Geospatial thinking involves the ability to interpret and analyze spatial relationships and geographic information provided by spatial representations like maps. As a result of the advancements in geospatial technology, nowadays, spatial thinking also includes the ability to use geospatial tools (GST) to solve spatial problems. Even though new kind of dynamic screen-based spatial representations, like those provided by Google Earth, have emerged as promising tools for geospatial thinking development, there is still limited research on their potential to support students’ spatial thinking, map reading and geographical knowledge. At the same time research has not yet been able to provide guiding principles for the integration of geospatial tools in educational activities in ways that can support students' spatial thinking and conceptualization. Following a design-based research methodology, this study aims to invertigate what kind of reasoning processes primary students develop when using multiple interactive digital representations to navigate the digitally simulated space. In our study 22 12 year old students used Google Earth in combination with a programming environment in order to locate European countries on a scene that simulated Europe’s map, using a textual programing language. The data collected included audio and screen recordings. In the results of the study, we describe how students developed meanings about the relative and geographical position of known landmarks-countries on the simulated map while trying to orient themselves in the digitally simulated space, developing orientation concepts and map interpretation abilities. In our analysis, we highlight how the programming environment provided the students with a structured context to express and reflect on their spatial reasoning.

Keywords: Primary education, geospatial concepts, Google Earth.