Finding the Spatial (in order to teach it) Karl Grossner, PhD - - PowerPoint PPT Presentation
K. Grossner :: UC Santa Barbara ThinkSpatial Brownbag :: 15 Nov 2011 Finding the Spatial (in order to teach it) Karl Grossner, PhD Center for Spatial Studies, UC Santa Barbara (2012) Stanford University Libraries Donald G. Janelle NSF-DUE
(in order to teach it)
Karl Grossner, PhD Center for Spatial Studies, UC Santa Barbara
(2012) Stanford University Libraries
NSF-DUE #1043777 Donald G. Janelle
psychologists, incl. Golledge, Goodchild, Hegarty
3 elements:
– Concepts of space – Representation – Reasoning processes
and math
explicitly
Spatial thinking in the geosciences, and...
rigorously and unambiguously
by shape
against a noisy background
structure and processes – and motion of objects -- from one or two dimensional information
coordinate system
Spatial thinking in the geosciences, and...
rigorously and unambiguously
by shape
against a noisy background
structure and processes – and motion of objects -- from one or two dimensional information
coordinate system
Spatial thinking in the geosciences, and...
rigorously and unambiguously
by shape
against a noisy background
structure and processes – and motion of objects -- from one or two dimensional information
coordinate system
Spatial thinking in the geosciences, and...
rigorously and unambiguously
by shape
against a noisy background
structure and processes – and motion of objects -- from one or two dimensional information
coordinate system
Spatial thinking in the geosciences, and...
rigorously and unambiguously
by shape
against a noisy background
structure and processes – and motion of objects -- from one or two dimensional information
coordinate system
research program”
– SILC, 2006 www.spatiallearning.org
its importance
adjust) the curriculum, leading to increased “spatial literacy”
recommendations
– Software/Ed partnerships, teacher development, etc.
teaching resources...but
principles explicitly, first enumerate them, then define some learning objectives
disciplinary perspectives
understanding and practical application of {spatialPrinciple},” so what are the principles?
www.teachspatial.org
www.nsdl.org
www.nsdl.org
www.nsdl.org
www.nsdl.org
NSDL PATHWAYS
NSDL PATHWAYS
in 8 fields:
– Geography, cognitive psychology, geoscience, math, urban design, science education
Spatial Term Density, NSF Abstracts
adjacency, alignment, angle, anisotropic, area (2), areal, arrangement, attraction, autocorrelation, border, boundary, branching, center, centroid, chaos, chirality, circuit, cluster, cognitive map, coil, collision, compactness, conduit, congruence, connection, container, convex, cube, deformation, dense, density, diffusion, dimension, direction, dispersion, distance, enclosure, energetics, environment (8), euclidian, flow, fluid, folding, force,
form (9), geography, geometric, geometry, global, gradient, granularity,
gravitation, gravity, grid, imagery, interaction (3), interlock, isomorphism, isotropic, kinetic, landmark, landscape, length, local (10), location, manifold, map, mental model, microscale, migration, morphology, motion, movement, navigation, neighbor, network (4), orientation, overlay, packing, part, path, pattern, perimeter, periphery, place, planar, point, polygon, polymorphism, position, proximity, reference frame, region (7), representation, rotation, route, rupture, scale (6), section, separation, shape, size, slope, space, space- time, spatial, spatiotemporal, spatio-temporal, stratum, structure (1),
surface (5), symmetrical, symmetry, topology, transport, visual, void,
volume, wave, web
Spatial Term Density, NSF Abstracts
adjacency, alignment, angle, anisotropic, area (2), areal, arrangement, attraction, autocorrelation, border, boundary, branching, center, centroid, chaos, chirality, circuit, cluster, cognitive map, coil, collision, compactness, conduit, congruence, connection, container, convex, cube, deformation, dense, density, diffusion, dimension, direction, dispersion, distance, enclosure, energetics, environment (8), euclidian, flow, fluid, folding, force,
form (9), geography, geometric, geometry, global, gradient, granularity,
gravitation, gravity, grid, imagery, interaction (3), interlock, isomorphism, isotropic, kinetic, landmark, landscape, length, local (10), location, manifold, map, mental model, microscale, migration, morphology, motion, movement, navigation, neighbor, network (4), orientation, overlay, packing, part, path, pattern, perimeter, periphery, place, planar, point, polygon, polymorphism, position, proximity, reference frame, region (7), representation, rotation, route, rupture, scale (6), section, separation, shape, size, slope, space, space- time, spatial, spatiotemporal, spatio-temporal, stratum, structure (1),
surface (5), symmetrical, symmetry, topology, transport, visual, void,
volume, wave, web
standards
text spatial terms avg spatial stdev
Physical Science
B-04-2.2 An object's motion can be described by
