scholarly journals Geographical spatial thinking, expression of scientific thinking – ability of investigative competence

2021 ◽  
Author(s):  
Doina Maria Dumitrașcu ◽  
◽  
◽  
Keyword(s):  
Physical Geography ◽  
Google Earth ◽  
Point Of View ◽  
Spatial Thinking ◽  
Scientific Thinking ◽  
Cognitive Operations ◽  
Thinking Ability ◽  
Geographical Space ◽  
Geographical Point ◽  
Local Horizon

The article advocates the acceptance of geographical spatial thinking as a form of scientific thinking. The first part argues about the specificity of the concept of geographical space in the sense of geographical studies, in order to then build the syllogism according to which geographical spatial thinking, based on higher cognitive operations and respects geographical principles and paradigms, can be considered a particular form of scientific thinking. The second part exemplifies the way of training the investigative ability to think spatially from the geographical point of view, using documentation sheets designed for the study of the local horizon at different levels of schooling (professional and high school levels) and for different sequences of the lesson, supported by cartographic supports of the Google Earth application. The methodological indications guide the manner of applying, in the Physical Geography lessons, the integration situations for the formation of the components of the investigative competence. The conclusions emphasize the importance of structuring geographical spatial thinking according to the characteristics of scientific thinking systematized by local researchers.

scholarly journals The Effect of Google Earth-Assisted Remote Sensing Learning on Students ’Spatial Thinking Ability in Solving Disaster Mitigation Problems

2021 ◽  
Vol 884 (1) ◽  
pp. 012013
Author(s):  
Bambang Syaeful Hadi ◽  
Mukminan ◽  
M Muhsinatun Siasah ◽  
Kimpul E. Sariyono
Keyword(s):  
Remote Sensing ◽  
Thinking Skills ◽  
Google Earth ◽  
Geography Education ◽  
Test Method ◽  
Disaster Mitigation ◽  
Spatial Thinking ◽  
Multiple Choice Questions ◽  
Thinking Ability ◽  
Quasi Experimental

Abstract Spatial thinking ability (STA) have an important role in the study of geography which is currently supported by many geospatial technologies. Remote sensing learning has a strategic position to support the formation of student STA. This study aims to (1) test the effectiveness of Google Earth-assisted remote sensing learning on students' spatial thinking skills to solve the disaster mitigation problems, and (2) examine the relationship between STA students and remote sensing learning achievements. This study uses a quasi-experimental design. The subjects in this study were students of the Department of Geography Education. Subjects were treated as remote sensing learning with the help of dynamic imagery in Google Earth. The experimental and control classes used are geography education students who are taking remote sensing courses. Data collection is done by the test method. The test instrument was in the form of multiple-choice questions developed based on the STA concept proposed by Gresmehl & Gresmehl. Data analysis techniques to test hypotheses are t-test and Pearson product-moment correlation. The expected results of the research are Google Earth-assisted remote sensing learning is effective for improving student STA in solving disaster mitigation problems. This can be seen from the test results that show the coefficient t = 30.187 with degrees sig = 0,000. There is a positive and significant relationship between STA students with remote sensing learning achievement. This can be seen from the high significance coefficient.

scholarly journals The Effect of Google Earth Utilization on Students' Spatial Thinking Ability

2019 ◽  
Vol 4 (3) ◽  
pp. 291
Author(s):  
Sri Rahayu ◽  
M Murjainah ◽  
M Idris
Keyword(s):  
New York ◽  
Data Collection ◽  
Thinking Skills ◽  
Google Earth ◽  
Geography Education ◽  
T Test ◽  
Environmental Research ◽  
Spatial Thinking ◽  
Homogeneity Test ◽  
Thinking Ability

