Submitted by: Bill Albert, Susan Radke, and Paul Van Zuyle
Editorial comments on this section should be directed to Bill Albert.
1. Map elements:
1a) What are the effects of different map elements (such as scale, abstraction, generalization, and symbolization) on a childs understanding of the map?
1b) Can any of these map elements be easily altered within a GIS to better facilitate learning?
1c) How might these different map elements relate to a child's developmental sequence? (i.e. when do children typically understand concepts of thematic mapping? etc..)
2. Cognitive representations of multiple spaces:
2a) Is a spatial representation developed through the use of a GIS any different than that of map reading? If so, how might they differ in terms of their structural or functional characteristics?
2b) How do we teach children about the connection between space as perceived in the world and space as represented in a GIS? At what age might children fully understand multiple representations of space?
2c) Do children need to know spatial primitives (points, lines, polygons...) before effectively using GIS?
2d) How do raster or vector data models relate to our understanding of objects in space?
3. The role of cognitive abilitites and the use of GIS:
3a) Is it possible to establish a connection between specific cognitive abilities and specific GIS tasks? Or,is the understanding of GIS concepts based on acquring a set of skills or a combination?
3b) Is it possible to develop a series of cognitive strategies which might enhance the use of GIS?
3c) Are the strategies developed by children in map reading tasks similar to what be required in the use of a GIS?
3d) Are children able to understand process better by using a GIS vs. paper maps? If yes, then how is it better?
4. GIS functions:
4a) How do children perceive and use standard GIS functions (i.e. map overlay, buffer, etc.)?
4b) Which functions are easier and more difficult to conceptually understand and apply to specific problems?
4c) Are there systematic errors which are made using certain GIS functions either due to technical or conceptual issues?
5. Geographic education:
5a) What role does geographic education play in our ability to use GIS effectively?
5b) What is the connection between GIS and geographic concepts?