Using 3-D GIS in Archaeology Classrooms

An Example from Hells Canyon, Oregon

Bibliographic Data

ID11380302
AuthorsMarc Fairbanks (Central Washington University), Steven Hackenberger (0009-0006-2663-6084, Central Washington University), Robert Hickey (0000-0003-0857-3084, Central Washington University, corresponding author)
Year2015
Volume36
Issue1
Pages59-88
Publication date2015-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueNorth American Archaeologist (JOURNAL)
Journal identifiersISSN: 0197-6931 • E-ISSN: 1541-3543
PublisherSAGE Publications (PUBLISHER • US)
DOI10.2190/na.36.1.c
OpenAlexW2810032701
LanguageEN
References cited23

Excavation data from an ancestral Nez Perce dwelling in Hells Canyon, Oregon (1600–500 B.P.) are used to integrate 3-D GIS and spatio-temporal problem-solving for university-level archaeology instruction. By working through three sequential projects, students learn visualization skills as well as archaeological methods, spatial thinking, and problem-solving. These projects include digital excavation of a house site with evaluation of the spatio-temporal relationships and patterns of artifacts, group analysis of different occupation layers, and 3-D visualization. Beyond this, students were encouraged to continue to explore areas of interest, develop new research questions, and complete more detailed studies as independent research efforts. Applications like 3-D GIS have the potential to reach many more students and dramatically increase student interest in and understanding of archaeology, using computer methods as a supplement to field work

Archaeology · Canyon · Cartography · Excavation · Geographic information system · Geography · Visualization · Work (physics · 3D Surveying and Cultural Heritage · Computer Science · Engineering · Geographic Information Systems Studies · Geography Education and Pedagogy · Artificial Intelligence

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