tracing and measuring its position over time. position, motion, tracing, object, trajectory, path, time, measurement 0.913 0.118
B-04-2.3 The position and motion of objects can be changed by pushing
push or pull. position, motion, pull, push, size, force, direction 0.850 0.191 B-04-2.4 Sound is produced by vibrating objects. The pitch of the sound can be varied by changing the rate of vibration. vibration, motion 0.463 0.304
Life Science
C-58-1.1 Living systems at all levels of organization demonstrate the complementary nature of structure and function. Important levels of organization for structure and function include cells,
ecosystems. structure, organization, hierarchy, function, composition, cell, level 0.490 0.351 C-58-1.2 All organisms are composed of cells--the fundamental unit of
humans, are multicellular. composition, cell, unit, multicellular 0.380 0.368
Earth and Space Science
D-58-3.2 Most objects in the solar system are in regular and predictable
year, phases of the moon, and eclipses. motion, object, phase, eclipse 0.817 0.144 D-58-3.3 Gravity is the force that keeps planets in orbit around the sun and governs the rest of the motion in the solar system. Gravity alone holds us to the earth's surface and explains the phenomena of the tides. surface, orbit, motion, gravity, force, attraction, tides, tide 0.625 0.227
Size corresponds to the number of standards a term appears in multiplied by those standards’ average spatial rating
Thanks to Josh Bader!
Thanks to Josh Bader!
“Spatial Thinking”; Winter 2012
– The nature of spatial thinking, at object/tabletop scale; in the environment; metaphorically
– Foundations of Spatial Thinking (Fall 2010) – Spatial Thinking: The Why of Where (Winter 2012)
– Professional Development to Improve the Spatial Thinking
– Studying Regents exams to “find the spatial”
deficit disorder, and learning in the outside world
technology, engineering and math (STEM) learning
Diana Sinton, University of Redlands || Spatial Thinking: The Why of Where
principles...
scientific and humanistic fields??
explanation; and the “habit of mind” to use it
California?” is a meaningless question.
watd.wuthering-heights.co.uk Benjamin Reese Neuroscience Research Institute and Department of Psychology University of California at Santa Barbara
A small molecule (ligand) docked to a much larger protein: http://en.wikipedia.org/wiki/Docking_(molecular)
Gahegan, M. (2011) Is space—its representation and analysis in computational systems—common ground in the sciences? COSIT Workshop on Spatial Ontology
spatiality
– Two distinct spatial perspectives are those of continuous fields and of discrete objects. – Space-time may be viewed as 3D + 1 (time) or 4D (everything’s an
– Natural phenomena—things and happenings—are significantly impacted by their surroundings (environment or setting), including neighboring things, and any networks or ecosystems they are part of. – Observations and analyses of phenomena have a frame of reference— spatial, temporal and thematic bounds for what is being considered. This concept is strongly tied to those of scale and granularity. Reference frames may be global or local in absolute or relative terms, and representations may be high-resolution or coarse and highly generalized.
– Attributes of places that are near to each other tend to be more similar than attributes of places that are far apart (Tobler's First Law of Geography); such similarity leads to assertions of clusters, regions, neighborhoods, and kinds of places.
– The arrangement of things-in-the-world is a result of processes— ‘natural’ (i.e. environmental and without agency), man-made, or both.
– The spatial form of natural objects (size, shape, structure, orientation, texture) is strongly related to function; – The same holds true for utilitarian artifacts (if well-designed) where function is purposeful.
– The level of interaction between entities at two locations declines as the distance between them increases.
– A significant proportion of the phenomena scientists (and others)
change: change of position, form, orientation, and spatial identity (splitting and merging, e.g.). The same holds true for many non- scientific (i.e. humanistic) fields. – Things move. A great many processes at all scales are fundamentally spatial and dynamic: diffusion, dispersion, transport, migration, erosion, radiation, etc.
– Space v. place – Subjective space/place and cognitive maps
thinking
– Cognitive abilities
– Form and function; pattern and process; spatial context, association, dependence, autocorrelation; indexing and integrating information
– Spatial information v. spatial reality
– Objects and fields – Measurement and computation
– Neighborhood, Clusters and Regions – Measurement and computation
– Network I – Measurement and computation
– Network II: Interaction and flow – Measurement and computation
– Graphs and surfaces – N-dimension concept spaces
NSF-DUE #1043777 www.teachspatial.org