The ability to think spatially in geography learning is essential, so it requires technology-based learning resources in the form of google earth, which can facilitate students in imagining or visualizing images in mind. In this regard, this study aims to determine the effect of the use of google earth on the spatial thinking abilities of students in the class X Geography of SMA PGRI 2 Palembang. This study used an experimental research method (Posttest-Only Control Design), because this design is suitable to use if the pre-test is not possible or pre-test can influence the experimental. The sample data collection technique uses Purposive Sampling, which is based on considerations or criteria that must be met by the sample used in the study. The sample in this study is class X IPS 1 as the experimental class and X IPS 2 as the control class. Data collection techniques use documentation and tests. For data analysis techniques, normality test, homogeneity test, and hypothesis testing using the IBM SPSS Statistics 20 formula for Windows. Based on the results of the study, the average value of the experimental class's superior post-test was 82.92, and the results of the posttest control class were 66.39. It shows that there are differences in the spatial thinking ability of the experimental group students who were treated using Google Earth during the learning process. The significance of the results of the posttest t-test from the two experimental and control groups was 0.000, and then the null hypothesis Ho was declared rejected because based on the t-test criteria, the significance value was <0.05 or the Sig (2-tailed) value of 0,000 was obtained <0.05. So it can be concluded that there is a significant influence between the use of google earth on the spatial thinking ability of students in the class X Geography subject of SMA PGRI 2 Palembang. Keywords: Google Earth, Spatial Thinking Ability, Geography. References Aliman, Mutia, & Yustesia. (2018). Integrasi Kebangsaan Dalam Tes Berpikir Spasial. Jurnal Geografi FKIP UMP , 82-89. Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Ardyodyantoro, Gatty. (2014). Pemanfaatan Google Earth Dalam Pembelajaran Geografi Untuk Meningkatkan Hasil Belajar Siswa Kelas X SMA Widya Kutoarjo. Skripsi. Program Studi Pendidikan Geografi Fakultas Ilmu Sosial Universitas Negeri Yogyakarta. Cuviello, Matthew P. (2010). Evaluating Google Earth in the Classroom. New York : Center for Teaching Excellence Ervina, E., Asyik, B., & Miswar, D. (2012). Pengaruh Penggunaan Media Google Earth Dan Peta Terhadap Peningkatan Hasil Belajar Geografi. JPG (Jurnal Penelitian Geografi), 1(1). Hidayat, K. N., & Fiantika, F. R. (2017). Analisis Proses Berfikir Spasial Siswa Pada Materi Geometri. Prosiding Si Manis (Seminar Nasional Integrasi Matematika dan Nilai Islami) , 385-394. Isnaini, N. (2018). Komparasi Penggunaan Media Google Earth Dengan Peta Digital Pada Materi Persebaran Fauna Kelas XI IPS di SMA Negeri 1 Semarang. Jurnal Geografi: Media Informasi Pengembangan Dan Profesi Kegeografian, 12(1), 52-61. Jo, I., & Hong, J. E. (2018). Geography Education, Spatial Thinking, and Geospatial Technologies: Introduction to the Special Issue. International Journal of Geospatial and Environmental Research, 5(3), 1. Liu, R., Greene, R., Li, X., Wang, T., Lu, M., & Xu, Y. (2019). Comparing Geoinformation and Geography Students’ Spatial Thinking Skills with a Human-Geography Pedagogical Approach in a Chinese Context. Sustainability, 11(20), 5573. doi:10.3390/su11205573 Nofirman, N. (2019). Studi Kemampuan Spasial Geografi Siswa Kelas XII SMA Negeri 6 Kota Bengkulu. Jurnal Georafflesia: Artikel Ilmiah Pendidikan Geografi, 3(2), 11-24. Oktavianto, D. A. (2017). Pengaruh Pembelajaran Berbasis Proyek Berbantuan Google Earth Terhadap Keterampilan Berpikir Spasial. Jurnal Teknodik, 21(1), 059. Patterson, T. C. (2007). Google Earth as a (Not Just) Geography Education Tool. Journal of Geography, 106(4), 145–152. doi:10.1080/00221340701678032 Setiawan, I. (2016). Peran Sistem Informasi Geografis  (Sig)  Dalam Meningkatkan Kemampuan Berpikir Spasial (Spatial Thinking). Jurnal Geografi Gea, 15(1). doi:10.17509/gea.v15i1.4187 Sugiyono. (2010). Metode Penelitian Pendidikan Pendekatan Kuantitatif, kualitatif, dan R&D. Bandung: Alfabeta.  Sudjana. (2005). Metode Statistika. Bandung: Tarsito. Yousman, Y. (2008). Google Earth. Yogyakarta: C.V Andi.   Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

scholarly journals PENGARUH PEMBELAJARAN BERBASIS PROYEK BERBANTUAN GOOGLE EARTH TERHADAP KETERAMPILAN BERPIKIR SPASIAL

2017 ◽  
pp. 059
Author(s):  
Dwi Angga Oktavianto
Keyword(s):  
Thinking Skills ◽  
Google Earth ◽  
Project Based Learning ◽  
Spatial Thinking ◽  
Control Group ◽  
Control Group Design ◽  
Ability Test ◽  
Thinking Ability ◽  
Scientific Approach ◽  
Quasi Experimental

