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Geospatial Technologies in Geography Education Key Challenges in Geography Key Challenges in Geography EUROGEO Book Series Rafael de Miguel González Karl Donert Kostis Koutsopoulos Editors Geospatial Technologies in Geography Education Key Challenges in Geography EUROGEO Book Series Series Editors Kostis Koutsopoulos, European Association of Geographers, National Technical University of Athens, Pikermi, Greece Rafael de Miguel González, University of Zaragoza & EUROGEO, Zaragoza, Spain Daniela Schmeinck, Institut Didaktik des Sachunterrichts, University of Cologne, Köln, Nordrhein-Westfalen, Germany This book series addresses relevant topics in the wide field of geography, which connects the physical, human and technological sciences to enhance teaching, research, and decision making. Geography provides answers to how aspects of these sciences are interconnected and are forming spatial patterns and processes that have impact on global, regional and local issues and thus affect present and future generations. Moreover, by dealing with places, people and cultures, Geography explores international issues ranging from physical, urban and rural environments and their evolution, to climate, pollution, development and political economy. Key Challenges in Geography is an initiative of the European Association of Geographers (EUROGEO), an organization dealing with examining geographical issues from a European perspective, representing European Geographers working in different professional activities and at all levels of education. EUROGEO’s goal and the core part of its statutory activities is to make European Geography a worldwide reference and standard. The book series serves as a platform for members of EUROGEO as well as affiliated National Geographical Associations in Europe, but is equally open to contributions from non-members. The book series addresses topics of contemporary relevance in the wide field of geography. It has a global scope and includes contributions from a wide range of theoretical and applied geographical disciplines. Key Challenges in Geography aims to: • present collections of chapters on topics that reflect the significance of Geography as a discipline; • provide disciplinary and interdisciplinary titles related to geographical, envi- ronmental, cultural, economic, political, urban and technological research with a European dimension, but not exclusive; • deliver thought-provoking contributions related to cross-disciplinary approaches and interconnected works that explore the complex interactions among geog- raphy, technology, politics, environment and human conditions; • publish volumes tackling urgent topics to geographers and policy makers alike; • publish comprehensive monographs, edited volumes and textbooks refereed by European and worldwide experts specialized in the subjects and themes of the books; • provide a forum for geographers worldwide to communicate on all aspects of research and applications of geography, with a European dimension, but not exclusive. All books/chapters will undergo a blind review process with a minimum of two reviewers. An author/editor questionnaire, instructions for authors and a book proposal form can be obtained by contacting the Publisher. More information about this series at http://www.springer.com/series/15694 Rafael de Miguel González • Karl Donert • Kostis Koutsopoulos Editors Geospatial Technologies in Geography Education 123 Editors Rafael de Miguel González Karl Donert University of Zaragoza & EUROGEO European Association of Geographers Zaragoza, Spain (EUROGEO) Liverpool, UK Kostis Koutsopoulos National Technical University of Athens Pikermi, Greece ISSN 2522-8420 ISSN 2522-8439 (electronic) Key Challenges in Geography ISBN 978-3-030-17782-9 ISBN 978-3-030-17783-6 (eBook) https://doi.org/10.1007/978-3-030-17783-6 © Springer Nature Switzerland AG 2019 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland Contents1 Part I Spatial Thinking and Web-GIS Infusing Educational Practice with Web GIS ..................... 3 Joseph J. Kerski and Thomas R. Baker Spatial Thinking Ability Acquisition Through Geospatial Technologies for Lifelong Learning ............................ 21 Alfonso García de la Vega Geospatial Thinking Learning Lines in Secondary Education: The GI Learner Project ..................................... 41 Luc Zwartjes and María Luisa de Lázaro y Torres Relational Geospatial Technologies: Background Theory, Practical Example and Needs in Education ...................... 63 Viktor Chabaniuk and Leonid Rudenko Part II Geospatial Technologies for Education in Non-Formal Contexts YouthMetre: Open Data to Empower Young People to Engage in Democracy and Policymaking .............................. 87 Karl Donert, Rafael de Miguel González and Alessio Luppi Contributions from Informal Geography to Close the Gap in Geographic Information Communication in a Digital World ......... 103 Gersón Beltrán and Jorge del Río EarthCaching as a Possible Way to Raise Environmental Awareness? .............................................. 127 Stefanie Zecha 1Note: All the chapters have participated in a blind review process with a minimum of two reviewers. v vi Contents Teaching Geospatial Competences by Digital Activities and E-Learning. Experiences in Geography, Journalism, and Outdoor Education ..................................... 141 José Jesús Delgado-Peña and MaríaPurificación Subires-Mancera Part III Geospatial Technologies for Education: Practices and Case Studies Using Computer Games to Mitigate Disaffected Emotions in the Geography Classroom. Lessons Learned from Small-Scale Research on Teaching Sustainable Spatial Planning with Minecraft ............................................ 157 Mark Opmeer, Anne Faber, Eduardo Dias and Henk Scholten The Role of Geography and Geospatial Technologies in ‘Taking on the World’ .................................... 175 Mary Fargher Geographies of the Anthropocene: Geoethics and Disaster Risk Reduction Tools Applied to Mediterranean Case Studies ............ 183 Francesco De Pascale, Sebastiano D’Amico, Loredana Antronico and Roberto Coscarelli GIS in Secondary Education in Hungary—Experiences in Lessons and in a Study Group ...................................... 201 Krisztina Dékány Part I Spatial Thinking and Web-GIS Infusing Educational Practice with Web GIS Joseph J. Kerski and Thomas R. Baker Abstract Three manifestations of Web GIS are influencing the way GIS is being used to teach with GIS and about GIS. These manifestations include web mapping and analysis, teaching with and creating web mapping applications, and collecting data using field-based citizen science mapping tools. This chapter investigates how these maps, data sets, tools, and methods can be taught in a wide variety of settings, educational levels, and disciplines. The advent of Web GIS is not simply the migration of GIS tools and data to the cloud, but rather represents a shift in how GIS can be perceived, taught, and learned. Keywords web GIS · Web mapping · GIS education · GIS platform Introduction Since the early 1990s, precollegiate schools have been using Geographic Information Systems (GIS) and related geospatial technologies to enhance teaching and learning across disciplines and grade levels (Baker and Kerski 2014). In higher education, GIS is breaking out of geography, planning, and environmental sciences into new departments and programs such as health and business (Sinton 2009). Now, with the relatively recent advent of web GIS (GIS running in a web browser or mobile application), technical requirements, classroom time, and depth of knowledge about the technology have radically improved for use in the typical classroom. This chapter explores: J. J. Kerski (B) Esri and University of Denver, Denver, USA e-mail: [email protected] T. R. Baker Esri and University of Kansas, Lawrence, USA e-mail: [email protected] © Springer Nature Switzerland AG 2019 3 R. de Miguel González et al. (eds.), Geospatial Technologies in Geography Education, Key Challenges in Geography, https://doi.org/10.1007/978-3-030-17783-6_1 4 J. J. Kerski and T. R. Baker • what web GIS is. • why GIS in education (benefits to instruction)? • requisite conditions, and • three models of web GIS implementation readily found today. What Is Web GIS? Web
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