Citations (62)
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Jack D. Polifka, Cinzia Cervato & Thomas A. Holme. (2023) Measuring the role of spatial ability and multiple external representations in introductory geology students’ knowledge of plate tectonics. Journal of Geoscience Education 71:4, pages 476-491.
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Gillian Goldhagen, Heather Ford & Kinnari Atit. (2023) Examining perspective-taking skills in introductory geoscience students. Journal of Geoscience Education 0:0, pages 1-11.
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Eleni Tomai, Margarita Kokla, Christos Charcharos, Katerina Pastra, Fotis Liarokapis, Maria Bezerianou, Kostas Cheliotis, Athanasia Darra & Marinos Kavouras. (2023) Investigating the relationship between spatial skills and web mapping application performance among university students. Cartography and Geographic Information Science 0:0, pages 1-16.
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Jessica A. McLaughlin & Janelle M. Bailey. (2023) Students need more practice with spatial thinking in geoscience education: a systematic review of the literature. Studies in Science Education 59:2, pages 147-204.
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Mahda M. Bagher, Pejman Sajjadi, Jan Oliver Wallgrün, Peter LaFemina & Alexander Klippel. (2023) Virtual reality for geospatial education: immersive technologies enhance sense of embodiment. Cartography and Geographic Information Science 50:3, pages 233-248.
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Jeff B. Chaumba & Josphine Chaumba. (2023) Using Growth Rings on Wooden Blocks and Plywood to Enhance Students' Spatial Reasoning Skills. Journal of College Science Teaching 52:5, pages 26-33.
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Joseph Gutierrez, Sinan Osman Akciz, Natalie Bursztyn, Kevin Nichols & John Thurmond. (2023) Testing the efficacy of 3D-printed geologic models as tools for fostering spatial visualization abilities. International Geology Review 65:8, pages 1320-1330.
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Lauren Hoyer & Warwick W. Hastie. (2023) Geoscience undergraduate students’ perceptions of how field work and practical skills influence their conceptual understanding and subject interest. Journal of Geoscience Education 71:2, pages 158-176.
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Christopher J. Rowan & Bridget K. Mulvey. (2023) An innovative cycle-based learning approach to teaching with analog sandbox models. Journal of Geoscience Education 71:1, pages 74-86.
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Kathryn M. Bateman, Joy Ham, Naomi Barshi, Basil Tikoff & Thomas F. Shipley. (2023) Scaffolding geology content and spatial skills with playdough modeling in the field and classroom. Journal of Geoscience Education 71:1, pages 43-57.
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Holly White & Cory T. Forbes. (2023) An investigation of undergraduate students’ spatial thinking about groundwater. Journal of Geography in Higher Education 47:1, pages 128-148.
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N. D. LaDue, P. M. McNeal, K. Ryker, K. St. John & K. J. van der Hoeven Kraft. (2022) Using an engagement lens to model active learning in the geosciences. Journal of Geoscience Education 70:2, pages 144-160.
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Elijah T. Johnson & Karen S. McNeal. (2022) Student perspectives of the spatial thinking components embedded in a topographic map activity using an augmented-reality sandbox. Journal of Geoscience Education 70:1, pages 13-24.
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Lindsay M. Schoenbohm & Mitchell McMillan. (2022) Worldbuilding from tectonic first principles: Integrating and challenging undergraduate knowledge through a course project. Journal of Geoscience Education 70:1, pages 56-72.
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Andrew Lovett & Holger Schultheis. (2021) Spatial adaptation: modeling a key spatial ability. Spatial Cognition & Computation 21:2, pages 89-113.
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Peggy M. McNeal & Heather L. Petcovic. (2020) Spatial thinking and fluid Earth science education research. Journal of Geoscience Education 68:4, pages 289-301.
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Nicholas A. Soltis, Karen S. McNeal, Rachel M. Atkins & Lindsay C. Maudlin. (2020) A novel approach to measuring student engagement while using an augmented reality sandbox. Journal of Geography in Higher Education 44:4, pages 512-531.
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Karen S. McNeal, Katherine Ryker, Shelley Whitmeyer, Scott Giorgis, Rachel Atkins, Nicole LaDue, Christine Clark, Nick Soltis & Thomas Pingel. (2020) A multi-institutional study of inquiry-based lab activities using the Augmented Reality Sandbox: impacts on undergraduate student learning. Journal of Geography in Higher Education 44:1, pages 85-107.
