IMPROVING 3D SPATIAL VISUALIZATION OF STREAM CHANNEL MORPHOLOGY: A GEOMORPHIC APPLICATION OF ARCVIEW 3D ANALYST EXTENSION

Spatial visualization is an essential skill for students to acquire to be successful in future geologic endeavors. The ability to create and manipulate mental “pictures” of geologic systems and structures is not an inherent skill that many students possess when they begin upper-level coursework. Previous research on spatial visualization evaluates the relationship between spatial ability and academic instruction (Shepard and Metzler, 1971; Burnett and Lane, 1980; Eley, 1993; and Schofield and Kirby, 1994). These studies suggest that continued exposure and application of spatial skills leads to improved spatial ability. In response to these studies, a number of tools that incorporate spatial visualization techniques have been developed to help instructors challenge and instruct students (Frodeman, 1996; Kali and Orion, 1997; Orion et al., 1997; Orion et al., 2000; Gerson et al., 2001; and Kali, 2002). However, few learning tools are available that specifically target spatial skills related to geomorphic applications.

I developed a two-week laboratory exercise that incorporates traditional field based stream surveying with computer based visualization of the survey data. Audet and Abegg (1996) discuss the merits of GIS in problem-based learning. Students spend one laboratory session collecting topographic data along stream channel cross-sections. They are asked to construct 2D cross sections in Microsoft Excel and presented with simple hypotheses to evaluate between laboratory sessions. However it is still often difficult for them to visualize the stream morphology in 3D space. Therefore, during the second laboratory session they create and manipulate 3D models of the stream channel using their survey data. They are presented with the same hypotheses and asked to re-evaluate their findings.