Enhancing Spatial Cognition Using Mapping Technologies in Earth Science Education

The importance of the visual-spatial aspect of science is widely known yet seldom addressed in science instruction. The ability to view the world from multiple perspectives is fundamental to the development of many important scientific concepts (Baker & Piburn, 1997). Earth Science education and the use of emerging mapping technologies such as Geographic Information Systems (GIS) is an effective tool for supporting student learning, inquiry, and problem solving as envisioned by the National Science Education Standards, the Benchmarks for Science Literacy (AAAS, 1993), the Standards For Technological Literacy (2000), and the National Council of Teachers of Mathematics Standards (1986). A mixed method approach studied the potential of using mapping techniques and technologies to enhance teachers' and students' thinking about earth and environmental science concepts: such as landforms, the distribution of rock and soil types, and the relationship between abiotic and biotic factors. Using clinical interviews, analysis of artifacts, test scores, spatial reasoning inventory, survey and instrument, the results suggest that mapping and related technologies can provide improved earth and environmental science content learning, enhance spatial cognition skills and promote successful scientific problem solving for teachers and students.