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Allison Mattheis, Megan Murphy & Erika Marin-Spiotta. (2019) Examining intersectionality and inclusivity in geosciences education research: A synthesis of the literature 2008–2018. Journal of Geoscience Education 67:4, pages 505-517.
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Kimberly A. Hannula. (2019) Do geology field courses improve penetrative thinking?. Journal of Geoscience Education 67:2, pages 143-160.
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Anne U. Gold, Philip M. Pendergast, Carol J. Ormand, David A. Budd & Karl J. Mueller. (2018) Improving spatial thinking skills among undergraduate geology students through short online training exercises. International Journal of Science Education 40:18, pages 2205-2225.
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Peggy McNeal, Todd Ellis & Heather Petcovic. (2018) Investigating the foundations of spatial thinking in meteorology. Journal of Geoscience Education 66:3, pages 246-257.
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Rachel A. Myer, Thomas F. Shipley & Alexandra K. Davatzes. (2018) Reasoning about time from space: Visual continuity may disrupt reasoning about the passage of time within accreted materials. Journal of Geoscience Education 66:2, pages 147-165.
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Ilyse Resnick, Kim A. Kastens & Thomas F. Shipley. (2018) How students reason about visualizations from large professionally collected data sets: A study of students approaching the threshold of data proficiency. Journal of Geoscience Education 66:1, pages 55-76.
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Leilani Arthurs. (2018) How explicit is the cognitive science foundation of geoscience education research? A study of syntactical units in JGE articles. Journal of Geoscience Education 66:1, pages 77-91.
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Kim A. Cheek, Nicole D. LaDue & Thomas F. Shipley. (2017) Learning About Spatial and Temporal Scale: Current Research, Psychological Processes, and Classroom Implications. Journal of Geoscience Education 65:4, pages 455-472.
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Carol J. Ormand, Thomas F. Shipley, Basil Tikoff, Barbara Dutrow, Laurel B. Goodwin, Thomas Hickson, Kinnari Atit, Kristin Gagnier & Ilyse Resnick. (2017) The Spatial Thinking Workbook: A Research-Validated Spatial Skills Curriculum for Geology Majors. Journal of Geoscience Education 65:4, pages 423-434.
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Carlos Carbonell Carrera & Luis A. Bermejo Asensio. (2017) Landscape interpretation with augmented reality and maps to improve spatial orientation skill. Journal of Geography in Higher Education 41:1, pages 119-133.
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Alec M. Bodzin, David Anastasio, Rajhida Sharif & Scott Rutzmoser. (2016) Using a Web GIS Plate Tectonics Simulation to Promote Geospatial Thinking. Journal of Geoscience Education 64:4, pages 279-291.
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Scott Giorgis. (2015) Google Earth Mapping Exercises for Structural Geology Students—A Promising Intervention for Improving Penetrative Visualization Ability. Journal of Geoscience Education 63:2, pages 140-146.
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Kinnari Atit, Kristin Gagnier & Thomas F. Shipley. (2015) Student Gestures Aid Penetrative Thinking. Journal of Geoscience Education 63:1, pages 66-72.
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Caiwei Zhu, Chloe Oi-Ying Leung, Eleni Lagoudaki, Mariana Velho, Natalia Segura-Caballero, Dietsje Jolles, Gavin Duffy, Günter Maresch, Marianna Pagkratidou & Remke Klapwijk. (2023) Fostering spatial ability development in and for authentic STEM learning. Frontiers in Education 8.
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Sarah Baumann & Leilani A. Arthurs. (2023) Augmented Reality Technology Used for Developing Topographic Map-Reading Skills in an Earth Science Course and its Potential Implications in Broader Learning Venues. Journal of Science Education and Technology.
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B.Z. Kreager, N.D. LaDue, T.F. Shipley, R.D. Powell & B.A. Hampton. (2022) Spatial skill predicts success on sequence stratigraphic interpretation. Geosphere 18:2, pages 750-761.
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Natalie Bursztyn, Pejman Sajjadi, Hannah Riegel, Jiawei Huang, Jan Oliver Wallgrün, Jiayan Zhao, Bart Masters & Alexander Klippel. (2022) Virtual strike and dip – advancing inclusive and accessible field geology. Geoscience Communication 5:1, pages 29-53.
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