Geospatial Technologies on the promotion of Critical Spatial Thinking skillsProposing a Taxonomy

AbstractThe PhD research where the presented Taxonomy of Critical Spatial Thinking Skills emerges, aims at conceiving transdisciplinar teaching and learning strategies in Education for Sustainable Development (ESD), in lower secondary education, discussing the role of geospatial technologies in developing both Critical Thinking (CT) and significant learning for sustainable development, through Spatial Thinking (ST). Basing on the theoretical framework of several taxonomies of ST, CT and significant learning, students Critical and Spatial Thinking skills are identified, to support the definition of learning goals and the conception of teaching and learning activities in ESD context.

The emergence of ESD has heightened the need for pedagogical techniques that promote higher-order thinking skills, being CT and ST, all interconnected prerequisites for Sustainable Development. However, only a few studies appear to have investigated the specific CT skills involved in ST. Fig. 1, Fig. 2 and Fig. 3, intellectual outputs of this PhD research, are the result of literature review combining ST, CT, ESD and Spatial Citizenship (SC) theoretical frameworks, and are on the basis of the proposed taxonomy:•Fig. 1: educational approaches based on geospatial technologies, to foster CT and ST;•Fig. 2: relationship between ST and CT on the promotion of ESD;•Fig. 3: intersections and contributions of CT to SC, based on literature review, following the categories: C1 concepts (C1.1 CT, C1.2 ST and C1.3 citizenship); C2 educational approach.The presented framework allowed to develop a Taxonomy, organized in two main dimensions: I - competences of the spatial citizen using geospatial technologies (Fig. 4); and II - critical spatial thinking skills and questions (Fig.5). On Table 1 (extract of Dimension I) we can visualize several competences related to the correspondent subdomains and domains. On Table 2 (extract of Dimension II) we visualize skills based on GIS, main questions, type of questions, examples and type of answers, in relation to the subdomains and domains.

ConclusionGeospatial technologies can enhance CT in ST, and therefore contribute for an ESD, since the identified critical competencies and skills are ideologically aware and socially critical and promote informed citizenry and the capacity to address complex problems. Thus, the presented Taxonomy may be of great importance for teachers to design learning goals and to conceive educational strategies supported by geospatial technologies, particularly in ESD.

ReferencesCarlos, V. and Gryl, I. (2013). Where Do Critical Thinking and Spatial Citizenship Meet? Proposing a Framework of Intersections GI_Forum 2013. Creating the GISociety., Salzburg, Herbert Wichmann Verlag, VDE VERLAG GMBH; pp 306-316; ISBN 978-3-87907-532-4.Carlos, V. and Santos, N. (2014). Using geospatial technologies to promote both critical thinking and significant learning for sustainable development. Standards and Research in Geography Education – Current Trends and International Issues D. Schmeinck and J. Lidstone. Berlin, Mensch & Buch Verlag; pp 109-120; ISBN 978-3-86387-453-7.

Vânia Carlos, António MoreiraDepartment of Education, CIDTFF, University of Aveiro

Fig 1 / Educational approaches based on geospatial technologies (in Carlos & Santos, 2014).

Taxonomy of Critical Spatial ThinkingDimension II - "Critical Spatial Thinking Skills and Questions"Dimension I - "Competences of the spatial citizen using geospatial technologies"

Domain Subdomain Competence

I. Handles GI and SR (Technical /

Methodological)4. Sharing

CE_EDS_Uses Web 2.0 trading and decision instruments (Geo-communities and social networks), providing GI or critically commenting available GI

CE_EDS_Contributes to collaborative mapping

II.Uses GI and SR (Reflection and Evaluation)

1. Reflection (critical, on GI

and SR)

EDS_Recognizes socio environmental changes

CE_EDS_Compares GI with pre-existing knowledge and other sources of information

EDS_Recognizes interdependencies and needs in Economy-Society-Environment System

CE_EDS_Identifies hidden and nonexistent GI

EDS_Recognizes Local-Global Relations

CE_EDS_Thinks of space meanings and alternative scenarios by analysing similar cases, for example

CE_EDS_Reflects on GIS relevance in human activities, including its potential for creating and sharing volunteered GI

Table 1 / Extract of Dimension I - "Competences of the spatial citizen using geospatial technologies"

Fig 2 / Relationship between Spatial Thinking and Critical Thinking on the promotion of Education for Sustainable Development (in Carlos & Santos, 2014) .

Fig 3 / Intersections and possible contributions that Critical Thinking has to offer Spatial Citizenship framework (in Carlos and Gryl, 2013).

Fig 4 / Domains and subdomains of Dimension I “Competences of the spatial citizen using geospatial technologies”. Fig 5 / Didactic Stages, Domains and Subdomains of Dimension II “Critical Spatial Thinking Skills and Questions”.

Table 2 / Extract of Dimension II - “Critical Spatial Thinking Skills and Questions”

Didactic Stages Domains SubdomainsSkills based

on GIS Main question Type of question ExamplesType of answer

2. Conceptualization

- Phase II

URP. Using GI to

construct, articulate and defend a line of thought or point of view

in solving problems and

answering questions

URP_RG. Relate and

generalize GI

URP_RG_IR. Identify relationships

URP_RG_IR_1. What relationships exist between the conditions of the place?

URP_RG_IR_1_1. Questions that ask the phenomena that show a relationship with a particular phenomenon

Is there a relationship between the place where the oleander grows (Rhododendron ponticum subsp. Baeticum) and water availability?

CV - Combined rule

URP_RG_IR_2. What is the effect that an entity has in surrounding areas?

URP_RG_IR_2_1. Questions that ask the phenomena that show a close relationship with an entity

Is there is a relationship between the existence of eucalyptus and water availability in Cambarinho Reserve?

CR - Combined

Fact

URP_RG_GF. Generalize facts

URP_RG_GF_1. Are there any polarizations, clusters, sequences or other patterns of attributes?

URP_RG_GF_1_1. Questions that ask for the value of an attribute of a class

Are the oleanders often located in close proximity to any particular natural element?

CV - Generalization

URP_RG_GS. Generalize the shape and / or position of entities

URP_RG_GS_1. What types of conditions can be identified in the place?

URP_RG_GS_1_1. Questions that ask for the identity of classes that have a specific attribute value

How would you define the necessary conditions for the development of oleander (Rhododendron ponticum subsp. Baeticum)?

CR - Combined

Generalization

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