Bridging the Geospatial Education-Workforce Divide: A Case Study on How Higher Education Can Address the Emerging Geospatial Drivers and Trends of the Intelligent Web Mapping Era

The purpose of this exploratory collective case study is to discover how geospatial education can meet the geospatial workforce needs of the Commonwealth of Virginia, in the emerging intelligent web mapping era. Geospatial education uses geographic information systems (GIS) to enable student learning by increasing in-depth spatial analysis and meaning using geotechnology tools (Baker & White, 2003). Bandura’s (1977) self-efficacy theory and geography concept of spatial thinking form an integrated theoretical framework of spatial cognition for this study. Data collection included in-depth interviews of twelve geospatial stakeholders, documentation collection, and supporting Q methodology to determine the viewpoints of a total of 41 geospatial stakeholders. Q methodology is a type of data collection that when used as a qualitative method utilizes sorting by the participant to determine their preferences. Data analysis strategies included cross-case synthesis, direct interpretation, generalizations, and a correlation matrix to show similarities in participants\u27 preferences. The results revealed four collaborative perceptions of the stakeholders, forming four themes of social education, technology early adoption, data collaboration, and urban fundamentals. Four strategies were identified for higher education to prepare students for the emerging geospatial workforce trends. These strategies are to teach fundamentals, develop agile faculty and curriculum, use an interdisciplinary approach, and collaborate. These strategies reflect the perceptions of stakeholders in this study on how higher education can meet the emerging drivers and trends of the geospatial workforce

Spatial thinking in geographic information science: a review of past studies and prospects for the future

AbstractIn 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

Learning transfer of geospatial technologies in secondary science and mathematics core areas

The purpose of this study was to investigate the transfer of geospatial technology knowledge and skill presented in a social sciences course context to other core areas of the curriculum. Specifically, this study explored the transfer of geospatial technology knowledge and skill to the STEM-related core areas of science and mathematics among ninth-grade students. Haskell\u27s (2001) research on levels of transfer provided the theoretical framework for this study, which sought to demonstrate the experimental group\u27s higher ability to transfer geospatial skills, higher mean assignment scores, higher post-test scores, higher geospatial skill application and deeper levels of transfer application than the control group. The participants of the study consisted of thirty ninth-graders enrolled in U.S. History, Earth Science and Integrated Mathematics 1 courses. The primary investigator of this study had no previous classroom experiences with this group of students. The participants who were enrolled in the school\u27s existing two-section class configuration were assigned to experimental and control groups. The experimental group had ready access to Macintosh MacBook laptop computers, and the control group had ready access to Macintosh iPads. All participants in U.S. History received instruction with and were required to use ArcGIS Explorer Online during a Westward Expansion project. All participants were given the ArcGIS Explorer Online content assessment following the completion of the U.S. History project. Once the project in U.S. History was completed, Earth Science and Integrated Mathematics 1 began units of instruction beginning with a multiple-choice content pre-test created by the classroom teachers. Experimental participants received instruction with ArcGIS Explorer Online and were required to use ArcGIS Explorer Online with the class project. Control group participants received the same unit of instruction without the use or influence of ArcGIS Explorer Online. At the end of the Earth Science and Integrated Math 1 units, the same multiple-choice test was administered as the content post-test. Following the completion of Earth Science and Integrated Math 1 post-tests, both the experimental and control groups were given geospatial technologies questionnaires. The experimental group\u27s questionnaire asked participants how they used points, the measure tool, and base maps of ArcGIS Explorer Online, while the control group\u27s questionnaire asked participants how they could have used points, the measure tool, and base maps of ArcGIS Explorer Online. The ordinal data gleaned from the questionnaire rubric was analyzed by using the Chi-square statistic. The results showed no statistically significant difference between the experimental and control groups. However, the modest gain in transfer ability among experimental participants is encouraging. Future research using bigger samples and conducted over longer periods of time in more than one school would contribute greatly to the new and important field of geospatial technology and transfer skills

