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Spatial Thinking (spatial + thinking)
Selected AbstractsPeer Commmentaries on David H. Uttal's Seeing the big picture: map use and the development of spatial cognitionDEVELOPMENTAL SCIENCE, Issue 3 2000Article first published online: 28 JUN 200 Mark Blades, Young children's understanding of indirect sources of spatial information, p. 265 Roger M. Downs, The genesis of carto-gnosis, p. 267 Mary Gauvain, The instrumental role of maps in the development and organization of spatial knowledge, p. 269 Lynn S. Liben, Map use and the development of spatial cognition: seeing the bigger picture, p. 270 Kevin Miller, Mapping symbolic development, p. 274 Nora S. Newcombe, So, at last we can begin, p. 276 Herbert L. Pick Jr, Commentary on ,Seeing the big picture', p. 278 David R. Olson, Knowledge artifacts, p. 279 Barbara Tversky, What maps reveal about spatial thinking, p. 281 [source] Understanding fish habitat ecology to achieve conservation,JOURNAL OF FISH BIOLOGY, Issue 2005J. C. Rice Habitat science can provide the unifying concepts to bring together ecological studies of physiological tolerances, predator avoidance, foraging and feeding, reproduction and life histories. Its unifying role is built on two assumptions, imported from terrestrial habitat science and not always stated explicitly: that competition is present interspecifically and intraspecifically under at least some conditions, and that habitat features have some persistence and predictability in space and time. Consistent with its central conceptual position in ecology, habitat science has contributed importantly to scientific advice on pollution, coastal zone management and many other areas of environmental quality, although it has been largely divorced from developments in fish populations dynamics done in support of fisheries management. Commitments by most management agencies to apply an integrated, ecosystem approach to management of human activities in marine systems, poses new challenges to marine science advisors to management. Integrated management and ecosystem approaches both inherently require spatial thinking and spatial tools, making habitat science a particularly relevant advisory framework, particularly because of the unifying role of habitat in ecology. The basic mechanisms behind ocean biological dynamics, productivity, concentration and retention, however, present much weaker opportunities for competition and less persistence and predictability, weakening the foundations of theory and concepts behind current habitat science. The paper highlights the new types of thinking about ,habitat' that will be required, if habitat science is to meet the advisory needs of the new approaches to management. [source] Cognitive factors affecting student understanding of geologic timeJOURNAL OF RESEARCH IN SCIENCE TEACHING, Issue 4 2003Jeff Dodick A critical element of the earth sciences is reconstructing geological structures and systems that have developed over time. A survey of the science education literature shows that there has been little attention given to this concept. In this study, we present a model, based on Montagnero's (1996) model of diachronic thinking, which describes how students reconstruct geological transformations over time. For geology, three schemes of diachronic thinking are relevant: 1. Transformation, which is a principle of change; in geology it is understood through actualistic thinking (the idea that present proceeses can be used to model the past). 2. Temporal organization, which defines the sequential order of a transformation; in geology it is based on the three-dimensional relationship among strata. 3. Interstage linkage, which is the connections between successive stages of a transformation; in geology it is based on both actualism and causal reasoning. Three specialized instruments were designed to determine the factors which influence reconstructive thinking: (a) the GeoTAT which tests diachronic thinking skills, (b) the TST which tests the relationship between spatial thinking and temporal thinking, and (c) the SFT which tests the influence of dimensional factors on temporal awareness. Based on the model constructed in this study we define the critical factors influencing reconstructive thinking: (a) the transformation scheme which influences the other diachronic schemes, (b) knowledge of geological processes, and (c) extracognitive factors. Among the students tested, there was a significant difference between Grade 9,12 students and Grade 7,8 students in their ability to reconstruct geological phenomena using diachronic thinking. This suggests that somewhere between Grades 7 and 8 it is possible to start teaching some of the logical principles used in geology to reconstruct geological structures. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 415,442, 2003 [source] Early Education for Spatial Intelligence: Why, What, and HowMIND, BRAIN, AND EDUCATION, Issue 3 2010Nora S. Newcombe Spatial representation and thinking have evolutionary importance for any mobile organism. In addition, they help reasoning in domains that are not obviously spatial, for example, through the use of graphs and diagrams. This article reviews the literature suggesting that mental spatial transformation abilities, while present in some precursory form in infants, toddlers, and preschool children, also undergo considerable development and show important individual differences, which are malleable. These findings provide the basis for thinking about how to promote spatial thinking in preschools, at home, and in children's play. Integrating spatial content into formal and informal instruction could not only improve spatial functioning in general but also reduce differences related to gender and socioeconomic status that may impede full participation in a technological society. [source] | ||||||||||