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Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?

Yıl 2015, Cilt: 5 Sayı: 3, 249 - 273, 31.12.2015

Öz

This
research examines the geographic literacy of a group of preservice elementary
(K-5) teachers in a mid-sized university located in America’s Midwest Rust
Belt. The research sought to achieve three main aims using a geographic
literacy survey. The first aim was to examine the approximate geographic
literacy of the participants. The second aim was to determine how comfortable
the participants were with teaching geography content in the future, and the
third aim was to determine the extent to which preservice teachers demonstrated
the ability and willingness to adopt a critical stance to spatial thinking in
the future. From the geographic literacy survey, we found that many of the
preservice teachers demonstrated adequate place-based and geographic knowledge.
However, many of the participants also showed some deficits in spatial thinking
skills, and in the application and contextualization of geospatial knowledge
beyond map-based activities. The research also found that the participants
expressed an overall discomfort with teaching geography materials in the
future, this indicated their inadequate mastery of key geographic literacy
skills.  To arrive at these findings,
this research used a multi-method approach that was epistemologically framed by
Kolb’s Experimental Learning Theory (KELT) and Critical Literacy Theory (CL).

Kaynakça

  • Abdulwahed, M., & Nagy, Z. (2009). Applying Kolb’s Experiential Learning Cycle for Laboratory Education. Journal of Engineering Education, 98, 283–94.
  • Baker, T. (2005). Internet-based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44-50.
  • Banks, J. (2002). An Introduction to Multicultural Education. Boston MA: Ally and Bacon
  • Bednarz, Sarah W., and Robert S. Bednarz. (1995). Preservice Geography Education. Journal of Geography 94 (5), 482–86.
  • Bradbeer, J. (1999). Barriers to Interdisciplinarity: Disciplinary Discourses and Student Learning. Journal of Geography in Higher Education 23, 381–96. Breen, M. & Candlin, C. (1980). The Essentials of a Communicative Curriculum in Language Teaching. Applied Linguistics, 1, 89-112.
  • Carano, K., & Berson, M. (2007). Breaking Stereotypes: Constructing Geographic Literacy and Cultural Awareness through Technology. The Social Studies 98, 65–69.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. 5th ed. London: Routledge Falmer.
  • Connelly, M., & Clandinin, D. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19 2–14.
  • Den Brok, P. (2001). Teaching and Student Outcomes : A Study on Teachers’ Thoughts and Actions from an Interpersonal and a Learning Activities Perspective. Utrecht: W.C.C.
  • Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications Inc.
  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educational Process. Lexington, MA: Heath.
  • Duschl, R. (2007). Quality Argumentation and Epistemic Criteria. In S. Erduran & M. Jimenez- Aleixandre, Eds. Argumentation in Science Education: Perspectives from classroom-based research. Dordecht Netherlands: Springer.
  • Edelson, D. (2009). Geo Learning: Geographic Literacy in U.S. by 2025. AcrNews Online. http://www.esri.com/news/arcnews/spring09articles/geographic-literacy.html. Retrieved on March 27, 2015.
  • Elbow, G., Rutherford, D., & Shearer, C. Eds. (2011). Geographic Literacy in the United States: Challenges and Opportunities in the NCLB Era. The National Council for Geographic Education (NCGE).
  • Fien, J., & Gerber, R. Eds. (1986). Teaching Geography for a Better World. 10th ed. Brisbane: Australian Geography Teachers Association with the Jacaranda Press. Fraser, B. (2012). Classroom Learning Environments: Retrospect, Context and Prospect. Second International Handbook of Science Education, 1191–1239. Springer.
  • Freire, P. (2010). Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Ltd.
  • Freundschuh, S., & Sharma, M. (1995). Spatial Image Schemata, Locative Terms, and Geographic Spaces in Children’s Narrative: Fostering Spatial Skills in Children. Cartographica: The International Journal for Geographic Information and Geovisualization, 32, 38–49.
  • Garner, I. (2000a). Problems and Inconsistencies with Kolb’s Learning Styles. Educational Psychology, 20, 341–48.
  • ———. 2000b. Problems and Inconsistencies with Kolb’s Learning Styles. Educational Psychology, 20, 341–48.
