東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Effects of GIS Integration in Second...

Li, Siqi.

Linked to FindBook

Google Book

Amazon

博客來

Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability./
Author:	Li, Siqi.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	209 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-12, Section: B.
Contained By:	Dissertations Abstracts International81-12B.
Subject:	Science education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995657
ISBN:	9798607386146

Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability.
Li, Siqi.

Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 209 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: B.

Thesis (Ph.D.)--State University of New York at Buffalo, 2020.

This item must not be sold to any third party vendors.

To respond to the National Research Council's (2006) call on fostering a new generation of students who are equipped to think spatially, this study had the following four purposes: 1) to explore students' current spatial thinking ability, 2) to examine whether taking GIS integration lessons facilitates students' development of spatial thinking ability, 3) to investigate GIS related factors influencing students' spatial thinking ability, and 4) to investigate factors influencing teachers' GIS integration decision. This study applied quasi-experimental research design and a mixed-method. Spatial Thinking Ability Test and survey questions were conducted to 2149 middle and high school students, and 26 teachers were interviewed from two urban public school districts during years from 2017 to 2020. Rasch measurement, descriptive statistics, multiple linear regression, independent sample t-test, one-way ANOVA, one-way ANCOVA, structural equation modeling, and qualitative approaches were the analysis methods of the study. The results indicated that 1) secondary school students' spatial thinking ability were still very low, and it varied by gender, grade level, and associated with science course and science attitude, 2) Taking GIS integrated science and technology classes was effective in improving students' spatial thinking ability, and higher frequency of taking GIS integration lessons associated with a higher gain in spatial thinking ability, 3) students with higher GIS perceived ease of use and higher GIS perceived usefulness tended to have better ability in GIS use, and in turn, tended to have better spatial thinking ability, 4) teachers' GIS technology knowledge, content knowledge, time for practice, attitude toward GIS, and GIS perceived competence, curriculum alignment, students' engagement, and students' development were factors influencing teachers' GIS integration decision. The above findings make contributions to education research in several ways: 1) they allow educators and future researchers to have an in-depth understanding on secondary school students' current spatial thinking ability, providing a direction in improving spatial thinking ability, 2) they respond to the calls on incorporating GIS into students' learning, and add to the understanding of GIS's role in middle and high school students' spatial thinking ability development, and 3) they demonstrate the effectiveness of a holistic process from teacher GIS training to students' use of GIS, eventually leads to students' improvement of spatial thinking ability. The study builds a foundation for a long-term GIS use and spatial thinking ability research program.

ISBN: 9798607386146Subjects--Topical Terms:

521340
Science education.
Subjects--Index Terms:

Geography information system

Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability.
LDR:03947nmm a2200385 4500 001 2275277
005 20201202130451.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798607386146
035 $a (MiAaPQ)AAI27995657
035 $a AAI27995657
040 $a MiAaPQ $c MiAaPQ
100 1 $a Li, Siqi. $3 1057909
245 1 0 $a Effects of GIS Integration in Secondary School Classrooms: A Mixed-Method Study on Student Spatial Thinking Ability.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 209 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-12, Section: B.
500 $a Advisor: Liu, Xiufeng.
502 $a Thesis (Ph.D.)--State University of New York at Buffalo, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a To respond to the National Research Council's (2006) call on fostering a new generation of students who are equipped to think spatially, this study had the following four purposes: 1) to explore students' current spatial thinking ability, 2) to examine whether taking GIS integration lessons facilitates students' development of spatial thinking ability, 3) to investigate GIS related factors influencing students' spatial thinking ability, and 4) to investigate factors influencing teachers' GIS integration decision. This study applied quasi-experimental research design and a mixed-method. Spatial Thinking Ability Test and survey questions were conducted to 2149 middle and high school students, and 26 teachers were interviewed from two urban public school districts during years from 2017 to 2020. Rasch measurement, descriptive statistics, multiple linear regression, independent sample t-test, one-way ANOVA, one-way ANCOVA, structural equation modeling, and qualitative approaches were the analysis methods of the study. The results indicated that 1) secondary school students' spatial thinking ability were still very low, and it varied by gender, grade level, and associated with science course and science attitude, 2) Taking GIS integrated science and technology classes was effective in improving students' spatial thinking ability, and higher frequency of taking GIS integration lessons associated with a higher gain in spatial thinking ability, 3) students with higher GIS perceived ease of use and higher GIS perceived usefulness tended to have better ability in GIS use, and in turn, tended to have better spatial thinking ability, 4) teachers' GIS technology knowledge, content knowledge, time for practice, attitude toward GIS, and GIS perceived competence, curriculum alignment, students' engagement, and students' development were factors influencing teachers' GIS integration decision. The above findings make contributions to education research in several ways: 1) they allow educators and future researchers to have an in-depth understanding on secondary school students' current spatial thinking ability, providing a direction in improving spatial thinking ability, 2) they respond to the calls on incorporating GIS into students' learning, and add to the understanding of GIS's role in middle and high school students' spatial thinking ability development, and 3) they demonstrate the effectiveness of a holistic process from teacher GIS training to students' use of GIS, eventually leads to students' improvement of spatial thinking ability. The study builds a foundation for a long-term GIS use and spatial thinking ability research program.
590 $a School code: 0656.
650 4 $a Science education. $3 521340
650 4 $a Secondary education. $3 2122779
650 4 $a Geographic information science. $3 3432445
650 4 $a Teacher education. $3 3172312
653 $a Geography information system
653 $a Professional development
653 $a Secondary education
653 $a Spatial thinking ability
653 $a Technology integration
690 $a 0714
690 $a 0533
690 $a 0530
690 $a 0370
710 2 $a State University of New York at Buffalo. $b Learning and Instruction. $3 1026373
773 0 $t Dissertations Abstracts International $g 81-12B.
790 $a 0656
791 $a Ph.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27995657