{"id":223,"date":"2011-08-03T18:47:00","date_gmt":"2011-08-03T18:47:00","guid":{"rendered":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/2011\/08\/03\/integrating-spatial-thinking-in-the-classroom\/"},"modified":"2011-08-03T18:47:00","modified_gmt":"2011-08-03T18:47:00","slug":"integrating-spatial-thinking-in-the-classroom","status":"publish","type":"post","link":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/2011\/08\/03\/integrating-spatial-thinking-in-the-classroom\/","title":{"rendered":"Integrating Spatial Thinking in the Classroom"},"content":{"rendered":"

A recent Outside the Neatline post describes how spatial thinking and analysis is becoming ever more pervasive throughout the Humanities Community<\/a>. Much of the reason why geospatial applications are spreading is because the general public has become accustomed to the related technology. The way in which Google Earth<\/a>\u00a0& and Maps<\/a>, GPS technology and other geospatial products have permeated our society is allowing a younger generation to gain\u00a0unprecedented\u00a0familiarity with what was- not so long ago- considered cutting-edge technology. So with a new school year approaching, how can we, as educators, supplement this growing familiarity advantageously to improve students’ cognitive abilities?<\/p>\n\n\n\n\n
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Picture This<\/i> by Nora Newcombe (American Educator Summer 2010) presents a\u00a0road map\u00a0of how improved spatial thinking often leads to improved math and science ability.<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Citing the importance of being able to visualize our world, this article, from American Educator (Summer 2010)<\/a>, discusses the intimate connection between spatial thinking and the STEM<\/a> disciplines . One example the author, Nora S. Newcombe<\/a>, describes is how Albert Einstein’s parietal cortex (the area of the brain used for spatial and\u00a0mathematical\u00a0thinking) was found to be\u00a0abnormally\u00a0large and oddly configured which could have led to his novel ability to imagine and describe our universe.<\/a><\/p>\n\n\n\n\n
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There are many tools to improve spatial thinking such as computer games that require visualization- like Tetris.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Obviously not everyone is an “Einstein”. In light of this, Newcombe stresses that everyone, with very rare exceptions,\u00a0<\/i>can improve their ability to think spatially starting at an early age. For preschool aged students, she recommends such things as having children do jigsaw puzzles, teaching spatial words (out, in, middle, above, next to, etc.) and\u00a0beginning\u00a0to use maps and models of the world with children as young as three. As students become older, the\u00a0repertoire\u00a0available to improve spatial thinking expands to include even computer games that include visualization- like Tetris<\/a>.<\/p>\n\n\n\n\n
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This screenshot shows a Google Lit Trip of The Odyssey by Homer.<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Geospatial software can easily be incorporated into the classroom and give educators an opportunity to create\u00a0interdisciplinary and dynamic lesson plans that improve students’ ability to think spatially. Google Lit Trips, which synthesizes literature and geography, is a perfect example of this<\/a>. Follow the links below for more educational resources for integrating geospatial technology and thought in the classroom:<\/p>\n

Connecticut Geographic Alliance Lesson Plans<\/a> – Lesson plans for a variety of ages that include geographic thought.<\/p>\n

ESRI Education Community<\/a>\u00a0–\u00a0ESRI<\/a>, is a global leader in geospatial software, hosts this community site. Be sure to visit the\u00a0ArcLessons page<\/a>!<\/p>\n

Fieldscope<\/a>\u00a0– A National Geographic Project that uses web-based observations and analysis to encourage outdoor education activities. Video tutorials included!<\/p>\n

Geospatial Revolution<\/a>\u00a0– Geospatial Revolution is a public outreach project by Penn State. The link provided is to their For Educators<\/i> page.<\/p>\n","protected":false},"excerpt":{"rendered":"

A recent Outside the Neatline post describes how spatial thinking and analysis is becoming ever more pervasive throughout the Humanities Community. Much of the reason why geospatial applications are spreading is because the general public has become accustomed to the … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":20,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"jetpack_post_was_ever_published":false,"footnotes":""},"categories":[25],"tags":[],"jetpack_featured_media_url":"","jetpack_shortlink":"https:\/\/wp.me\/p9NL4O-3B","_links":{"self":[{"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/posts\/223"}],"collection":[{"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/comments?post=223"}],"version-history":[{"count":0,"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/posts\/223\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/media?parent=223"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/categories?post=223"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.lib.uconn.edu\/outsidetheneatline\/wp-json\/wp\/v2\/tags?post=223"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}