Chapter 11: Using Web GIS to Promote Geospatial Thinking and Reasoning Skills

Geospatial thinking, a subset of spatial thinking, is a skill that necessitates knowledge about space, the ability to use tools of representation properly, and reasoning skills (National Research Council [NRC] 2006). Geospatial reasoning involves problem solving that is connected to data referenced to the Earth’s surface or to the Earth’s representation through maps (Huynh & Sharpe, 2013). One effective method for teaching geospatial thinking and reasoning (GTR) is through geospatially enabled learning technologies, such as geographic information systems (GIS) or other tools that have the capacity to display dynamic maps, globes, and other representations of the Earth (Bodzin, 2011). Geospatially enabled learning technologies may enhance science curriculum learning by adding an emphasis on geographic space, visualization, scale, and representation. While these technologies show promise to support the development of GTR, the NRC (2006) report Learning to Think Spatially: GIS as a Support System in the K–12 curriculum, pointed out that we still lack specific knowledge of what kinds of geospatial learning experiences lead to student improvement, how to infuse geospatial thinking in the science curriculum, and how best to use geospatially enabled learning technologies with classroom learners.