Sequencing spatial concepts in problem-based GIS instruction

Abstract

In this paper, we sketch a general framework to help educators sequence problem-based GIS instruction. This framework weaves together: (1) problem based learning with GIS, (2) cognitive load theory in problem solving, (3) the structural view of spatial knowledge, where higher-level concepts are constructed in part from lower-level concepts, (4) how the form of representation used to solve problems influences the development of spatial thinking skills.