Year: 2011
Type: conference-paper
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.
Authors: Jeffrey T. Howarth, Diana Sinton
Institutions: University of Redlands, Middlebury College
Language: English
Subfield: Geography, Planning and Development
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W2017769317