The current GIS education framework has gaps, undervalued elements, and decentralized components that make it difficult to effectively relate, teach, learn, and assess learning key constructs within and across disciplines. Building upon critical synthesis, analysis, and extension of multidisciplinary literature, we develop a student-centered framework that places the 2D learning GIS space within the broader 3D educational space defined by cognitive, affective, and psychomotor domains of learning. The modalities of GIS learning are discussed in the contexts of the “circle of GIS thinking,” “triangle of GIS practice,” and “triangle of affective GIS.” The framework suggests that well-rounded GIS individuals possess hard and soft (non-)geospatial knowledge, skills, and abilities gained through learning by thinking, doing, and feeling. It is coherent, intuitive, extensible, and in sync with modern GIS perspectives and knowledge, and multimodal ways of mastering this subject. We demonstrate how the framework informs design and content considerations for hybrid minds-on, hands-on, and “body-on” classroom assessments that mirror the nature of GIS. We conclude that the framework shows considerable potential to facilitate consistent and persistent delivery of quality GIS education.

中文翻译：

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迈向在学科内和跨学科提供优质 GIS 教育的整体框架

当前的 GIS 教育框架存在差距、被低估的要素和分散的组成部分，这使得难以有效地关联、教授、学习和评估学科内和跨学科的学习关键结构。基于多学科文献的批判性综合、分析和扩展，我们开发了一个以学生为中心的框架，将 2D 学习 GIS 空间置于由学习的认知、情感和心理运动领域定义的更广泛的 3D 教育空间中。在“GIS 思维圈”、“GIS 实践三角”和“情感GIS 三角”的背景下讨论了GIS 学习的方式。该框架表明，全面发展的 GIS 个人拥有通过思考、行动和感觉学习而获得的硬性和软性（非）​​地理空间知识、技能和能力。它是连贯的，直观、可扩展且与现代 GIS 观点和知识同步，以及掌握该主题的多模式方法。我们展示了该框架如何为反映 GIS 性质的混合思维、实践和“身体”课堂评估提供设计和内容考虑因素。我们得出的结论是，该框架在促进一致和持续提供优质 GIS 教育方面显示出相当大的潜力。