E-Learning in Geography: new perspectives in post-pandemic

Recent developments in low-cost information technology, fast internet, intelligent terminals, apps that can manage the most varied activities in a professional but simple way, have allowed their diffusion in sectors traditionally reluctant to rapid change. The pandemic crisis caused by Covid-19 and the consequent provisions of social distancing to curb its spread, have also forced the world of education to deal with this modality. Terms such as Distance Learning and Smart Working have forcefully entered the vocabulary and daily life of millions of people. The persistence of the pandemic due to the variants of the virus is convincing even the most reluctant to change that the new "normal" will have to rely on information technology to a greater extent than in the past. In much of the Western world, where culture has long been a thriving economic sector, much has been invested for decades to strengthen and disseminate distance learning activities recognized as economically and socially beneficial. The European institutions have moved in this direction more recently. The author’s experience in the last two years in emergency remote education in geography at university level has not always been positive. He therefore felt the urgency to consider adopting existing standards and best practices in order to improve outcomes and achieve effective online geography learning. The evident advantages of adopting good quality e-learning for an extended community would facilitate understanding and acceptance even in the Italian school and academic environment, usually conservative and conformist. In this environment, up to now, many have in fact feared that it could lead to the endorsement of distance learning, viewed with contempt if not really with aversion as it is considered to be of poor quality

Using Small UAS for STEM Education: Introducing Robotics and Mechatronics with Drones

Several global developments point to importance of STEM-related education and studies. Every industry sector faces challenges in the recruiting of qualified personnel, due to retiring employees and general economic growth. Also, several domains, foremost automotive and aviation are undergoing a tremendous shift towards electrification to achieve sustainability. Hence, sparking the interest in STEM studies, education and vocational training cannot start early enough. This paper introduces the benefits of the educational use of sUAS by identifying core benefits in the three domains of learning – cognitive, affective, psycho-motor. Preliminary data and survey results from from several science, technology, engineering and math (STEM) drone providers worldwide will be used to identify and underline the benefits of this educational concepts

The Role of Geospatial Thinking and Geographic Skills in Effective Problem Solving with GIS: K-16 Education

Effective use of a Geographic Information System (GIS) is hampered by the limited geospatial reasoning abilities of students. The ability to reason with spatial relations, more specifically apply geospatial concepts, including the identification of spatial patterns and spatial associations, is important to geographic problem solving in a GIS context. This dissertation examines the broad influence of three factors on GIS problem solving: 1) affection towards computers, geography, and mathematics, 2) geospatial thinking, as well as 3) geographic skills. The research was conducted with 104 students in Waterloo, Ontario, Canada. Students were drawn from four educational levels: grade 9 students, 13 to 14 years of age; 1st year undergraduate university students, 3rd and 4th year undergraduate geography majors; and geography students at the graduate level ranging from 22 to 32 years of age. The level of affection is measured with modified scales borrowed from psychology. Results show that students in general exhibit positive sentiments toward computers and geography but less so towards mathematics. Spatial thinking and knowledge of geospatial concepts are measured by a 30-item scale differentiating among spatial thinkers along a novice-expert continuum. Scores on the scale showed an increase in spatial reasoning ability with age, grade, and level of education, such that grade 9 students averaged 7.5 out of 30 while the mean score of graduate students was 20.6. The final exercise assessed pertinent skills to geography namely inquiry, data collection, and analysis. In general, there was a positive correlation in the scores such that the skill proficiency increased with grade. Related analysis found three factors that affect problem-solving performance with a GIS. These include age, geographic skills (inquiry and analysis), and geospatial thinking (subscales analysis, representation, comprehension, and application). As well, the relationship(s) between performance on the geospatial scale and the observed problem-solving sequences and strategies applied on a GIS was examined. In general, students with lower scores were more apt to use basic visualization (zoom/measure tools) or buffer operations, while those with higher scores used a combination of buffers, intersection, and spatial queries. There were, however, exceptions as some advanced students used strategies that overly complicated the problem while others used visualization tools alone. The study concludes with a discussion on future research directions, followed by a series of pencil and paper games aimed to develop spatial thinking within a geographic setting

Evaluating behavioral intention to increase classroom Geotechnology usage following geoinquiry implementation

