Spatial Thinking in Geographic Information Science: Students' Geospatial Conceptions, Map-Based Reasoning, and Spatial Visualization Ability

This article discusses spatial thinking in geographic information science (GIScience), through an empirical examination of experts' and students' geospatial conceptions and thematic map reading. The first study examined the structures in which GIScience concepts are conceptualized by experts and students. In experts' conceptions, clusters for geospatial data, GIS applications, geospatial entities–operations–relations, and maps were identified. In students' conceptions, similar clusters were observed but they were structured differently, with the terms interrelated less closely. High-spatial students' conceptions corresponded to those of experts to a greater degree. The second study examined geospatial reasoning and showed that thematic map reading consisted of various components differing in their relationship with spatial ability. High-spatial students tackled thematic map reading by identifying more spatial distributions and comparing multiple maps more frequently. They did not necessarily make more statements about reasons for the observed patterns. It is important to distinguish spatial thinking and thinking about space, the latter of which involves geographical, beyond purely spatial, components.