National Academies Press: OpenBook

Learning to Think Spatially (2006)

Chapter: Appendix B Oral Presentations and Written Statements

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Suggested Citation:"Appendix B Oral Presentations and Written Statements." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
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Appendix B
Oral Presentations and Written Statements

Heather Annulis, School of Engineering Technology, The University of Southern Mississippi, Hattiesburg

Thomas J. Baerwald, Geography and Regional Science, The National Science Foundation, Arlington, Virginia

Thomas R. Baker, Geography Department, University of Kansas

Dan Barstow, Exploring Earth Project, Technology in Education Research Consortium, Cambridge, Massachusetts

Osa Brand, Educational Affairs, Association of American Geographers, Washington, D.C.

Ines Cifuentes, Carnegie Academy of Science Education, Washington, D.C.

Kimberly A. Crews, Census 2000 Publicity Office, U.S. Census Bureau, Washington, D.C.

Brian DeAtley, Workforce Development, Information Technology Association of America, Arlington, Virginia

Brendan Dooher, Lawrence Livermore National Laboratory, Livermore, California

Dick Farnsworth, Edward Teller Education Center, University of California, Davis, Livermore

Charlie Fitzpatrick, Environmental Systems Research Institute (ESRI) Schools and Libraries, St. Paul, Minneapolis

Ted Habermann, National Geophysical Data Center, National Oceanic and Atmospheric Administration, Boulder, Colorado

Michelle Hall-Wallace, Department of Geosciences, The University of Arizona, Tucson

Eddie Hanebuth, Digital Quest, Inc., Ridgeland, Mississippi

Mary Hegarty, Department of Psychology, University of California, Santa Barbara

J.J. Helly, San Diego Computing Center, University of California, San Diego

Joseph J. Kerski, U.S. Geological Survey, Denver, Colorado

Keith R. Krueger, Consortium for School Networking, Washington, D.C.

George Leggett, Workforce Development: Mississippi Space Commerce Initiative, Stennis Space Center, Mississippi

David Maguire, Environmental Systems Research Institute, Redlands, California

Bill Miller, Environmental Systems Research Institute, Redlands, California

Suggested Citation:"Appendix B Oral Presentations and Written Statements." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
×

Stephanie Powers, National School to Work Office, U.S. Department of Education, Washington, D.C.

Martha Sharma, The National Cathedral School, Washington, D.C.

Brigitte Valesey, Center to Advance the Teaching of Technology and Science, International Technology Education Association, Reston, Virginia

Ming-Ying Wei, Commercial and Educational Division, National Aeronautics and Space Administration, Headquarters, Washington, D.C.

White Paper Contributors

Thomas R. Baker, Center for Research on Learning, University of Kansas, Lawrence

Mark N. Gahegan, Department of Geography, The Pennsylvania State University, University Park

Carol Gersmehl, Department of Geography, Macalester College, St. Paul, Minnesota

Philip J. Gersmehl, Department of Geography, University of Minnesota, Minneapolis

Michael Goodchild, Department of Geography, University of California, Santa Barbara

Marilyn Malone, Barrington, Rhode Island

Anita Palmer, Dallas, Texas

Christine L. Voigt, McKinney, Texas

Suggested Citation:"Appendix B Oral Presentations and Written Statements." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
×
Page 264
Suggested Citation:"Appendix B Oral Presentations and Written Statements." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
×
Page 265
Next: Appendix C Individual Differences in Spatial Thinking: The Effects of Age, Development, and Sex »
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Learning to Think Spatially examines how spatial thinking might be incorporated into existing standards-based instruction across the school curriculum. Spatial thinking must be recognized as a fundamental part of K–12 education and as an integrator and a facilitator for problem solving across the curriculum. With advances in computing technologies and the increasing availability of geospatial data, spatial thinking will play a significant role in the information-based economy of the twenty-first century. Using appropriately designed support systems tailored to the K–12 context, spatial thinking can be taught formally to all students. A geographic information system (GIS) offers one example of a high-technology support system that can enable students and teachers to practice and apply spatial thinking in many areas of the curriculum.

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