Geospatial Technologies and Geography Education in a Changing World

Geospatial Practices and Lessons Learned

  • Osvaldo Muñiz Solari
  • Ali Demirci
  • Joop Schee

Table of contents

  1. Front Matter
    Pages i-xxi
  2. Osvaldo Muñiz Solari, Ali Demirci, Joop van der Schee
    Pages 1-7
  3. Geospatial Practices. Theoretical Background

    1. Front Matter
      Pages 9-9
    2. Joop van der Schee, Henk Trimp, Tine Béneker, Tim Favier
      Pages 11-20
    3. Sandra K. Metoyer, Sarah Witham Bednarz, Robert S. Bednarz
      Pages 21-33
    4. Thomas Jekel, Inga Gryl, Uwe Schulze
      Pages 35-49
  4. Implementation of Geospatial Technologies in Formal Education and Informal Learning

    1. Front Matter
      Pages 51-51
    2. Marsha Alibrandi, Donna Goldstein
      Pages 53-65
    3. Osvaldo Muñiz Solari, Melody Crenshaw
      Pages 89-102
  5. Teacher Education for Geospatial Technologies

    1. Front Matter
      Pages 103-103
    2. Thomas R. Baker
      Pages 105-115
    3. Lara M. P. Bryant, Tim Favier
      Pages 127-138
  6. Evaluation and Assessment on Geospatial Practices

    1. Front Matter
      Pages 139-139
    2. Geok Chin Ivy Tan, Qiu Fen Jade Chen
      Pages 155-167
    3. Bob Sharpe, Niem Tu Huynh
      Pages 169-180
  7. Trends and Recommendations

    1. Front Matter
      Pages 181-181

About this book

Introduction

This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combination of tools and special techniques to make research, teaching, and learning more effective.

Keywords

Commission on Geographical Education Formal Education Geographical Education Geospatial Education methods Geospatial Practices Geospatial Technologies Informal Education International Geographical Union Spatial Thinking in Education

Editors and affiliations

  • Osvaldo Muñiz Solari
    • 1
  • Ali Demirci
    • 2
  • Joop Schee
    • 3
  1. 1.Department of GeographyTexas State UniversitySan MarcosUSA
  2. 2.Department of GeographyFatih UniversityIstanbulTurkey
  3. 3.Faculty of GeosciencesUtrecht UniversityUtrechtThe Netherlands

Bibliographic information

  • DOI https://doi.org/10.1007/978-4-431-55519-3
  • Copyright Information Springer Japan 2015
  • Publisher Name Springer, Tokyo
  • eBook Packages Earth and Environmental Science
  • Print ISBN 978-4-431-55518-6
  • Online ISBN 978-4-431-55519-3
  • Series Print ISSN 2198-3542
  • Series Online ISSN 2198-3550
  • About this book