Learning To Think Spatially
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Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 333 |
Release | : 2005-02-03 |
Genre | : Education |
ISBN | : 0309092086 |
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 332 |
Release | : 2005-01-03 |
Genre | : Education |
ISBN | : 0309185637 |
Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of Kâ€"12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the Kâ€"12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.
Author | : Daniel R. Montello |
Publisher | : MIT Press |
Total Pages | : 351 |
Release | : 2014-11-21 |
Genre | : Education |
ISBN | : 0262028298 |
The current "spatial turn" in many disciplines reflects an emerging scholarly interest in space and spatiality as central components in understanding the natural and cultural worlds. In Space in Mind, leading researchers from a range of disciplines examine the implications of research on spatial thinking and reasoning for education and learning. Their contributions suggest ways in which recent work in such fields as spatial cognition, geographic information systems, linguistics, artifical intelligence, architecture, and data visualization can inform spatial approaches to learning and education. After addressing the conceptual foundations of spatial thinking for education and learning, the book considers visualization, both external (for example, diagrams and maps) and internal (imagery and other mental spatial representations); embodied cognition and spatial understanding; and the development of specific spatial curricula and literacies. -- from dust jacket.
Author | : Diana Stuart Sinton |
Publisher | : |
Total Pages | : 79 |
Release | : 2013 |
Genre | : Cities and towns |
ISBN | : 9781884136214 |
Spatial thinking is an activity that we do throughout our lives and across many settings, to understand problems and seek solutions. The practice can be so automatic that it becomes deceptively obvious, but when it is not done carefully, it can lead to chaos and confusion. In this brief and accessible guide, we see how spatial concepts help us think across the geographies of our life spaces, physical and social spaces, and intellectual space. Spatial thinking may be particularly essential within the fields of science, technology, engineering, and math, but in reality it is an important part of everyone's living experience. Spatial thinking is a form of learning how to learn.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 399 |
Release | : 2009-11-13 |
Genre | : Education |
ISBN | : 0309147433 |
Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success. Relying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.
Author | : Linda Kreger Silverman |
Publisher | : DeLeon Publishing, Incorporated |
Total Pages | : 442 |
Release | : 2002 |
Genre | : Psychology |
ISBN | : 9781932186000 |
Do you know things without being able to explain how or why? Do you solve problems in unusual ways? Do you think in pictures rather than in words? If so, you are not alone. One-third of the population thinks in images. You may be one or you may live with one. If you teach, it is absolutely certain that some of your students.
Author | : George Grekousis |
Publisher | : Cambridge University Press |
Total Pages | : 535 |
Release | : 2020-06-11 |
Genre | : Reference |
ISBN | : 1108498981 |
An introductory overview of spatial analysis and statistics through GIS, including worked examples and critical analysis of results.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 282 |
Release | : 2012-08-27 |
Genre | : Education |
ISBN | : 0309254140 |
The National Science Foundation funded a synthesis study on the status, contributions, and future direction of discipline-based education research (DBER) in physics, biological sciences, geosciences, and chemistry. DBER combines knowledge of teaching and learning with deep knowledge of discipline-specific science content. It describes the discipline-specific difficulties learners face and the specialized intellectual and instructional resources that can facilitate student understanding. Discipline-Based Education Research is based on a 30-month study built on two workshops held in 2008 to explore evidence on promising practices in undergraduate science, technology, engineering, and mathematics (STEM) education. This book asks questions that are essential to advancing DBER and broadening its impact on undergraduate science teaching and learning. The book provides empirical research on undergraduate teaching and learning in the sciences, explores the extent to which this research currently influences undergraduate instruction, and identifies the intellectual and material resources required to further develop DBER. Discipline-Based Education Research provides guidance for future DBER research. In addition, the findings and recommendations of this report may invite, if not assist, post-secondary institutions to increase interest and research activity in DBER and improve its quality and usefulness across all natural science disciples, as well as guide instruction and assessment across natural science courses to improve student learning. The book brings greater focus to issues of student attrition in the natural sciences that are related to the quality of instruction. Discipline-Based Education Research will be of interest to educators, policy makers, researchers, scholars, decision makers in universities, government agencies, curriculum developers, research sponsors, and education advocacy groups.
Author | : Zheng, Robert Z. |
Publisher | : IGI Global |
Total Pages | : 371 |
Release | : 2019-09-27 |
Genre | : Education |
ISBN | : 1799802515 |
Multiple intelligences (MI) as a cognitive psychology theory has significantly influenced learning and teaching. Research has demonstrated a strong association between individual intelligences and their cognitive processes and behaviors. However, it remains unknown how each of or a combination of these intelligences can be effectively optimized through instructional intervention, particularly through the use of emerging learning technology. On the other hand, while efforts have been made to unveil the relationship between information and communication technology (ICT) and individual learner performance, there is a lack of knowledge in how MI theory may guide the use of ICTs to enhance learning opportunities for students. Examining Multiple Intelligences and Digital Technologies for Enhanced Learning Opportunities is an essential reference book that generates new knowledge about how ICTs can be utilized to promote MI in various formal and informal learning settings. Featuring a range of topics such as augmented reality, learning analytics, and mobile learning, this book is ideal for teachers, instructional designers, curriculum developers, ICT specialists, educational professionals, administrators, instructors, academicians, and researchers.
Author | : Alexandra Shires Golon |
Publisher | : Routledge |
Total Pages | : 138 |
Release | : 2021-10-10 |
Genre | : Education |
ISBN | : 1000490386 |
Are you looking for ways to differentiate your instruction to meet the needs of gifted visual-spatial learners? You've found it in Visual-Spatial Learners: Understanding the Learning Style Preference of Bright But Disengaged Students (2nd ed.). Visual-spatial learners are students who show advanced abilities with computers, maps, construction toys, and puzzles. The techniques outlined within these pages help all learners succeed—regardless of preferred learning style. Based on the most current understanding of the brain's hemispheric functions, the author provides a number of strategies and lesson plan ideas to help make your classroom a successful learning environment for all learners. These strategies address preparing students to succeed on timed tests; easing the pain of handwriting; teaching spelling using imagery; incorporating mnemonics, rhyme, and other tricks that engage the right hemisphere of the brain; helping students stay focused and on track; getting—and keeping—students organized; and much more!