Geographic Inquiry Model and Resources for Lesson Design

Transcription

Contents
Geographic Inquiry
Model and Resources
for Lesson Design
• GIS in teaching geography
• Geographic Inquiry Model
• Infrastructure to support a
Dr P.C. Lai
Department of Geography
The University of Hong Kong
GIS Geography lesson
• Resources
Copyright @ 2007 Department of Geography, HKU
2
Why use GIS in
teaching geography …
Two key activities of GIS
• Visualizing spatial
• GIS finds a natural place in the
information or “making
geography curriculum because of its
maps”
spatial dimension and ability to inform
geographical enquiry which:
• Analyzing spatial
– are less abstract
information or “asking
– allow students to piece together apparently
unrelated data into a coherent whole
questions of the maps
– develop analytical and spatial skills that can
and data”
be used throughout life
3
Copyright (c) 2006-2007, Department of Geography, HKU. All Rights Reserved
4
1
Why use GIS in
teaching geography …
– Provide students ‘hands-on’ insights into how
geographical data can be used as the basis
for planning and decision making
Geographic Inquiry Model
– Enrich the quality of geographical education
by providing a valuable source of information
– Develop in students the attitude of asking
questions and problem solving skills in the
inquiry-based learning strategies
– Provide a valuable teaching and assessment
tool for teachers
5
Introduction
Ask Geographic Questions
•
• State questions or issues in clear and
precise terms
The Geographic Inquiry Model to
developing GIS-based geography
lessons has 5 steps:
• Identify elements of a question or problem
• Identify areas in need of investigation
1. Ask geographic questions
• Distinguish between direct questions (e.g.
What is there?) and hypothetical questions
(e.g. Does the number of cell phones in a
country increase proportionately with the
number of people of that country?)
2. Acquire geographic resources
3. Assemble data from relevant sources
4. Explore and analyze geographic data
5. Reach generalizations and draw
• Formulate hypotheses and identify
appropriate procedures to test the hypotheses
conclusions
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Acquire Geographic Resources (1)
Acquire Geographic Resources (2)
• Locate the right data: Consider 3 aspects
of an issue (geography, time, and subject)
─ geographic focus of your hypothesis
─ scale (e.g. global, regional, local)
─ geographic extent of your area of interest
─ period of time
─ subjects and specific topics
─ attributes of these subjects
─ source(s) of data
e.g. from the Internet, or Government sources, or
independent data providers, or create your own
─ need to process the data
─ need to convert data into a format suitable for
the GIS you are using
e.g. converting from the .e00 file (export file) to the
e.g. road data may have the following attributes: street
name, route number, road class, road surface class,
address ranges, traffic volume, direction of movement,
and under- or over- pass designation
ArcInfo coverage or shapefile
─ need to import data into a GIS
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Explore Geographic Resources
Analyze Geographic Information
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• Symbolize / navigate: change sequence of
layers, zoom in/out, pan
• Thematic mapping to manifest the spatial pattern
• Process collected data into maps,
tables, and charts in a GIS
• Integrate different kinds of data from
different sources – pictures (raster:
aerial photos, satellite images) and
features (vector: roads, rivers, borders)
e.g. a dot map to show the population density; graduated
circles to show cities of different population sizes; a
choropleth map to show the distribution pattern; a chart
map to show female and male composition
• Spatial queries to study features under
investigation
• Explore the spatial patterns of
features under investigation
e.g. identify cities with a population of over one million and
an annual rainfall registering less than 10 inches
• Geostatistical analysis
e.g. compute growth rates of population by subtracting
death rates from birth rates
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Reach Generalization & Draw
Conclusion (1)
Reach Generalization & Draw
Conclusion (2)
• Step 2: Conclusion
• Two steps: Generalization and Conclusion
– Suggest solutions to making tentative decisions in
relation to questions/issues/problems
– Pose alternative solutions of decisions to problems
– Examine relative merits of alternative solutions or
decisions to problems
– Propose suitable courses of action in relation to
problems in the geographical context
– Propose appropriate techniques for reaching
generalizations and finding solutions to
questions/issues/problems of a geographical nature
– Predict probable consequences of a course of
action/inaction
– Identify areas in need of further evidence or
investigation
• Step 1: Generalization
– Detect common elements in data
– Detect relationships in data which could lead to
valid generalizations
– Detect limitations/deficiencies/gaps in data which
could render generalizations invalid
– Modify or reject hypotheses on the basis of
evidence
– Formulate valid generalizations
– Discern factors (e.g. changes) that may affect the
validity of generalizations
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Why use Geographic Inquiry
Model for lesson design?
