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GIS in the Social Sciences: Tools for Undergraduate Courses in Anthropology. Diana Stuart Sinton, Ph.D. GIS Program Director, National Institute for Technology in Liberal Education. Teaching and Learning with GIS. Benefits Challenges Case study: African anthropology GIS at NITLE. - PowerPoint PPT Presentation
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GIS in the Social Sciences:
Tools for Undergraduate Courses in Anthropology
Diana Stuart Sinton, Ph.D.
GIS Program Director,
National Institute for Technology in Liberal Education
Teaching and Learning with GIS
Benefits Challenges Case study: African anthropology GIS at NITLE
Why GIS?
Material is inherently spatial – use GIS to organize, display, and analyze spatial data.
Great technology for projects that are inter-disciplinary, multi-disciplinary, and collaborative.
Connections between curriculum and “spatial learning.”
Marketable skill that can expand work or grad school opportunities regardless of academic background.
Spatial Learning?Intelligence Core Operations
Linguisticsyntax, phonology, semantics,
pragmatics
Musical pitch, rhythm, timbre
Logical-mathematical
number, categorization, relations
Spatialaccurate mental visualization,
mental transformation of images
Bodily-kinestheticcontrol of one's own body, control in handling objects
Interpersonalawareness of others' feelings, emotions, goals, motivations
Intrapersonalawareness of one's own feelings,
emotions, goals, motivations
Naturalistrecognition and classification of
objects in the environment
Howard Gardner, Theory of Multiple Intelligences
Spatial Learning and Geography
modified from Golledge (2002) as described in Bednarz and Bednarz, 2004, Geography education: the glass is half-full and it’s getting fuller, The Professional Geographer 56: 22-27
Space Concepts and Relations: the Bases of Geographic Knowledge
location
place-specific identity
boundaries
magnitude
time
distributions
regionsframes of reference
orientation & direction
spatial hierarchies
pattern, clustering, dispersion
spatial association
density and distance decay
flow & diffusion
Spatial Learning and GIS
adapted from West, 2003, Student attitudes and the impact of GIS on thinking skills and motivation, Journal of Geography 102: 267-274
Level of GIS Bloom’s GeographicalComplexity Function Taxonomy Inquiry
Generating new info
Spatial analysis
Data analysis
Data
Datum
Layout, output
Query, Select by Theme, GeoProcessing
Chart / View / Query
Theme / View / Attribute Table
Attribute
Evaluation
Synthesis
Analysis / Application
Comprehension
Knowledge
How Ought?
What Impact?
How / Why?
Where?
What?
Why not GIS ?
Just a tool, not a cure-allSteep learning curve initially – can require significant commitment of time to learn software well and reach the analysis stage
Change in pedagogical style
Investment of money (hardware, software, data, training) and time
Garbage in, Garbage out
Lake of the Woods 27 27077 1784.0634 4076 4597 1576 2037
Ferry 53 53019 2280.2319 6295 7150 2247 3280
Stevens 53 53065 2529.9794 30948 39965 11241 15454
Okanogan 53 53047 5306.1800 33350 38596 12654 16828
Pend Oreille 53 53051 1445.0286 8915 11788 3395 4426
Boundary 16 16021 1279.2987 8332 9840 2857 4252
Lincoln 30 30053 3746.0908 17481 18691 6668 8777
Flathead 30 30029 5232.0306 59218 72458 22834 29316
Glacier 30 30035 3124.4572 12121 12524 3816 5985
Toole 30 30101 1943.2598 5046 4653 1922 2486
Liberty 30 30051 1485.9458 2295 2332 788 1120
Hill 30 30041 2917.3611 17654 17299 6426 8788
Sheridan 30 30091 1686.5827 4732 4228 1899 2332
Divide 38 38023 1279.9633 2899 2305 1193 1447
Burke 38 38013 1121.4170 3002 2194 1252 1506
Renville 38 38075 883.7720 3160 2779 1209 1560
Bottineau 38 38009 1710.0681 8011 7113 3105 4030
Rolette 38 38079 943.6554 12772 14336 4150 6262
Towner 38 38095 1051.6146 3627 2950 1433 1817
Cavalier 38 38019 1503.6905 6064 4896 2375 3032
Pembina 38 38067 1111.7749 9238 8375 3555 4577
Kittson 27 27069 1095.0149 5767 5279 2274 2833
Roseau 27 27135 1670.9970 15026 16122 5415 7695
Blaine 30 30005 4226.2541 6728 7174 2379 3358
Phillips 30 30071 5197.3383 5163 4744 1931 2537
Valley 30 30105 5055.5539 8239 8136 3268 4110
Daniels 30 30019 1421.8024 2266 1959 919 1115
Raw data
versus
. . . meaningful information
“It’s not something you would see until you actually saw it.”
Anthropology, Sociology, Linguistics:
What is your generic term for a sweetened carbonated beverage?
a. soda (52.97%) b. pop (25.08%) c. coke (12.38%) d. tonic (0.67%) e. soft drink (5.89%) f. lemonade (0.01%) g. cocola (0.29%) h. fizzy drink (0.14%) i. dope (0.03%) j. other (2.55%)
(10669 respondents)
Harvard Linguistics Survey, http://hcs.harvard.edu/~golder/dialect/
soda
pop
coke
African Anthropology
countries, 2002
vegetation habitats, 2002
petroleum consumption per person, 2000
energy consumption per person, 2000
proportion of women with HIV/AIDS, 1999
male to female birth ratio, 2000
roads, 2000
malaria cases, 2002
“Tribal Map of Africa” from Africa: Its People and Their Culture, G. P. Murdock, 1959
Ethnic areas (c. 1959) versus National Boundaries (c. 1885 at BerlinConference, under direction of Otto von Bismark)
spatial learning & geography
liberal arts education technology
GIS
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