动力学(音乐)
数学教育
心理学
地理
管理科学
社会学
经济地理学
教育学
工程类
作者
Siti Fadjarajani,Ruli As’ari,Anita Eka Putri
标识
DOI:10.1051/e3sconf/202460002011
摘要
This article explores how problem-based learning (PBL) can enhance geography education by improving spatial thinking through social dynamics. Spatial thinking is crucial for understanding geography’s social complexity and advancing STEM education quality. Geographic Information Systems (GIS) and the Spatial-Based Learning (SBL) model are utilized to develop these skills, vital for disaster management and emergencies. The study employs participatory action research, involving students, teachers, and communities in solving real-world problems, assessing PBL’s impact on spatial thinking in geography education. The community dynamics framework emphasizes active student engagement with local communities, deepening their geographical understanding. Internet-based GIS technology facilitates collaborative spatial data analysis, promoting civic participation and social responsibility. PBL in studying societal dynamics fosters critical thinking, relevance, and authenticity in learning. By addressing real-world challenges, students improve critical thinking, problem-solving, and motivation. In conclusion, integrating PBL in geography education, focusing on societal dynamics to enhance spatial thinking, significantly improves teaching effectiveness and develops critical thinking skills crucial for geographic education.
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