• A systematic approach to identify a
problem, formulate it clearly, develop
appropriate procedures, interpret results
and consider its implications
Infrastructure to support
GIS Geography Lessons
• Focus on geography itself, never drift too
far to become learning GIS instead
• Focus on map interpretation and analysis
• The model can be used to investigate any
geographic subject, at any scale
• Develop attitudes of students in asking
questions
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Infrastructure for GIS-based
lessons: Introduction
lessons: Overview
– Manual overlaying of transparencies to
understand graphically the inter-relationships
existing between different variables
• To set up a GIS-based exercise
Cost
in a classroom setting, four items
Low
are required (but not listed in
– Use of computers and graphic tools (e.g.
Paint) with graphic maps acquired from the
Internet
order of importance)
– Hardware
– Use of free GIS software and downloadable
spatial and attribute data on computers
– Use a commercial GIS software and acquire
local and customized data from the
Government or data vendors
– Software
– People
High
– Data
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lessons: Hardware
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lessons: Software
GIS by data model:
– Two types: raster based (e.g. IDRISI v.14.02; Erdas
Imagine v8.3) and vector based (e.g. ArcGIS 8.2)
GIS by cost:
– Costs ranging from low-end (e.g. IDRISI v.14.02), Midrange (ArcView 3.X and Mapinfo) to high-range (ArcGIS)
– Free GISs (e.g. ArcExplorer 4.0.1 and Grass 5.7.0) available
on the Internet http://freegis.org/index.en.html
Other software required
– Graphic tools (e.g. Paint and Photoshop) for viewing and
editing graphics and maps
– Text editor (MS Word or Notepad) and spreadsheet
program (e.g. Excel and Access) for massaging data
– Office tools and Web browser
Minumum configuration of a stand-alone PC
• CPU of Pentium class or higher running on Windows
(e.g. Win95, Win98, ME, NT4, Win 2000, XP or higher)
• Minimum of 32 MB physical RAM
• Minimum of 100 MB hard disk space dedicated to GIS
• Monitor with at least 256 colours and 640 x 480 pixels
• Plotter or Printer (preferably color printer)
• Network card (for accessing the network, e.g. the
Internet)
• Digitizer, scanner, GPS (not crucial unless you wish to
(slides 39 - 41)
develop data yourself)
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lessons: People
lessons: Data (1)
At least three types of people in initiating GIS-based
• Data – the soul of GIS
geography lessons:
• Can be very costly and takes up about 50-80% of the
budget (not just a one-time allocation but continuous
expenses on update and license renewal)
– A teacher who understands GIS and implements
lessons using GIS as an exploratory tool
• Types of data required:
- Spatial data (or geometry data)
- Attribute data in tabular or coded formats
- Image (air photos, satellite data and map graphics)
– A champion who is a decision maker and who
understands GIS and supports GIS as an educational
tool (expected to approve/apply for resources,
• Metadata or data dictionary – sometimes required as
it explains what a database contains, the definition and
type of the attributes, and how different attributes table
may relate to each other or to the spatial data file
allocate space and invite other staff to participate)
– A technical support staff who helps to run the GIS
operation and manage resources in the laboratory
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lessons: Data (2)
lessons: Data (3)
• Examples of spatial data from the Internet
• Survey and Mapping Office (SMO) provides
digital data in the following scales: B1000,
B5000, B10000, B20000
– World (with country boundaries) http://www.vdstech.com/map_data.htm
– US (with state boundaries) http://www.census.gov/geo/www/cob/st2000.html
– Canada (with provincial boundaries)
– The B prefix represents basemap and the number that
follows refers to the map scale, e.g. B1000 stands for
basemap at 1:1000 map scale
– The smaller the scale values, the higher the resolution
(i.e. more detail) and vice versa
http://geogratis.cgdi.gc.ca/geogratis/en/index.html
– China (with provincial boundaries) http://sedac.ciesin.columbia.edu/china/
• Some data may be registered in a propriety data format
requiring a specific commercial GIS to read them
• Or you may need a conversion program to convert data
from one format to another
• There is little spatial data about Hong Kong available for
free download on the Internet
• You can either create your own or purchase data from
data vendor
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• Each basemap comprises of data separated into
thematic layers, e.g. building, road, rail,
vegetation, elevation, hydrology
• The thematic layers covering the whole of Hong
Kong are sliced into sections called map tiles
– You may buy selected tiles covering just the area of
your interest
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lessons: Data (4)
lessons: Data (5)
• SMO spatial data come in four types of formats:
– dgn: MicroStation design file format
– dwg: AutoCAD proprietary drawing file format
– dxf: AutoCAD drawing interchange file format, an industry
standard to transfer data between CAD and GIS
– e00: ARC/INFO interchange file format between platforms
Before purchasing data, you must consider the following:
• data product (e.g. B1000, B5000, etc.)
