Meredith Marsh
Dados Biográficos
| ID | 3759183 |
|---|---|
| NOME | Meredith Marsh |
| PRENOMES | Meredith |
| SOBRENOME | Marsh |
| ASSINATURA | MARSH M |
| AFILIAÇÕES | University of California, Santa Barbara |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAÇÕES | 10 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 3 |
Welcoming a New Editor-in-Chief, Dr. Injeong Jo
I am pleased to welcome Dr. Injeong Jo as the new Editor-in-Chief of the Journal of Geography. Dr. Jo, an Associate Professor of Geography at Texas State University San Marcos, takes the helm after
Richard Wile and Livia Barbosa. Rice and Beans
John Agnew. Globalization and Sovereignty. Lanham, MD
A Conceptual Framework for Facilitating Geospatial Thinking
In this article we investigate whether a geospatial task-based framework can be conceptualized and developed to assist in structuring (in a grade-related context) a conceptual framework that could help build a vocabulary and scope and sequence structure for the geospatial thinking that makes the world and its activities legible to us. Our argument is presented in conceptual terms, but we offer preliminary evidence, based on work with local third-…
Matching Geospatial Concepts with Geographic Educational Needs
In this paper, we assume that learning to comprehend the geospatial environment would be significantly facilitated by developing a multi-level task ontology that identifies various levels and complexities of geospatial concepts. We suggest that, apart from four spatial 'primitives'- identity, location, magnitude, and space-time - all geospatial concepts involve 'inheritance' characteristics. The more complex and abstract the concept, the larger t…
Geospatial Concept Understanding and Recognition in G6–College Students
As geographic information systems (GIS) are increasingly implemented in K–12 classrooms, the risk becomes one of teaching “buttonlogy” or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospa…
Geospatial Concept Understanding and Recognition in G6–College Students
As geographic information systems (GIS) are increasingly implemented in K–12 classrooms, the risk becomes one of teaching “buttonlogy” or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospa…
A Conceptual Framework for Facilitating Geospatial Thinking
In this article we investigate whether a geospatial task-based framework can be conceptualized and developed to assist in structuring (in a grade-related context) a conceptual framework that could help build a vocabulary and scope and sequence structure for the geospatial thinking that makes the world and its activities legible to us. Our argument is presented in conceptual terms, but we offer preliminary evidence, based on work with local third-…
Matching Geospatial Concepts with Geographic Educational Needs
In this paper, we assume that learning to comprehend the geospatial environment would be significantly facilitated by developing a multi-level task ontology that identifies various levels and complexities of geospatial concepts. We suggest that, apart from four spatial 'primitives'- identity, location, magnitude, and space-time - all geospatial concepts involve 'inheritance' characteristics. The more complex and abstract the concept, the larger t…
Geospatial Concept Understanding and Recognition in G6–College Students
As geographic information systems (GIS) are increasingly implemented in K–12 classrooms, the risk becomes one of teaching “buttonlogy” or simply how to point and click to complete certain functions. Through the development of a geospatial concept lexicon and corresponding geospatial task ontology along with simple concept-based tasks completed by students in different grade levels, this research has illuminated grade-related differences in geospa…
A Conceptual Framework for Facilitating Geospatial Thinking
In this article we investigate whether a geospatial task-based framework can be conceptualized and developed to assist in structuring (in a grade-related context) a conceptual framework that could help build a vocabulary and scope and sequence structure for the geospatial thinking that makes the world and its activities legible to us. Our argument is presented in conceptual terms, but we offer preliminary evidence, based on work with local third-…
Matching Geospatial Concepts with Geographic Educational Needs
In this paper, we assume that learning to comprehend the geospatial environment would be significantly facilitated by developing a multi-level task ontology that identifies various levels and complexities of geospatial concepts. We suggest that, apart from four spatial 'primitives'- identity, location, magnitude, and space-time - all geospatial concepts involve 'inheritance' characteristics. The more complex and abstract the concept, the larger t…
John Agnew. Globalization and Sovereignty. Lanham, MD
Richard Wile and Livia Barbosa. Rice and Beans
Welcoming a New Editor-in-Chief, Dr. Injeong Jo
I am pleased to welcome Dr. Injeong Jo as the new Editor-in-Chief of the Journal of Geography. Dr. Jo, an Associate Professor of Geography at Texas State University San Marcos, takes the helm after
Cartography (3 obras) · Computer Science (3 obras) · Data science (3 obras) · Geography (3 obras) · Geography Education and Pedagogy (3 obras) · Geospatial analysis (3 obras) · Sociology (3 obras) · Argument (complex analysis) (2 obras) · Curriculum (2 obras) · Engineering (2 obras)