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Abstract
Since the National Research Council (2006) report Learning to Think Spatially formalized geospatial thinking, researchers and educators have recognized the importance of investigating and understanding geospatial thinking. Conceptual frameworks have been developed and applied to individual research projects. Although useful in these contexts and potentially extendable to other related inquiries, they also overlap and conflict with one another. Moreover, the separate frameworks are built on different constructs, resulting in a disparate rather than a cohesive theoretical foundation for geospatial thinking. This article synthesizes existing frameworks and generates a model that represents conceptual advances and provides a foundation for research question generation.
自从国家研究委员会 (2006) 的报告”学习以空间的方式思考”将地理空间思考正式化之后, 研究者与教育者认识到探问、并理解地理空间思考的重要性。已有概念架构建立并应用至个别的研究计画中, 这些概念架构儘管在其脉络中有所用处, 并具有延伸至其他相关问题的潜能, 但它们却也部分重叠并相互冲突。再者, 分离的架构各自建立在不同的构想之上, 导致了不同的、而非连贯的地理空间思考的理论基础。本文合成既有的架构, 并创造能够呈现概念前瞻性、提供研究问题生产基础的模型。
Desde cuando el informe Learning to Think Spatially [“Cómo pensar espacialmente”] del National Research Council (2006) formalizó esta forma de analizar el espacio terrestre, investigadores y educadores han reconocido la importancia de investigarla y entenderla. Al respecto, se han desarrollado y aplicado diversos marcos conceptuales en proyectos de investigación individual. Si bien son útiles en estos contextos y potencialmente aplicables en otros estudios relacionados, esas estructuras conceptuales también suelen traslaparse y entrar en conflicto mutuo. Más aún, los marcos individuales son construidos sobre diferentes constructos, dando por resultado algo más discrepante que una fundamentación teórica cohesiva del pensamiento geoespacial. En este artículo se sintetizan los marcos conceptuales existentes y se deriva un modelo que representa los avances conceptuales, planteando un punto de partida para la formulación de preguntas de investigación.
Additional information
Notes on contributors
Amy Lobben
AMY LOBBEN is an Associate Professor in the Department of Geography at the University of Oregon, Eugene, OR 97405. E-mail: [email protected]. Her research interests include human–environment interaction, geographic information science, geospatial cognition, neurogeography, and behavioral geography.
Megan Lawrence
MEGAN LAWRENCE is a Sponsored Principle Investigator at the Smith-Kettlewell Eye Research Institute, San Francisco, CA 94115. E-mail: [email protected]. Her research focuses on human spatial behavior and information accessibility for people with disabilities.