• area - refer to map sheets for specific map products
http://www.landsd.gov.hk/mapping/en/digital_map/mapref.htm
•
•
•
•
• SMO attribute data cover the following:
– BG1000 on building with detail addresses
– RG1000 on roads with detail road addresses and features
– SG1000 on site polygons (e.g. district, estate) with detail
address information
– GeoCommunity Database is a set of geo-coded community
information embedded with spatial reference in a textual
database format
format of data (depending upon your GIS system)
operation platform (Windows NT or XP)
attribute data (e.g. BG1000 or SG1000)
How many computers will these data be operated on?
– cost of data is based on how many users for each data
product http://www.landsd.gov.hk/mapping/en/digital_map/datacharge.htm
• data are provided for educators or schools at nominal
administrative fee
• You may need data dictionary to know the contents
http://www.landsd.gov.hk/mapping/en/digital_map/mapfea.htm
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lessons: Data (6)
lessons: Potential problems
After purchasing data, one must initiate necessary
conversion procedures before the data can operate in a GIS
– Convert the imported data into a GIS readable format
– Join individual map tiles to become a seamless map
– Dissolve boundaries between the map tiles
– Relate the map with attribute data, e.g. relate the building
layer with BG1000 (building address)
– Transform the coordinate system to the one you desired,
e.g. from HKGrid 80 to WGS84 (optional step)
• Local data of Hong Kong are scarce and costly
• While the government provides funding for GIS initiatives
in the school environment, there is a lack of technical
assistance to jump start the development
• The subject matter covered by GIS is broad and its
integration into the geography curriculum is not clear
• The perception that GIS requires computers (hardware
and software) and data deters its introduction in schools
• GIS operation assumes prior knowledge of more than
general computing and lacks a common starting point for
the intending teachers and/or students
• Much of GIS software now available has a steep learning
curve and is not yet geared to the school environment
• The resource burden of implementing GIS in schools may
be beyond the normal allocation of schools
It may sometimes be easier to buy data direct from thirdparty data vendors who can supply them in a GIS ready
format or tailor data to suit your needs; however, be cautious
not to buy data of suspicious or pirated sources
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lessons: Solutions
• Establish cooperative links with local government,
businesses and higher education to help with teaching
materials, databases, software, and hardware
• Raise awareness of teachers through regular seminars,
workshops and meetings
• Devise a school-level curriculum with tangible targets to
integrate GIS into geographic subjects
• The education Bureau should compile GIS-based teaching
resources for school geography that include videos,
databases, reading materials, books, and exercises
• Options to use free GIS (of lesser operational complexity)
to run on a variety of low-cost computers and to act as selfteaching tutors, demonstrations and practical sessions
• Schools should join together to increase their bargaining
power from data vendors and software developers
Case Studies
(slides 42-56)
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Summary (1)
Summary (2)
• For teachers, GIS is not the main subject to
teach, so do not drill too hard to get into learning
the GIS software
Nyerges (1991) suggested that
geographic questions can be categorized
into those dealing with:
• Your focus is still geography
– Location and extent (Where things are?)
– Distribution and pattern or shape (Is there evidence
of social segregation in a community?)
– Spatial association (Did the presence of a specific
vegetation cover accelerate the spread of a hill fire?)
– Spatial change (What sort of developmental
changes have occurred in a town over the past
10-20 years?)
– Spatial interaction (Speculate the ecological impact
to incur on a forest if lumbering was allowed?)
– You have to instruct your students to figure out why
things are where they are and explain possible reasons
behind the spatial patterns they observed
• GIS is a tool to help us see things better, identify
things that may be hidden, unravel intricate
relationships, generalize and manifest spatial
patterns, reveal controlling factors, and uncover
the causes
– All these qualities help us answer questions from the
geographical perspective
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Level of geographic questions for Secondary Schools…
Level
Questions asked
Geographic knowledge
GIS functionality
Lower
Form
What is where?
