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Titlebook: Geospatial Technologies and Geography Education in a Changing World; Geospatial Practices Osvaldo Mu?iz Solari,Ali Demirci,Joop Schee Book

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書目名稱Geospatial Technologies and Geography Education in a Changing World
副標(biāo)題Geospatial Practices
編輯Osvaldo Mu?iz Solari,Ali Demirci,Joop Schee
視頻videohttp://file.papertrans.cn/385/384064/384064.mp4
概述Clarifies theoretical and practical aspects of GST in education.Shows how to educate teachers to utilize GST in their lessons.Explains implementation, evaluation, and assessment of GST in education.Sh
叢書名稱Advances in Geographical and Environmental Sciences
圖書封面Titlebook: Geospatial Technologies and Geography Education in a Changing World; Geospatial Practices Osvaldo Mu?iz Solari,Ali Demirci,Joop Schee Book
描述.This book is an initiative presented by the Commission on Geographical Education of the International Geographical Union. It focuses particularly on what has been learned from geospatial projects and research from the past decades of implementing geospatial technologies (GST) in formal and informal education. The objective of this publication is to inform an international audience of teachers, professionals, scholars, and policymakers about the state of the art and prospects of geospatial practices (GPs) as organized activities that use GST and lessons learned in relation to geographical education. GST make up an advanced body of knowledge developed by practitioners of geographic information systems (GIS), remote sensing (RS), global positioning systems, (GPS), and digital cartography (DC). GST have long been applied in many different sectors; however, their first use in higher education began in the early 1980s and then diffused to secondary schools during the 1990s. Starting with GIS and RS, it evolved into a much broader context, as GST expanded to include GPS and DC with new communication technologies and Internet applications. GST have been used around the world as a combinat
出版日期Book 2015
關(guān)鍵詞Commission on Geographical Education; Formal Education; Geographical Education; Geospatial Education me
版次1
doihttps://doi.org/10.1007/978-4-431-55519-3
isbn_softcover978-4-431-56302-0
isbn_ebook978-4-431-55519-3Series ISSN 2198-3542 Series E-ISSN 2198-3550
issn_series 2198-3542
copyrightThe Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Japan KK
The information of publication is updating

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https://doi.org/10.1007/978-3-7091-5034-4elopmental perspective is consistent with the theoretical statement that geographic practice is ontogenetic. This is congruent with the unique developmental advantages to introducing geospatial technologies across the middle school curriculum, beyond geography to integrated thematic settings. Integr
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https://doi.org/10.1007/978-3-642-47740-9ogies, and practices particularly suited to geospatial education in high school. Besides, GIS, GPS, and RS are the instructional tools traditionally used in geospatial education. The emergences of new technologies such as social media, interactive web-mapping platforms, and smartphones allow individ
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https://doi.org/10.1007/978-3-662-31600-9owing educative role for webGIS, both conceptually, technically, and practically will be explored, including the new affordances (e.g. collaboration, real-time data, distributed data, BYOD support, and interface customization) and constraints (e.g. bandwidth, privacy, and user management) provided b
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Anordnung der Stromrichterstationen,f curriculum, support, and data. The model highlights the successful implementation?of geographic inquiry using GIS within a school or district based collaborative team. This chapter explores didactic models for integrating GIS in inquiry projects; frameworks for the competencies that teachers need
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