This national study utilizes the Geospatial Thinking Survey (GTS) to assess the geospatial thinking abilities of undergraduates in the United States. A survey of 1479 students from 61 public universities provided the data. The mean score of geography majors was the highest, while that of criminal justice majors was the lowest. The mean score of students who studied at least three college geography courses was significantly higher than those students who took less than three college geography courses. College geography courses apparently bolster student geospatial thinking abilities, thereby corroborating the stronger geospatial thinking skills of geography majors. Moreover, individual questions of the GTS represent different geospatial thinking domains. The results of the internal comparisons of the GTS questions suggest that undergraduate instructors should identify students who need their geospatial thinking ability strengthened in certain domains.
Verma, Kanika and Estaville, Lawrence
"Role of Geography Courses in Improving Geospatial Thinking of Undergraduates in the United States,"
International Journal of Geospatial and Environmental Research: Vol. 5:
3, Article 2.
Available at: https://dc.uwm.edu/ijger/vol5/iss3/2