As educational practices include foundational and cutting-edge preparation, the value of problem-based instruction employing industry-standard technologies increases. Geospatial technologies (GST), are a group of professional technologies, including GIS (Geographic Information Systems), used by industries to make informed decisions with spatial data. This study investigated educator behavioral intention to use GIS/GST in classroom practice, and the moderating effect, if any, of the GeoInquiry, a curricular resource. The UTAUT framework was employed to evaluate and quantify the factors impacting behavioral intention (performance expectancy, effort expectancy, social influence, and facilitating conditions). These data were examined to identify moderation by GeoInquiry usage. One hundred and two surveys were completed by educators in 27 states. The survey results indicate a moderate statistically significant relationship between each of the factors and behavioral intention. An increase in any factor will increase behavioral intention. The mean response increased for the group that used GeoInquiries in classroom instruction, indicating correlation between each factor and GeoInquiry usage. Statistically significant differences related to using GeoInquiries in classroom instruction were identified for effort expectancy, facilitating conditions, and behavioral intention. Similar results related to the degree of GeoInquiry usage were not found. Implications include professional development for both educators and administrators, the continued development of curricular resources, and an alignment of both professional development and curricular resources to high yield instructional strategies, standards, and student engagement. Recommendations for future research include expanding the number of survey respondents, modifying items, conducting structured interviews, social network analysis, and developing curricular resources, which could impact student learning with digital mapping technology

Geospatial Technology Competency Model – Geography Academic Competencies

The main goal of this paper is to present a wider view of challenges and opportunities encountered by university teachers in terms of programs, including accountability, articulation, geography curriculum design and assessment, and general education itself. What is more, it also provides the reader with the role of university initiatives in completing and promoting the Geospatial Technology Competency Model with regard to the development of geography academic competencies. Said model identifies the foundational, industry-wide, and industry sector-specific expertise that distinguishes, and binds together, successful geospatial professionals. Another aspect raised in this article pertains to the contents of this very model, the process which prompted its development, its possible uses, along with evaluation of how geography-ori-ented higher education curricula are aligned with the current workforce needs

Full Journal

Geographic Information Systems (GIS) engages with a variety of important policy issues through linking social science data with spatial analysis and by demonstrating the importance of applied GIS in both the public and private sector. GIS, though commonly used in the realms of city planning and natural resource analysis, have a far broader range of applications ranging from analysis of ancient community interactions to modern social media data

TRADITION OR TECHNOLOGY?: THE IMPACT OF PAPER VERSUS DIGITAL MAP TECHNOLOGY ON STUDENTS’ SPATIAL THINKING SKILL ACQUISITION

This dissertation investigates whether spatial learning outcomes differ with respect to different instructional media. Specifically, it examines traditional, paper aerial imagery as compared to digital imagery visualized with 3D globes. Two research questions provided the focus: 1) Does spatial thinking skill development differ between analog (paper) and digital map media; 2) Does spatial thinking skill development differ based on attitudes toward geography, past travel experience, or demographic variables such as gender, and are there interaction effects among them related to the different media? Spatial thinking skill development was measured as students received instruction using either paper or digital maps. Spatial thinking skills were tested pre- and post-lesson implementation via the Spatial Thinking Ability Test (STAT); sample tested skills included direction, distance, comparison, region, transition, pattern, and association. The research questions were investigated via a quasi-experimental (non-random) design involving classes of 8th grade middle school students. This study determined that spatial thinking skill development does differ between the two types of media. Students taught by each media, both paper and digital, showed improvements in spatial thinking skills. Testing was based upon student condition (control group, digital instruction, and paper instruction), STAT question (each question requires specific spatial skills), and skill area (broad categories of spatial thinking skills included in the STAT). Overall, paper map instruction was found to develop spatial thinking skills among students slightly better than digital map instruction when analyzing STAT score improvements by student condition and by STAT question. Although there were no statistically significant differences in any of the 8 skill are when analyzing STAT score improvements by skill area, the digital map instruction showed improvements in more spatial thinking skill areas than the paper map instruction. A small correlation was found between student spatial thinking acquisition and past travel experiences of students. Additionally, this study established a small correlation between student spatial thinking skill acquisition and student attitudes toward technology. There were also significant correlations found between student spatial thinking skill acquisition and academic levels. This study established that Honors students performed better than College Preparatory students. This study has shown that both media, paper and digital, have their own benefits and weaknesses, but ultimately both assist in improving spatial thinking skill acquisition among students. Digital maps should be utilized in the K-12 curriculum, but not at the expense of the more traditional, paper map