Spatial Data Visualization in the Social Science Classroom Integrating Social Science Problems and Theories

with Spatial Tools, Data, and Instructional Resources

Donald G. JanelleCenter for Spatially Integrated Social Science & Center for Spatial Studies

University of California, Santa Barbara

ICPSR Virtual Social Science Data Fair

11 November 2010

Objectives

1. Experiences of CSISS (2000-2007) & spatial@ucsb (2007-2010)

2. Addressing problems & theories of the social sciences

3. Accessible tools & data for spatial analysis and visualization

4. Understanding & applying fundamental spatial concepts

5. Resources to support social science instructors

Don Janelle, Researcher, Center for Spatial Studies/Center for Spatially Integrated Social Science University of California, Santa Barbara

• Geographer• PhD, Michigan State University• Professor Emeritus, University of Western Ontario

Research specializations:

• Urban and Transportation geography• Time geography and human activity patterns• Geographies of Telecommunication and Information Technologies

http://ncgia.ucsb.edu/ www.csiss.org/www.csiss.org/SPACEwww.csiss.org/GISPopSci

http://www.spatial.ucsb.edu/http://TeachSpatial.org

www.csiss.org

Modeling a Center for Spatially Integrated Social Science

Critical Themes in Social Science

Tools and Concepts for Spatial Thinking

Advances in Spatial Social Science

+

+

=Infrastructure

•Space-time accessibility•Equity•Externality effects•Risk assessment•Small-area analysis•Sense of place•Cultural analysis•Demographic processes•Health and disease•Crime mapping and law enforcement •Community organization•Governance•Electoral processes•Globalization•International conflict•Coupling human and environmental systems •etc

Some Critical Themes in the Social Sciences:

•Agent-based spatial modeling•Point-pattern analysis•Exploratory spatial data analysis•Bayesian analysis•Spatial interaction modeling•Dynamic visualization•Flow-data analysis•Analytical cartography•Spatial econometrics•Location-allocation modeling•GIS•Remote sensing•etc.

Tools for Spatial Analysis:

S p a t i a l A n a l y s i s

O u t c o m e s

CSISS

SpecialistMeetings

Workshops

ToolsDevelopment

LearningResources

Best-PracticePublications

Internet Portal

Place-BasedSearch

VirtualCommunity

SpatialEconometrics

GIS

ESDA BayesianAnalysis

AnalyticalCartography

DynamicVisualization

Agent-Based Modeling

Point-PatternAnalysis

Flow DataAnalysis

Spatial InteractionModeling

Location-AllocationModeling

Advancesin Theory

New ApplicationsInterdisciplinary

Collaboration

New Social ScienceResources

Diffusion ofSpatial Analysis

New NSF Programs

New Journals International Conference(s)

Representing Data Spatially

Geographic Information Systems

Representing multiple attributes of place

Using overlays in a GIS

From ESRI

Cartograms

• A map in which the area of features is made proportional to some value associated with the feature

• Can be contiguous or non-contiguous

• Until recently required significant work to create

• See: http://www.ncgia.ucsb.edu/projects/Cartogram_Central/

Stagecoach Networks—Maine

Stagecoach Networks

Maine 1826

http://csiss.org/classics/

Classics in Spatial Thinking

More than 50 summaries and illustrations of major contributions to spatial thinking in the sciences, social sciences, and humanities.

Your help is requested in suggesting topics, key papers, and schools of thought that should be represented in this collection—please send these to the Classics editor, Don Janelle (janelle@geog.ucsb.edu).

http://csiss.org/classics/

http://csiss.org/classics/

CSISS Classics - Spatial Thinking in Sociology

• Charles Booth, Mapping London’s Poverty, 1885-1903• Patrick Doreian on Linear Models with Spatially Distributed Data• Florence Kelly, Slums of the Great Cities Survey Maps, 1893• Colin Loftin and Sally K Ward, Application of Spatial Autocorrelation

in Sociology• Henry Mayhew, London Labour and the London Poor, 1861• Robert Park and Ernest Burgess, Urban Ecology Studies, 1925• Clifford R Shaw and Henry D McKay, Social Disorganization Theory• Georg Simmel, The Sociology of Space• Alma and Karl Taeuber, Residential Segregation in US Cities• Alfred Weber, Theory of the Location of Industries, 1909• William G Skinner, Marketing and Social Structure in Rural China

http://csiss.org/classics/

Luc Anselin

http://geodacenter.asu.edu/

http://geodacenter.asu.edu/

http://geodacenter.asu.edu/

http://www.s4.brown.edu/

www.csiss.org/GISPopSci

Tobler's FlowMapper

http://www.csiss.org/clearinghouse/FlowMapper

National WorkshopTraining Programs

CSISS Residential Workshops GIS and Spatial Analysis

(2000 – 2011)

Eighteen 5-day NSF CSISS workshops

2000 – 2005

Eleven 6-day NSF SPACE workshops(with UCGIS and Ohio State Univ)

2004 – 2007

Four 12-day NIH GISPopSci workshops

(with Penn State Univ, Population Research Institute)