Queries on individual
elements, primarily
descriptive in nature
The identification of
discrete elements in its
scale, level of measure,
absolute location, spatial
and non-spatial attributes
Graphic display, map
composition and
manipulation to clarify
features and enable simple
queries on individual
elements
Middle
Level
Where are what?
Queries on two or more
variables highlighting
associations, patterns or
relationships.
The identification of
relationships,
associations and patterns
that evolve from the
interactions of individual
sets of elements
Data manipulation and
analysis through data base
query and reclassification,
Boolean, logical and/or
mathematical overlays
resulting in the identification
of relationships between sets
of variables
High
Level
What if?
Modelling dynamic
relationships between
two or more variables
The emergence of key
concepts, themes,
principles of ideas
Modelling and predicting
dynamic relationship
between two or more
variables, visualizing
uncertainty; decision support
systems; time series analysis;
spatial statistical analysis
References
• Asking Geographic questions, NCGIA
http://www.ncgia.ucsb.edu/education/curricula/giscc/units/u007/u007.html
• Mapping our world : GIS Lessons for Educators
by Lyn Malone, Palmer Anita M., Christine L. Voigt.
Redlands, Calif. : ESRI Press, c2003.
• Community Geography : GIS in action, Kim Z.
English and Laura S. Feaster. Redlands, CA : ESRI
Press, c2003.
• K12 GIS program provided by Canada ESRI
http://k12.esricanada.com/teachingmaterials/tutorials/index.html
• Curriculum Design for GIS, David J. Unwind, NCGIA
• Teaching and Learning GIS in Laboratories, David J.
Unwind, NCGIA
Source: Green, D.R.(2001) GIS: a sourcebook for schools. NY: Taylor & Francis Group
Web Resources (1)
34
Web Resources (2)
• http://www.kangis.org/
• http://www.nationalgeographic.com/resources/
ngo/education/resources.html
• http://www.remc11.k12.mi.us/bcisd/classres/gis.htm
• http://education.usgs.gov/
• http://www.gisetc.com/
• http://education.usgs.gov/common/secondary.htm
• http://www.kingston.ac.uk/centreforGIS/gis_for_tea
chers/second.htm
• http://www.ncgia.ucsb.edu/education/projects/SEP/
sep.html
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Web Resources (3)
• http://earth.google.com/
• http://maps.live.com/
Supporting slides
• http://www.centamap.com/gc/home.aspx
• http://www.ypmap.com/en/viewer.asp?mapService
=LocationMap
37
Scanning
Digitizing
• Digitizing involves using a cursor to manually trace
features (such as points, lines and polygons) from
a map with the use of a digitizing tablet
• The resultant digital map is vector based
38
Scanning convert maps into
raster format (cell-based)
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GPS
Case Studies Overview
• The Global Positioning System (GPS)
is a worldwide radio-navigation system
made up of a group of ~30 satellites and
their ground stations
• GPS uses these "man-made stars" as
reference points to calculate positions
on the ground accurate to within meters
The following slides demonstrate how maps
and GIS can help in a geographic inquiry
process
• Example 1: Does the number of cellular
phones used in a country increase
proportionately with the growth of living
standards of that country?
• Example 2: How has our harbour changed
by the reclamation projects?
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Step 2 - Acquire Geographic
Resources (1)
Step 1 - Ask a geographic question
Determine the kinds of data you would need
– A world map of countries with population as the
attributes [available from http://www.vdstech.com/map_data.htm]
– Number of cellular phones of each country
– Data you would use as indicators of living standards.
The list below contain valid indicators of living
standards [Our example uses GDP per capita]
Geographic Question: Does the number
of cellular phones used in a country
increase proportionately with the growth
of living standards of that country?
– Explain why this is a geographic
question?
– What would be your hypothetical
answer to the geographic question
stated above?
