期刊名称：Review of International Geographical Education Online
电子版ISSN：2146-0353
出版年度：2014
卷号：4
期号：2
出版社：Review of International Geographical Education Online
摘要：One of the facets of geographic literacy is the ability to think in a structured way about geographic re lationships. Geospatial technolo gies offer many opportunities to stimulate students' geographic relational thinking. The question is : H ow can these opportunities be effectuated. This paper discusses the results of a process - oriented experiment that aimed to gain insight into the characteristics of students' learning processes and the factors that influence students' learning when they work with geospatial technologies, and to provide ideas on how to optimise the learn ing outcomes . Eighteen students were observed in a laboratory research setting while working on tasks with a geogame and a WebGIS, and were interviewed about their learning afterwards. The study shows that using appropriate edu cational technologies is only part of the story. Well - designed tasks and active coaching by the teacher also seem to be indispensable ingredients. The data suggest that, in order to increase the effectiveness of instruction methods with geospatial technologies, teachers should include tasks in which students have to summarize their system knowledge in a conceptual framework, and that teachers should help students structure their system knowledge via dialogical teaching. In the tasks and support, attention should be paid to the grammar of relational thinking
