Where and Why There? Spatial Thinking with Geographic Information Systems

Abstract

Social studies educators have long recognized the importance of developing students’ spatial perspective on the world. The social studies curriculum includes many topics that involve an understanding of where people and places are located, the patterns of human settlement, migration, and conflict over time, and the distribution of economic activity and resources around the globe. In a recent report, the National Research Council defined spatial thinking as a combination of three elements: concepts of space (such as distance, proximity, and distribution), tools of representation (such as maps and graphs), and processes of reasoning (such as decision-making). 1 A student is engaging in spatial thinking when she applies her understanding of spatial concepts, spatial representations, and spatial reasoning in a variety of contexts. Computer-based technologies are not required, but geospatial technologies can foster spatial thinking in innovative and significant ways. 2

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