This document presents a taxonomy for developing critical spatial thinking skills through geospatial technologies. It was created as part of a PhD research project focusing on education for sustainable development. The taxonomy has two dimensions: 1) competencies of spatial citizens using geospatial technologies, and 2) critical spatial thinking skills and questions. It is based on frameworks for spatial thinking, critical thinking, education for sustainable development, and spatial citizenship. The taxonomy can help teachers design learning goals and educational strategies using geospatial technologies to enhance critical thinking in spatial thinking and support education for sustainable development.

1. Geospatial Technologies on the promotion of
Critical Spatial Thinking skills
Proposing a Taxonomy
Abstract
The PhD research where the
presented Taxonomy of Critical
Spatial Thinking Skills emerges,
aims at conceiving transdisciplinar
teaching and learning strategies in
Education for Sustainable
Development (ESD), in lower
secondary education, discussing
the role of geospatial technologies
in developing both Critical Thinking
(CT) and significant learning for
sustainable development, through
Spatial Thinking (ST). Basing on
the theoretical framework of
several taxonomies of ST, CT and
significant learning, students
Critical and Spatial Thinking skills
are identified, to support the
definition of learning goals and the
conception of teaching and
learning activities in ESD context.
The emergence of ESD has heightened the need for pedagogical techniques that promote
higher-order thinking skills, being CT and ST, all interconnected prerequisites for Sustainable
Development. However, only a few studies appear to have investigated the specific CT skills
involved in ST. Fig. 1, Fig. 2 and Fig. 3, intellectual outputs of this PhD research, are the result
of literature review combining ST, CT, ESD and Spatial Citizenship (SC) theoretical
frameworks, and are on the basis of the proposed taxonomy:
•Fig. 1: educational approaches based on geospatial technologies, to foster CT and ST;
•Fig. 2: relationship between ST and CT on the promotion of ESD;
•Fig. 3: intersections and contributions of CT to SC, based on literature review, following the
categories: C1 concepts (C1.1 CT, C1.2 ST and C1.3 citizenship); C2 educational approach.
The presented framework allowed to develop a Taxonomy, organized in two main dimensions:
I - competences of the spatial citizen using geospatial technologies (Fig. 4); and II - critical
spatial thinking skills and questions (Fig.5). On Table 1 (extract of Dimension I) we can
visualize several competences related to the correspondent subdomains and domains. On
Table 2 (extract of Dimension II) we visualize skills based on GIS, main questions, type of
questions, examples and type of answers, in relation to the subdomains and domains.
Conclusion
Geospatial technologies can enhance CT in ST, and therefore contribute for an ESD, since the
identified critical competencies and skills are ideologically aware and socially critical and
promote informed citizenry and the capacity to address complex problems. Thus, the
presented Taxonomy may be of great importance for teachers to design learning goals and to
conceive educational strategies supported by geospatial technologies, particularly in ESD.
References
Carlos, V. and Gryl, I. (2013). Where Do Critical Thinking and Spatial Citizenship Meet?
Proposing a Framework of Intersections GI_Forum 2013. Creating the GISociety., Salzburg,
Herbert Wichmann Verlag, VDE VERLAG GMBH; pp 306-316; ISBN 978-3-87907-532-4.
Carlos, V. and Santos, N. (2014). Using geospatial technologies to promote both critical
thinking and significant learning for sustainable development. Standards and Research in
Geography Education – Current Trends and International Issues D. Schmeinck and J.
Lidstone. Berlin, Mensch & Buch Verlag; pp 109-120; ISBN 978-3-86387-453-7.
Vânia Carlos,
António Moreira
Department of Education, CIDTFF, University of Aveiro
Fig 1 / Educational
approaches based on
geospatial
technologies (in
Carlos & Santos,
2014).
Taxonomy of Critical Spatial Thinking
Dimension II - "Critical Spatial Thinking Skills and Questions"Dimension I - "Competences of the spatial citizen using geospatial technologies"
Domain Subdomain Competence
I. Handles GI and SR
(Technical /
Methodological)
4. Sharing
CE_EDS_Uses Web 2.0 trading and decision instruments (Geo-communities and social networks), providing GI or critically
commenting available GI
CE_EDS_Contributes to collaborative mapping
II.Uses GI and SR
(Reflection and Evaluation)
1. Reflection
(critical, on GI
and SR)
EDS_Recognizes socio environmental
changes
CE_EDS_Compares GI with pre-existing knowledge and other sources of
information
EDS_Recognizes interdependencies and
needs in Economy-Society-Environment
System
CE_EDS_Identifies hidden and nonexistent GI
EDS_Recognizes Local-Global Relations
CE_EDS_Thinks of space meanings and alternative scenarios by analysing
similar cases, for example
CE_EDS_Reflects on GIS relevance in human activities, including its potential for
creating and sharing volunteered GI
Table 1 / Extract of Dimension I - "Competences of the spatial citizen using geospatial technologies"
Fig 2 / Relationship
between Spatial
Thinking and Critical
Thinking on the
promotion of
Education for
Sustainable
Development (in
Carlos & Santos,
2014) .
Fig 3 / Intersections
and possible
contributions that
Critical Thinking has
to offer Spatial
Citizenship
framework (in
Carlos and Gryl,
2013).
Fig 4 / Domains and subdomains of Dimension I “Competences of the spatial citizen using geospatial technologies”. Fig 5 / Didactic Stages, Domains and Subdomains of Dimension II “Critical Spatial Thinking Skills and Questions”.
Table 2 / Extract of Dimension II - “Critical Spatial Thinking Skills and Questions”
Didactic Stages Domains Subdomains
Skills based
on GIS Main question Type of question Examples
Type of
answer
2.
Conceptualization
- Phase II
URP. Using
GI to
construct,
articulate and
defend a line
of thought or
point of view
in solving
problems and
answering
questions
URP_RG.
Relate and
generalize GI
URP_RG_IR.
Identify
relationships
URP_RG_IR_1. What
relationships exist between
the conditions of the place?
URP_RG_IR_1_1. Questions
that ask the phenomena that
show a relationship with a
particular phenomenon
Is there a relationship between the
place where the oleander grows
(Rhododendron ponticum subsp.
Baeticum) and water availability?
CV -
Combined rule
URP_RG_IR_2. What is
the effect that an entity has
in surrounding areas?
URP_RG_IR_2_1. Questions
that ask the phenomena that
show a close relationship
with an entity
Is there is a relationship between the
existence of eucalyptus and water
availability in Cambarinho Reserve?
CR -
Combined
Fact
URP_RG_GF
. Generalize
facts
URP_RG_GF_1. Are there
any polarizations, clusters,
sequences or other
patterns of attributes?
URP_RG_GF_1_1.
Questions that ask for the
value of an attribute of a
class
Are the oleanders often located in
close proximity to any particular
natural element?
CV -
Generalization
URP_RG_GS
. Generalize
the shape and
/ or position of
entities
URP_RG_GS_1. What
types of conditions can be
identified in the place?
URP_RG_GS_1_1.
Questions that ask for the
identity of classes that have a
specific attribute value
How would you define the necessary
conditions for the development of
oleander (Rhododendron ponticum
subsp. Baeticum)?
CR -
Combined
Generalization
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