Abstrak: Pembelajaran geografi berguna untuk membekali siswa keterampilan berpikir spasial. Pembelajaran geografi harus diarahkan menggunakan pendekatan saintifik. Pendekatan saintifik perlu memanfaatkan perkembangan teknologi terutama teknologi berbasis geospasial, salah satunya berupa Google earth. Penelitian ini bertujuan untuk mengetahuai pengaruh penggunaan pembelajaran berbasis proyek berbantuan Google earth terhadap keterampilan berpikir spasial. Metode yang digunakan dalam penelitian ini ialah dengan desain quasi experimental berupa pretest-posttest nonequivalent control group design. Penelitian dilakukan pada Kelas X IPS SMA Negeri 1 Cawas. Instrumen yang digunakan untuk mengukur keterampilan berpikir spasial adalah modifikasi dari Spatial Thinking Ability Test. Analisis data melalui t test dengan menggunakan SPSS 20.0 for windows. Hasil penelitian menunjukkan bahwa pembelajaran berbasis proyek berbantuan Google earth berpengaruh signifikan terhadap keterampilan berpikir spasial siswa. Di samping itu, juga ditemukan beberapa kelebihan dari pembelajaran berbasis proyek berbantu Google earth, antara lain: (1) mendorong siswa menjadi tertantang untuk menyelesaikan permasalahan nyata melalui kegiatan proyek, (2) siswa semakin aktif dalam pembelajaran, (3) kinerja siswa dalam menyelesaikan proyek lebih teratur, (4) siswa lebih memiliki keleluasaan untuk menyelesaikan proyek, (5) siswa termotivasi berkompetisi menghasilkan produk yang terbaik,dan (6) siswa mengalami peningkatan keterampilan berpikir spasial.Kata Kunci: Pembelajaran Berbasis Proyek, Google Earth, Berpikir Spasial Abstract: Learning geography is useful to equip students spatial thinking skills. Learning geography should be directed to use a scientific approach. The scientific approach needs to harness technological developments mainly based geospatial technologies, one of them is Google earth. This study aims to determine the effect of the use of project-based learning assisted Google earth to spatial thinking skills. The method used in this research is to design the form of quasi-experimental pretest-posttest nonequivalent control group design. The study was conducted on Class X IPS SMA Negeri 1 Salam Babaris. The instrument used to measure the spatial thinking skills is a modification of the Spatial Thinking Ability Test. Analysis of the data by t test using SPSS 20.0 for windows. The results showed that the project-based learning Google earth aided significantly influence spatial thinking skills of students. In addition, also found some of the advantages of the project-based learning assisted Google earth, among others: (1) encourage students be challenged to solve real problems through project activities, (2) the students more active in learning, (3) the performance of students in complete the project more organized, (4) students have more flexibility to complete the project, (5) students are motivated to compete to produce the best product, and (6) students has increased spatial thinking skills.

Do Event-Related Brain Potentials Reflect Mental (Cognitive) Operations?

2002 ◽  
Vol 16 (3) ◽  
pp. 129-149 ◽  
Author(s):  
Boris Kotchoubey
Keyword(s):  
Cognitive Processes ◽  
Point Of View ◽  
Internal Variables ◽  
Brain Potentials ◽  
Cognitive Operations ◽  
External Variables ◽  
Series Of Experiments ◽  
Mental Operations ◽  
A Chain ◽  
Processing Mechanisms

Abstract Most cognitive psychophysiological studies assume (1) that there is a chain of (partially overlapping) cognitive processes (processing stages, mechanisms, operators) leading from stimulus to response, and (2) that components of event-related brain potentials (ERPs) may be regarded as manifestations of these processing stages. What is usually discussed is which particular processing mechanisms are related to some particular component, but not whether such a relationship exists at all. Alternatively, from the point of view of noncognitive (e. g., “naturalistic”) theories of perception ERP components might be conceived of as correlates of extraction of the information from the experimental environment. In a series of experiments, the author attempted to separate these two accounts, i. e., internal variables like mental operations or cognitive parameters versus external variables like information content of stimulation. Whenever this separation could be performed, the latter factor proved to significantly affect ERP amplitudes, whereas the former did not. These data indicate that ERPs cannot be unequivocally linked to processing mechanisms postulated by cognitive models of perception. Therefore, they cannot be regarded as support for these models.