2005 – 2006

Eight 5-day NIH Advanced Spatial Analysis

workshops (PSU and UCSB)2008 ‒ 2011

2000 ‒ 2007 Attended Applied

Anthropology/Archaeology 59 123

Criminology 21 45

Demography, Population, & health

98 227

Economics 63 192

Environmental Studies 18 33

Epidemiology 11 27

GIS 30 75

History 7 10

Human Geography 123 422

Political Science 55 95

Public Policy 17 80

Regional Science 5 6

Sociology 115 200

Statistics 9 22

Urban Studies/Planning 44 133

Other 31 99

Total: 706 1789

http://www.csiss.org/GISPopSci/

Spatial Regression ModelingPopulation Research InstitutePennsylvania State UniversityJune 19-24, 2011

Instructors: Paul VossKatherine Curtis

Multilevel ModelingCenter for Spatially Integrated Social Science

University of California, Santa BarbaraJuly 10-15, 2011

Instructors:Kelvyn Jones

S.V. (Subu) Subramanian

Online applications will commence on 10 January 2011http://www.csiss.org/GISPopSci

Deadline for applications 31 March 2011

Spatial Thinking at UCSBhttp://www.spatial.ucsb.edu

“1. Linguistic Children with this kind of intelligence enjoy writing, reading, telling stories or doing crossword puzzles.

2. Logical-Mathematical Children with lots of logical intelligence are interested in patterns, categories and relationships. They are drawn to arithmetic problems, strategy games and experiments.

3. Bodily-Kinesthetic These kids process knowledge through bodily sensations. They are often athletic, dancers or good at crafts such as sewing or woodworking.

4. Spatial These children think in images and pictures. They may be fascinated with mazes or jigsaw puzzles, or spend free time drawing, building with Lego or daydreaming.

5. Musical Musical children are always singing or drumming to themselves. They are usually quite aware of sounds others may miss. These kids are often discriminating listeners.

6. Interpersonal Children who are leaders among their peers, who are good at communicating and who seem to understand others' feelings and motives possess interpersonal intelligence.

7. Intrapersonal These children may be shy. They are very aware of their own feelings and are self-motivated.”

Howard Gardner

http://www.professorlamp.com/ed/TAG/7_Intelligences.html35

What is spatial thinking?

“Three aspects of spatial ability:• Spatial knowledge

– symmetry, orientation, scale, distance decay, etc.• Spatial ways of thinking and acting

– using diagramming or graphing, recognizing patterns in data, change over space from change over time, etc.

• Spatial capabilities– ability to use tools and technologies such as

spreadsheet, graphical, statistical, and GIS software to analyze spatial data”

http://www.nap.edu/catalog/11019.html

“Spatial thinking tasks

• Extracting spatial structures (encoding)– perception and creation of representation– show the spatial or conceptual relationships between elements with

respect to reference frame

• Performing spatial transformations• Drawing functional inferences

– complex spatial reasoning– combining representations and transformations to evaluate or predict

situations or events”

37

“The spatially literate student

• Knows where, when, how, and why to think spatially• Practices spatial thinking with

– broad and deep knowledge of spatial concepts and representations

– well-developed spatial capabilities for using supporting tools and technologies

• Adopts a critical stance to spatial thinking– can evaluate the quality of spatial data based on source,

likely accuracy, reliability– can use spatial data to construct, articulate, and defend a line

of reasoning in solving problems and answering questions”

38

http://teachspatial.org

http://teachspatial.org

TeachSpatial: A Portal to Instructional Resources on Spatial Concepts for STEM EducationDUE–NSDL Pathways (2011)

• Don Janelle and Karl Grossner (UCSB), researchers• Locate NSDL resources featuring spatial concepts in multi-disciplinary context• Provide guided access to digital resources that support instruction in spatial thinking skills• Expand the TeachSpatial portal as an NSDL collection with easy web access, metadata

enhancement, and feedback mechanisms• Establish spatial learning objectives for science instruction for grades 9-12• Document a proposed baseline of standards for mastery of spatial concepts by new

undergraduates in a college freshman seminar in spatial studies• Indentify and formalize connections between abstract geometric concepts and their

scientific applications• Empower learners with concepts and tools for informed spatial reasoning for advancing

science and improving decisions• Help advance the perspective that the explicit instruction of spatial thinking is both

necessary and doable

Conclusions• Growing recognition of need for spatial reasoning in the social sciences• Tools & data for spatial analysis and visualization are increasingly accessible• But, academic neglect of fundamental spatial concepts remains an obstacle to the

understanding & application of spatial reasoning• TeachSpatial.org will provide a resource for instructors and students• Engagement with spatial concepts, spatial data, & tools can empower students to

– Address problems & theories of the social sciences empirically – Transcend disciplinary boundaries in problem formulation & interpretation – Unite quantitative & qualitative thinking– Engage multi-media graphic display with communication of information

• Efforts to consolidate resources for social science instructors are needed Examples (NSF/NSDL):

Thank youPlease visit the CSISS/spatial@ucsb websites

www.csiss.orgwww.csiss.org/SPACE

www.csiss.org/GISPopSci

http://spatial.ucsb.eduhttp://Teachspatial.org

teachspatial.org