Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Connected Classroom
April 7-9, 2002
Geographic Information Systems and the Global Positioning System: Involving Students in the Formation and Testing of Hypotheses
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By: Mark Abolins |
Proceeding
ABSTRACT
During the last two decades, the geographic information system (GIS) has been used in many social science (e.g., Lemberg, 1999; Mennecke, 2000; Peterson, 2000) and natural science (e.g., Alibrandi, 1998; Lee et al., 1999; Hall-Wallace and McAuliffe, 2002) courses. Although GIS is often used for visual communication (e.g., Abolins, 1997; McWilliams, 1998), it also supports problem-solving through analytical capabilities (e.g., Clarke, 1995). Since problem-solving is a key component in many definitions of critical thinking (e.g., Halpern, 1984), GIS can support the critical thinking objectives central to many college courses. This extended abstract presents a model for the use of GIS in critical thinking activities, and outlines two activities based on this model. A social science activity examines population growth, and a natural science activity examines land cover. Teams including both GIS expertise and disciplinary knowledge could use the model to develop their own discipline-specific activities.
THE MODEL
In hypothetico-deductive problem-solving, the student uses observations to form and test hypotheses (e.g., Popper, 1959; Hempel, 1966). Maps can play a central role in hypothetico-deductive investigations because they can depict observations (e.g., the populations of Middle Tennessee census areas in 1990) and predictions deduced from a hypothesis (e.g., the possible future populations of these areas). The comparison of different observation maps can reveal spatial relationships, leading to the formation of hypotheses. Hypotheses are tested by comparing prediction maps with observation maps, revealing the presence or absence of spatial relationships. By manipulating maps, students can use the hypothetico-deductive method to solve problems.
For example, consider the social science problem of population growth south of Nashville, Tennessee. In this area, the populations of two counties grew at a rate exceeded by few others nationwide between 1990 and 2000, stimulating interest in growth by government, businesspeople, residents, and academics (e.g., Pollard and Appleyard, 2001). All parties would like to predict where future growth might happen if current trends continue. The comparison of maps can help the student form hypotheses about growth. For example, comparison of a 1990 population map with an interstate highway map shows that the suburban population is concentrated along interstate highways, suggesting the hypothesis that much growth happens near these highways. This hypothesis is tested for the interval 1990-2000 by comparing the interstate highway map with a population growth map. The test reveals the explanatory power of the hypothesis as well as its limitations.
Many natural science investigations follow the hypothetico-deductive model. For example, suppose a student concerned about the influence of land cover on water quality wants to estimate the area covered by open space, parking lots, and buildings within a watershed. To solve this problem, the student can observe randomly-selected locations on an aerial photograph. By comparing the aerial photograph with a U.S. Geological Survey quadrangle map, the student can form hypotheses about the kinds of land cover at these locations. To test these hypotheses, the student can use a global positioning system (GPS) receiver to find each of these locations in the real world, travel to them, and observe actual land cover. Through this problem-solving process, the student can rapidly estimate the amount of land cover in a large watershed without expending great effort.
IMPLEMENTING THE EXAMPLE ACTIVITIES IN ANY CLASSROOM
Instructors can implement the example activities with a variety of computer resources. Those wishing to use simple GIS software can download the freeware ArcExplorer viewer from http://www.esri.com/software/arcexplorer/. Although ArcExplorer is only available for the PC and Sun computers, several Macintosh GIS solutions are listed at http://www.tenlinks.com/MapGIS/products/mac.HTM. For classrooms with web access, the activities are available as a slide show at http://www.mtsu.edu/~mabolins/itconf2002.htm, allowing the student to compare maps by flipping between slides. Instructors with limited access to computers can download the activities from the preceding URL and print them. Printed maps can be reproduced as transparencies, allowing students to compare maps by overlaying them manually. The resources listed in this paragraph allow students to think critically with maps in almost any classroom setting.
CREATING RICHER ACTIVITIES
Professional GIS software has many additional analytical capabilities, providing richer opportunities for hypothesis formation and testing. In particular, most professional GIS software supports the quantitative analysis of spatial relationships in addition to the visual analysis outlined in this abstract. Several rich critical thinking activities have been developed with professional GIS software, and disseminated through multi-day workshops. A prime example was the "GIS for Teachers II: Integrating Critical Thinking with Spatial Analysis" workshop at the University of Connecticut in 1996. Materials from this workshop are available for download at http://www.canr.uconn.edu/nrme/leris/projects/GISThome.htm. Other critical thinking activities are described at a web site maintained by Lisa Keys Mathews at the University of Northern Alabama (http://www2.una.edu/geography/Active/). These sources provide material for instructors who have the time and resources to go beyond the simple activities outlined in this abstract.
Although professional GIS software facilitates rich critical thinking activities, these activities require more GIS expertise and computer resources, and the development of original advanced activities may require a partnership with a GIS laboratory. Non-GIS-specialists developing and/or using such activities may also find formal coursework or extended workshops helpful. Instruction in GIS is offered by many higher education institutions and private companies, and is also available in self-study formats. To learn more about GIS learning opportunities, visit the Environmental Systems Research Institute (ESRI) web site: http://www.esri.com/training/.
SUMMARY
This extended abstract described a hypothetico-deductive model for the use of maps in critical thinking activities, and outlined two examples based on this model. Model activities support the critical thinking objectives of many natural and social science courses. The activities can be implemented with a range of computer and human resources, facilitating their use in almost any technological setting. Activity materials are available at http://www.mtsu.edu/~mabolins/itconf2002.htm. Instructors seeking to develop richer critical thinking activities with more sophisticated GIS software might consider a partnership with a GIS laboratory.
NOTE: Mention of proprietary software and private companies is strictly for the convenience of the reader. No endorsement is expressed or implied. Many different software packages and private companies provide excellent GIS solutions.
REFERENCES
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