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Introduction to perspectives on developing geospatial expertise symposium.

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Title: Introduction to perspectives on developing geospatial expertise symposium.
Authors: Burte, Heather1 hburte@andrew.cmu.edu, Hong-Dwyer, Jessie Jungeun2, DeMers, Michael N.3
Source: Journal of Geography in Higher Education. Nov2024, Vol. 48 Issue 5, p727-733. 7p.
Subject Terms: *Conferences & conventions, *Theory of knowledge, Geographers, Geographic information systems, Spacetime
Abstract: Geospatial expertise draws on and recognizes a vast array of seemingly unrelated interconnections allowing the geographer to find solutions to otherwise incomprehensible problems. Geospatial thinking involves both time and space, acknowledges cause-and-effect relationships of geographic phenomena at multiple scales, and recognizes the impact of spatial and temporal scale on processes. The complexity of geographic thinking necessitates an equally complex set of learning experiences that collectively are characterized by the professional geographer. Due to the inherent complexity of geospatial expertise, its nuanced relationship to spatial thinking, and a lack of research on how individuals attain geospatial expertise, we organized an interdisciplinary group of experts to present their perspectives on developing geospatial expertise in this special edition. In this introduction, we review geospatial expertise and distinguish it from spatial thinking, review research on developing geospatial expertise, and end with recommendations for future research. Through these reviews and recommendations, this introduction provides background context for the articles in this special edition and elucidates their connections. Given the complexity of geospatial expertise, it is only through connecting researchers and educators across multiple disciplines that the nature of one of the most integrative professional disciplines – that of the geographer – can be fully understood. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Geography+in+Higher+Education%22">Journal of Geography in Higher Education</searchLink>. Nov2024, Vol. 48 Issue 5, p727-733. 7p.
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  Data: Geospatial expertise draws on and recognizes a vast array of seemingly unrelated interconnections allowing the geographer to find solutions to otherwise incomprehensible problems. Geospatial thinking involves both time and space, acknowledges cause-and-effect relationships of geographic phenomena at multiple scales, and recognizes the impact of spatial and temporal scale on processes. The complexity of geographic thinking necessitates an equally complex set of learning experiences that collectively are characterized by the professional geographer. Due to the inherent complexity of geospatial expertise, its nuanced relationship to spatial thinking, and a lack of research on how individuals attain geospatial expertise, we organized an interdisciplinary group of experts to present their perspectives on developing geospatial expertise in this special edition. In this introduction, we review geospatial expertise and distinguish it from spatial thinking, review research on developing geospatial expertise, and end with recommendations for future research. Through these reviews and recommendations, this introduction provides background context for the articles in this special edition and elucidates their connections. Given the complexity of geospatial expertise, it is only through connecting researchers and educators across multiple disciplines that the nature of one of the most integrative professional disciplines – that of the geographer – can be fully understood. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Geography in Higher Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/03098265.2024.2404657
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        Text: English
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              Text: Nov2024
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