National Academies Press: OpenBook

Learning to Think Spatially (2006)

Chapter: Appendix E Software Descriptions and Resources

« Previous: Appendix D The Role of Spatial Representations in Learning, Problem Solving, and Transfer
Suggested Citation:"Appendix E Software Descriptions and Resources." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
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Suggested Citation:"Appendix E Software Descriptions and Resources." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
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Animation Environments

Macromedia Flash: http://www.macromedia.com/software/flash/

Batik SVG Toolkit: http://xml.apache.org/batik/

Macromedia Director: http://www.macromedia.com/software/director/


Information Visualization

Data Explorer: http://www.opendx.org/index2.php

AVS: http://www.avs.com/software/index.html

IRIS Explorer: http://www.nag.co.uk/Welcome_IEC.html


Concept Graphing Tools

Inspiration: http://www.inspiration.com/productinfo/index.cfm

IHMC Concept Map: http://cmap.coginst.uwf.edu/

Personal Brain: http://www.thebrain.com/LPS/PBMM/

Suggested Citation:"Appendix E Software Descriptions and Resources." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
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Page 285
Suggested Citation:"Appendix E Software Descriptions and Resources." National Research Council. 2006. Learning to Think Spatially. Washington, DC: The National Academies Press. doi: 10.17226/11019.
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Page 286
Next: Appendix F What Is GIScience? »
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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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