as a fundamental and necessary part of the process of K–12 education. The committee does not view spatial thinking as one more piece to be added on to an already overburdened curricular structure. In contrast, spatial thinking is viewed as an integrator and a facilitator for problem solving across the curriculum. Spatial thinking does not and should not stand alone, but equally well, without explicit attention to it, we cannot meet our responsibility for equipping the next generation of students for life and work in the twenty-first century. Chapter 11 shows what can be achieved by using one high-tech support system, GIS, to engage students in scientific problem solving.
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PART III: SUPPORTING SPATIAL THINKING IN THE FUTURE--10 Conclusions and Recommendations ."
Learning to Think Spatially: GIS as a Support System in the K-12 Curriculum . Washington, DC: The National Academies Press,
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