• Population over 69 years old
• GDP per capita
• Infant mortality rate
• Life expectancy
• Services in workforce
– The required data (including the number of cellular
phones of each country) are available from the ICA
World Factbook at this site:
http://www.odci.gov/cia/publications/factbook/index.html
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Step 3 – Explore Geographic Data (1)
Resources (2)
•
• Thematic mapping of
different attributes using a
GIS, including cell phones
and GDP per capita
The data are downloadable in a tabular
format (*.txt). You may need to massage
them further in an Excel file before
• Examine the spatial
pattern of cellular phones
shown on a choropleth
map of the World
processing in a GIS
•
Use a GIS to relate the tabular data with
countries shown on a world map
• Study the map and answer the following questions:
– Describe the spatial distributional pattern
– Which country has the highest/lowest number of cell
phone users?
– On which continent are most of the countries with the
fewest phone lines
45
• Study the spatial patterns of
GDP per capita and answer
the following questions
[Divide the population of a country by the number of
phones]
• Sort the derived figures in descending order and
use them to answer the following questions.
Cell phone distribution pattern
– Which country has the fewest /most people per phone
line? How many people have to share a cell phone in
this country?
• Compare spatial patterns of
cell phones with GDP per
capita
46
• Use the calculator provided in your GIS to
compute the number of people per cell phone
– Describe the spatial
distributional pattern of
GDP per capita
– Do the two maps exhibit a
similar pattern?
Step 4 – Analyze Geographic
Information
Step 3 – Explore Geographic Data (2)
– Which countries have the
highest/lowest GDP per
capita?
Cell phone distribution pattern
– Are there anomalous data, i.e. a country that records a
high GDP per capita but low cell phone per person or
vice versa?
– Are you able to confirm your hypothesis that the
number of cellular phones increases proportionally
with a growth in GDP per capita?
GDP per capita distribution pattern
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Step 5 – Draw Generalization and
Conclusion
Example 2
• Read the geographic question again. What is your
answer to the geographic question?
• In this example, we will examine the impact
of reclamation in the Victoria Harbour
• Further explore whether an increase in the number
of cell phones meant improvement in the quality of
life. (You may draw the spatial pattern of other Living
• Examine how our harbour has been changed
by reclamation
Standard Indicators to confirm your findings)
• You will examine the extent of reclamation
from 1952 to the present day (including the
three phases of reclamation)
• Discuss whether the number of cell phones can be
used as an indicator of living standard?
• Explore the figures for Hong Kong or China. Could
you say that both regions enjoy a high quality of life
(high living standard)?
• Assess the impact of the reclamation
• Justify whether the reclamation is beneficial
to Hong Kong as a whole
• List some concerns you may have about increasing
the number of cell phones in Hong Kong or China.
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50
Resources
Step 1 - Ask a geographic question
• Geographic Question:
• Create layers about the extent of
reclamation around the harbour from
1952 to the present day (Note: you may
need to first define the harbour area)
How has our harbour changed by
reclamation projects?
• See also
http://geog.hku.hk/gis-hr/
• Obtain a landuse map or a general
purpose map to examine what uses the
reclaimed lands have been or proposed
to be?
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Harbour Reclamation – from 1952 to after 2004
Step 3 – Explore Geographic Data
1952
Ask yourself the following questions as you
examine the maps:
• The extent of reclaimed areas in past decades?
• The total reclaimed area around the Harbour?
• Which harbour district has the highest intake of
reclaimed area?
1957
1971
– Find out why some areas were subject to more
reclamation?
1984
• Has the Harbour been physically changed in
terms of size and width?
• Examine reclamation on the proposed CRIII plan
which has been subject to many heated debates
1999
– Why do you think the proposal is so controversial?
Proposed
53
Step 4 – Analyze Geographic
Information
• Summarize the changes made to the
harbour by the reclamation projects
– You may need to merge all the reclaimed areas to
form a unified layer
– Then turn on the landuse or the general map and
overlay it on the merged reclamation layer
– Visually examine for which purposes these
reclaimed areas were used or proposed?
– Which land use types have been or will be the
largest intake of the reclamation projects?
– You may need to use a table, a chart and/or a
map to summarize your findings
• Are the data sufficient to support your
assessment of the impact of reclamation on
the harbour? If not, what additional data
would you need?
You may need to conduct polygon-to-polygon
overlay to find out the number and the types of land
uses on each piece of reclaimed areas
• Are the data in support of your agreement or
disagreement on the reclamation projects? If
not, what additional data would you need?
– Speculate who would be the greatest benefactor
from these projects (the government? the citizen?
the developer?)
54
Step 5 – Draw Generalisation and
Conclusion
Undertake analyses on the data
•
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14

Geographic Inquiry Model and Resources for Lesson Design

Transcription

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