You are here:

The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking
ARTICLE

,

Computers & Education Volume 76, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

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’.

Citation

Favier, T.T. & van der Schee, J.A. (2014). The effects of geography lessons with geospatial technologies on the development of high school students' relational thinking. Computers & Education, 76(1), 225-236. Elsevier Ltd. Retrieved December 1, 2022 from .

This record was imported from Computers & Education on January 29, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.compedu.2014.04.004

Keywords

Cited By

View References & Citations Map

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.