Hurricanes pose significant risk to life and property to communities adjacent to the tropical cyclone basins of the Atlantic, Pacific, and Indian Oceans. In the United States, there are significant public misconceptions about hurricane hazards such as wind and storm surge, despite timely and accurate forecasts and warnings. However, appropriate interpretation and understanding of hurricane hazards requires the utilization of geospatial thinking skills. The use of Geographic Information Systems (GIS) in the classroom can promote the development of geospatial thinking skills from primary through higher education. Because readily available hurricane information is easily displayed using Web GIS, educators can integrate Web GIS activities on hurricanes into course curricula to promote the development of students' spatial thinking skills. This study was designed to measure changes in students' hurricane knowledge and spatial thinking skills through the use of a Web GIS module on hurricanes. The module was designed using a technology-enhanced, project-based learning instructional approach that engaged students in collaborative inquiry using Web GIS. Instructional content on hurricanes was organized on interactive webpages and students engaged in Web GIS to visualize and analyze the track, wind structure, and storm surge produced by Hurricane Irma from 2017. In a STEM PBL component to the module, students completed a collaborative inquiry project to create a weather briefing for the Governor of Florida for a hypothetical future hurricane. The study involved 32 undergraduate students enrolled in a general education introductory meteorology class at a higher education institution in the United States. Results showed that students' ability to visualize and comprehend hurricane concepts and related spatial data significantly increased after completion of the module. Students' self-assessment of their overall spatial thinking skills also significantly increased, especially in the areas of pattern recognition and spatial description. Survey results indicated that students found the Web GIS module to be a positive and rewarding learning experience that promoted content engagement, creativity, collaboration, knowledge acquisition and understanding. Additionally, the study suggests that Web GIS can promote the development of spatial thinking skills when used repeatedly over a several week period, as opposed to a short, several day intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]