Spatial Thinking

The focus of SPLINT is on the pedagogy of geospatial technologies, the pedagogy of taught postgraduates and the enhancement of spatial literacy. Clearly, in order to enhance spatial literacy we must understand the parameters of the concept, yet despite a considerable body of research there is considerable ambiguity regarding the term. This is partly the case since spatial thinking is embodied in many disciplines, for example psychology, geology and geography. There remains a need to frame spatial literacy as related to GIS, that draws on the literature from multiple disciplines and synthesises and extends where appropriate those aspects of the term most appropriate to the practice of GIS. Equally, in seeking to map the parameters of spatial literacy relative to GIS, the process in itself challenges the shape and extent of the practice of GIS as it stands today. With this in mind, SPLINT is undertaking a synthesis of research on spatial cognition, and more specifically on spatial abilities. Further, prior research (e.g. Foreman and Gillet, 1997, p. 6; Golledge, et al, 1995) implies that some “spatial” abilities can be taught and learned; consequently, the term “spatial literacy” emerges as a generality. The processes by which spatial literacy are acquired, and could be better enhanced, within the context of MSc courses in GIScience are however relatively unexplored and require further pursuit. Across the consortium and over a longitudinal study, we hope to unpack a number of these issues over the course of the initial funded period of SPLINT CETL.

Foreman, N. & Gillet, R. (1997) A Handbook of Spatial Research Paradigms and Methodologies (Volume 1: Spatial Cognition in the Child and Adult) (Hove, East Sussex: Psychology Press).

Golledge, R. G., Dougherty, V. & Bell, S (1995) Acquiring Spatial Knowledge: Survey Versus Route—Based Knowledge in Unfamiliar Environments. Annals of the Association of American Geographers, 85(1), pp. 134-158.