Abstract
Spatial thinking and learning are essential components of geography education . The National Research Council’s 2006 report “Learning to Think Spatially” emphasized that people vary with respect to performance on spatial tasks . This pilot study at a large Texas university investigated geospatial thinking variances among undergraduate students based on academic experience of students . T his exploratory study uses the Geospatial T hinking Survey (GTS), based on the Spatial T hinking Ability Test (STAT) endorsed by Association of American Geographers (2006) and published by Lee and Bednarz (2012), to assess the geospatial thinking differences of undergraduate students . The results show that academic major, academic classification, and exposure to academic geography influence comprehension of geospatial concepts, use of geospatial representation tools, and application of geospatial reasoning processes
Recommended Citation
Verma, Kanika
(2015)
"Influence of Academic ABSTRACT Variables on Geospatial Skills of Undergraduate Students: An Exploratory Study,"
The Geographical Bulletin: Vol. 56:
Iss.
1, Article 3.
Available at:
https://digitalcommons.kennesaw.edu/thegeographicalbulletin/vol56/iss1/3