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Comparing Geoinformation and Geography Students’ Spatial Thinking Skills with a Human-Geography Pedagogical Approach in a Chinese Context

Author

Listed:
  • Ran Liu

    (College of Resource Environment and Tourism, Capital Normal University, Beijing 100048, China)

  • Richard Greene

    (College of Geospatial Information Science and Technology, Capital Normal University, Beijing 100048, China)

  • Xiaojuan Li

    (College of Geospatial Information Science and Technology, Capital Normal University, Beijing 100048, China)

  • Tao Wang

    (College of Geospatial Information Science and Technology, Capital Normal University, Beijing 100048, China)

  • Minghua Lu

    (College of Resource Environment and Tourism, Capital Normal University, Beijing 100048, China)

  • Yanhua Xu

    (College of Resource Environment and Tourism, Capital Normal University, Beijing 100048, China)

Abstract

We conducted a standardized spatial thinking ability test (STAT) to examine the spatial thinking abilities of a group of Chinese undergraduates with a focus on their spatial reasoning, which is a very important component of critical spatial thinking. The college subject of human geography in China is often geared toward the preparation of students for government consultancy and policy-making tasks, known as the “tasks leading disciplines” ( renwu dai xueke ), where the pedagogies are problem-solving based and sustainability centered. Geographic Information Systems (GIS) has become the universal tool for problem solving in geography and other areas, thus human geography in this situation gives us a context to test and investigate whether and to what extent GIS implementation is able to improve undergraduate spatial thinking levels. Our comparative analysis reported the marginally significant difference of STAT test scores between GIS application (geoinformation group) and its control group (geography group without GIS training). It was also found that the Chinese students performed the spatial reasoning better in this test than American participants as reported in prior study, displaying their higher spatial cognition in terms of problem solving and Boolean logics. Futhermore, a strong negative correlation was reported between STAT test scores and final exam rank. It is possible that the higher geography education in a context of China may not fully embrace the spatial thinking capacity as the strategic goal. The results can help us to better understand the Oriental and Western gaps in higher geography education. Policy suggestions are given in the conclusion.

Suggested Citation

  • Ran Liu & Richard Greene & Xiaojuan Li & Tao Wang & Minghua Lu & Yanhua Xu, 2019. "Comparing Geoinformation and Geography Students’ Spatial Thinking Skills with a Human-Geography Pedagogical Approach in a Chinese Context," Sustainability, MDPI, vol. 11(20), pages 1-21, October.
    • Handle: RePEc:gam:jsusta:v:11:y:2019:i:20:p:5573-:d:274929
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    References listed on IDEAS

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    1. Albert, William S. & Golledge, Reginald G., 1999. "The Use of Spatial Cognitive Abilities in Geographical Information Systems: The Map Overlay Operation," University of California Transportation Center, Working Papers qt1f27625f, University of California Transportation Center.
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    Cited by:

    1. Renfeng Ma & Yuxian Cheng & Lidong Liu & Ruolan Xiao & Xinyi Su & Weiqin Wang & Yuting Sheng & Zicheng Huang & Jiaming Li, 2022. "Post-Graduate Geographical Education in China: Can Talents Meet the Need of Sustainable Development?," Sustainability, MDPI, vol. 14(12), pages 1-18, June.
    2. Haoyi Huang & Eddie W. L. Cheng, 2022. "The Role of Commitment in an Extended Theory of Planned Behavior: Test of Its Mediating Effect with Partial Least Squares Structural Equation Modeling," Mathematics, MDPI, vol. 10(7), pages 1-13, March.

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