Sequencing spatial concepts in problem-based GIS instruction

Jeffrey T. Howarth · Diana Stuart Sinton

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Geography Education and Pedagogy Problem and Project Based Learning Geographic Information Systems Studies

Abstract

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.

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1988Cognitive Load During Problem Solving: Effects on Learning 2002Multimedia Learning 2006Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching 2010Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load 2003The Expertise Reversal Effect 1981Expertise in Problem Solving.2008Applying the science of learning: Evidence-based principles for the design of multimedia instruction.1990Geographic information systems and cartographic modeling

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2023GIS learning and college students’ acquisition and understanding of spatial concepts 2020Transformation of Geospatial Technology Knowledge in Pre-service and Experienced Geography Teachers as Pedagogical Tools in the Technological-Pedagogical-Content Knowledge Framework 2022O pensamento espacial e raciocínio geográfico: Considerações teórico- metodológicas a partir da experiência brasileira 2015Applied Geospatial Technologies in Higher Education

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