History of Tour de France from the Geographical Point of View

2013 ◽  
Vol 22 (3-4) ◽  
pp. 255-277 ◽  
Author(s):  
Vladimír Bačík ◽  
Michal Klobučník
Keyword(s):  
Point Of View ◽  
The Past ◽  
Advanced Technologies ◽  
The World ◽  
Spatial Dimensions ◽  
Tour De France ◽  
Wide Circle ◽  
History Of ◽  
Expert Community ◽  
Geographical Point

Abstract The Tour de France, a three week bicycle race has a unique place in the world of sports. The 100th edition of the event took place in 2013. In the past of 110 years of its history, people noticed unique stories and duels in particular periods, celebrities that became legends that the world of sports will never forget. Also many places where the races unfolded made history in the Tour de France. In this article we tried to point out the spatial context of this event using advanced technologies for distribution of historical facts over the Internet. The Introduction briefly displays the attendance of a particular stage based on a regional point of view. The main topic deals with selected historical aspects of difficult ascents which every year decide the winner of Tour de France, and also attract fans from all over the world. In the final stage of the research, the distribution of results on the website available to a wide circle of fans of this sports event played a very significant part (www.tdfrance.eu). Using advanced methods and procedures we have tried to capture the historical and spatial dimensions of Tour de France in its general form and thus offering a new view of this unique sports event not only to the expert community, but for the general public as well.

scholarly journals Vuoret ja kaupunki vastakohtaisina tiloina Alisa Ganijevan teoksissa

2016 ◽  
pp. 7-22
Author(s):  
Anni Lappela
Keyword(s):  
Central Element ◽  
Point Of View ◽  
The Novel ◽  
Way Of Life ◽  
The Real ◽  
Key Concepts ◽  
The City ◽  
Geographical Space

Mountains and City as Contrary Spaces in the Prose of Alisa Ganieva I analyze Alisa Ganieva’s novel Prazdnichnaia gora (2012) and her novella Salam tebe, Dalgat! (2010) from a geocritical (Westphal, Tally) point of view. Ganieva was born in 1985 in Moscow, but she grew up in Dagestan, in North Caucasia. Since 2002, she has lived in Moscow. All Ganieva’s novels are set in present-day Dagestan, not only in the capital Makhachkala but also in the countryside.  I study the ways the two main spaces and main milieus, the mountains and the city, oppose each other in Prazdnichnaia gora. I also analyze how this opposition constructs the utopian and dystopian discourses of the novel. In this high/low opposition, the mountains appear as the utopian place of a better future, and the city in the lowlands is depicted as a dystopian place of the present-day life. The texts’ multilayered time is also part of my analysis, which follows Westphal’s idea of the stratigraphy of time. Furthermore, the mountains are associated with the traditional way of life and the Soviet past. In this way, the mountains have two kinds of roles in the texts. Nevertheless, the city is a central element of the postcolonial dystopian discourse of Prazdnichnaia gora. In my opinion, Ganieva’s texts problematize referentiality, one of the key concepts of geocriticism. Whilst the city tends to be very referential, the mountains escape the referential relationship to the “real” geographical space.

scholarly journals Olomouc - Possibilities of Geovisualization of the Historical City

2011 ◽  
Vol 6 ◽  
pp. 267-274
Author(s):  
Stanislav Popelka ◽  
Alžběta Brychtová
Keyword(s):  
Spatial Data ◽  
Large Scale ◽  
18Th Century ◽  
3D Visualization ◽  
3D Models ◽  
Google Earth ◽  
Point Of View ◽  
World Heritage Site ◽  
Historical Maps ◽  
The City

