceptual understanding into wider contexts with advanced spatial thinking skills. The third research question examined the effects of a GIS course through interviews on the three sub-dimensions of critical spatial thinking: data reliability, spatial reasoning, and problem-solving validity (n = 32). The quantitative analyses indicated that participants developed their ability regarding these three sub-dimensions of critical spatial thinking. In particular, their ability to assess data reliability and problem-solving validity improved, an effect not li…
  note: by Minsung Kim.
  note: "Major Subject: Geography"
  note: Electronic resource.
  note: Doctor of Philosophy Texas A&M University 2011 http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10500
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Geography
  subject:
    topic: Critical spatial thinking
  subject:
    topic: Habits of mind
  subject:
    topic: spatial thinking skills
  subject:
    topic: Spatial literacy
  subject:
    topic: Spatial concepts
  subject:
    topic: GIS learning
  identifier: http://hdl.handle.net/1969.1/ETD-TAMU-2011-12-10500
  record info:
    record content source: TXA
    record creation date: 121010
    record change date: 20150922123340.0
    record identifier: in00002775193