This article provides a description and discussion of an exploratory research study that examined the effects of using geospatial technology (GST) on high school students’ spatial skills and spatial-relations content knowledge. It presents results that support the use of GST to teach spatially dependent content. It also provides indication of an important link between spatial thinking and geographic thinking. The article concludes with a discussion of how these results inform instructional strategies for the teaching of geography.
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Metoyer et al. (2016) studied this question.
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