Abstract
In landscape planning and design, geospatial technologies (GSTs) are used to aid in visualizing and interpreting geographic environments, identifying geospatial patterns, and making decisions around information based on maps and geospatial information. GSTs are related to the different tools and technologies used to represent the earth’s surface and have transformed the practice of landscape design and geospatial education. These technologies play an important role in promoting the development and application of STEM-relevant geospatial thinking. Curricula that incorporate GSTs have been used across educational levels, from elementary school through college, and have been shown to support the development of geospatial learning and understanding. The present work discusses the use of one type of GST, virtual globes, as a tool for developing geospatial thinking, with a specific focus on Google Earth. This review highlights outcomes of several studies using Google Earth in the context of disciplines related to landscape design, such as geography and earth science. Furthermore, the potential mechanisms underlying the effectiveness of this technology for supporting the development of geospatial knowledge, such as its role in facilitating data visualization and supporting student’s ability to think flexibly about spatial patterns and relations, are discussed. Finally, the limitations of the current research on Google Earth as a tool for supporting geospatial learning are discussed, and suggestions for future research are provided.
Published Version
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