GET Spatial Learning Network


Through the collaboration of cognitive psychologists, education researchers, and geoscience educators, the Geoscience Education Transdisciplinary Spatial Learning Network developed educational tools that can help students, across classroom and field settings, to better understand and build upon historically difficult geoscience concepts. Read more about this project and the members of the GET Spatial Network.

The Blog: Postcards from a trading zone

Throughout this project, project team members wrote blog posts, collaboratively. Read their posts on the GET Spatial Learning Blog.

Teaching Activities

Project team members developed teaching activities incorporating spatial feedback and spatial accommodation. Browse the teaching activity collection.

GSA Workshop 2018

We led a half-day workshop on Strengthening Students' Spatial Thinking Skills at the 2018 annual meeting of the Geological Society of America. This short course focused on developing geoscience students' spatial thinking skills through research-based curricular materials. We emphasized strategies and tools that support students with a range of spatial skills without imposing additional burdens on the instructor.


Using click-on-diagram questions to identify geoscience misconceptions
Posted: Apr 11 2019
Drs. Nicole LaDue and Tim Shipley published a paper n the Journal of Science Education and Technology on the use of click-on-diagram questions, administered using a classroom response system, as a research tool for identifying spatial misconceptions. Read the article:
On the cover of JGE!
Posted: Jul 3 2018
Drs. Ilyse Resnick, Kim A. Kastens, and Thomas F. Shipley published an article in the Journal of Geoscience Education, and made the cover! See their article, How students reason about visualizations from large professionally collected data sets: A study of students approaching the threshold of data proficiency .

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This project was supported by the National Science Foundation (NSF), grant #1640800. Any opinions, findings, and conclusions or recommendations expressed in this website are those of the authors and do not necessarily reflect the views of the National Science Foundation.

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