Olomouc, nowadays a city with 100,000 inhabitants, has always been considered as one of the most prominent Czech cities. It is a social and economical centre, which history started just about the 11th century. The present appearance of the city has its roots in the 18th century, when the city was almost razed to the ground after the Thirty years’ war and a great fire in 1709. After that, the city was rebuilt to a baroque military fortress against Prussia army. At the beginning of the 20th century the majority of the fortress was demolished. Character of the town is dominated by the large number of churches, burgher’s houses and other architecturally significant buildings, like a Holy Trinity Column, a UNESCO World Heritage Site. Aim of this project was to state the most suitable methods of visualization of spatial-temporal change in historical build-up area from the tourist’s point of view, and to design and evaluate possibilities of spatial data acquisition. There are many methods of 2D and 3D visualization which are suitable for depiction of historical and contemporary situation. In the article four approaches are discussed comparison of historical and recent pictures or photos, overlaying historical maps over the orthophoto, enhanced visualization of historical map in large scale using the third dimension and photorealistic 3D models of the same area in different ages. All mentioned methods were geolocalizated using the Google Earth environment and multimedia features were added to enhance the impression of perception. Possibilities of visualization, which were outlined above, were realized on a case study of the Olomouc city. As a source of historical data were used rapport plans of the bastion fortress from the 17th century. The accuracy of historical maps was confirmed by cartometric methods with use of the MapAnalyst software. Registration of the spatial-temporal changes information has a great potential in urban planning or realization of reconstruction and particularly in the propagation of the region and increasing the knowledge of citizens about the history of Olomouc.

scholarly journals UE Biobased Policy: A Critical Economic-Geographical Point of View

2016 ◽  
Vol 1 (1) ◽  
Author(s):  
Margherita Ciervo
Keyword(s):  
Industrial Revolution ◽  
Point Of View ◽  
Sustainable Growth ◽  
Production Model ◽  
Market Demand ◽  
Advanced Level ◽  
Collective Imagination ◽  
Participation Process ◽  
Geographical Point ◽  
The Eu

AbstractWe propose a brief analysis of the “Innovating for Sustainable Growth: A Bioeconomy for Europe” by the European Commission. With this aim, we have used a multiscalar and inductive methodology, a critical, paradigmatic and deconstructionist approach. Special attention is given to the language because it influences the individual’s perceptions and the collective imagination that is the base of ideas, decisions and actions. The main results concern the conceptual and ideological matrix, the population-resource relation and the participation process. We argue that the technocentric and anthropocentric approaches as well as the neoliberal vision are all the same in regards to both the old “fossil” economy and the most recent bioenergy sector’s development. The latter could offer important lessons to avoid errors, contradictions and paradoxes. In addition, the asymmetry regarding the distribution of biomass and advanced level of techno-knowledge could lead to new forms of ecological exploitation, economic domination and power relations on the different levels of spatial scale. This could put in to question the territorial sovereignty. Finally, the EU bioeconomy model cannot be considered an economic revolution because it is focused on the supply side in support of market demand and economic growth, without taking into account the production model and scale. So, it simply appears as one of many steps of the “industrial revolution”: from fossil sources to biobased ones. For this reason, it is very important to make the choice process a democratic one, bringing in the Member State Parliaments on the discussion on the UE biobased policy, as well as opening a broad public debate about the prospects and effects of this choice. In regard to this, the paper could be of interest because it aspires to assume and motivate a more systemic prospective in evaluations and policy decisions.

scholarly journals Welche Praxis nach der postkolonialen Kritik? Human- und physisch-geographische Feldforschung aus übersetzungstheoretischer Perspektive

2012 ◽  
Vol 67 (3) ◽  
pp. 139-145 ◽  
Author(s):  
S. Husseini de Araújo ◽  
P. Kersting
Keyword(s):  
Postcolonial Theory ◽  
Translation Studies ◽  
Academic Work ◽  
Physical Geography ◽  
Point Of View ◽  
Development Studies ◽  
New Knowledge

Abstract. After the postcolonial critique, dealing with the power of speaking and self-reflexivity belong to the great challenges of academic work. In this article, we derive the necessity to accept these challenges from our own projects and discuss their practical consequences as well as the difficulties of integrating them in development studies of human and physical geography. We argue that the propositions of postcolonial theory cannot be transferred in practice without contradictions. Therefore, we try to grasp these contradictions with the concept of translation. From the point of view of Translation Studies, contradictions do not necessarily lead to failure, but they have the potential to create new knowledge and give voice to new perspectives.

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