  • Geography Education Standards Project. (1994). Geography for Life, National Geography Standards. Washington D.C.: National Geographic Research & Exploration.
  • Hagood, M. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247-264.
  • Healey, M., & Jenkins, A. (2000). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography 99, 185–95.
  • Henry, J. (1989). Meaning and Practice in Experiential Learning. Making Sense of Experiential Learning, 25–37.
  • Hicks, D. (2007). Lessons for the Future: A Geographical Contribution. Geography 92, 179–188.
  • Jan Bent., Bakx, G., & den Brok. P. (2013). Pupils’ Perceptions of Geography in Dutch Primary Schools: Goals, Outcomes, Classrooms Environment, and Teacher Knowledge and Performance. Journal of Geography, 113, 20–34.
  • Kaufman, M. (2004). Using Spatial-Temporal Primitives to Improve Geographic Skills for Preservice Teachers. Journal of Geography, 103, 171–81. Kerski, J. (2003). The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education. Journal of Geography, 102(3), 128-137.
  • Kirman, J. (2003). Transformative Geography: Ethics and Action in Elementary and Secondary Geography Education. Journal of Geography, 102, 93–98.
  • Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Vol. 1., New Jersey: Prentice-Hall Englewood Cliffs.
  • Milson, J. & Alibrandi, M. (2007). Digital Geography: Geospatial Technologies in the Social Studies Classroom. Charlotte NC: Information Age Publishing
  • Morgan, J. (2011). Knowledge and the School Geography Curriculum: A Rough Guide for Teachers. Teaching Geography, 36, 90–92.
  • National Geographic. (2002). National Geographic - Roper 2002 Global Geographic Literacy Survey. Washington D.C.: National Geographic Education Foundation.
  • ———. 2006. “Final Report: National Geographic-Roper Public Affairs 2006 Geographic Literacy Study”. Washington D.C.: The National Geographic Education Foundation.
  • National Research Council. (2006). Learning to Think Spatially. Washington DC: National Academic Press.
  • Newcombe, N., & Chiau-Ru N. (2007). Learning Geographical Information from Hypothetical Maps. Memory & Cognition, 35, 895–909.
  • Norris, P. (2000). A Virtuous Circle: Political Communications in Post-Industrial Societies. New York: Cambridge University Press.
  • Silverman, D. (2000). Doing Qualitative Research: A Practical Handbook. London: Sage
  • Sinfield, I., & Hawkins, L. (2006). Critical Literacy: Policy and Practice. Orbit, 36, 27. Stevens, D. (2000). A Reflective Account of a Working Fortnight in Bulgaria with 12 Post-Graduate Student Teachers of English and Geography. Journal of Education for Teaching: International Research and Pedagogy, 26, 45–54.
  • Stoltman, J. (1988). Geography and History in the Curriculum: Relationships between Space and Time. Conference paper presented at California Council for Social Studies March 1988. http://files.eric.ed.gov/fulltext/ED316484.pdf. Retrieved on October 22, 2015.
  • Thomas-Brown, K. (2011). Teaching for Geographic Literacy: Our Afterschool Geography Club. The Social Studies, 102, 181–89.
  • Thomas-Brown, K., Et. Al. (2011). Breaking Down the Ivory Tower: Creating a School/University Partnership Where Everyone Benefits. Scholarlypartnerships.edu, 5, 2.
  • Tucker, Hazel. (2007). Performing a Young People’s Package Tour of New Zealand: Negotiating Appropriate Performances of Place. Tourism Geographies 9, 139–59.
  • Tussyadiah, P., & Zach, F. (2012). The Role of Geo-Based Technology in Place Experiences. Annals of Tourism Research, 39, 780–800.
  • Vygotsky, L. (1986). Thought and Language. Cambridge, MIT Press: Massachusetts.
  • Wai, J., Lubinski, D., & & Benbow, C. (2009). Spatial Ability for STEM Domains: Aligning over 50 Years of Cumulative Psychological Knowledge Solidifies Its Importance. Journal of Educational Psychology, 101, 817.
  • Winship, Jodi M. (2004). Geographic Literacy and World Knowledge among Undergraduate College Students. Retrieved on October 22, 2015 from http://scholar.lib.vt.edu/ theses/available/etd-11022004144902/unrestricted/Final_Thesis_JWinship.pdf
  • Wolk, S. (2003). Teaching for Critical Literacy in Social Studies. The Social Studies, 94 (3): 101–6. Young, Michael. (2011). The Return to Subjects: A Sociological Perspective on the UK Coalition Government’s Approach to the 14–19 Curriculum. Curriculum Journal, 22, 265–78
Yıl 2015, Cilt: 5 Sayı: 3, 249 - 273, 31.12.2015

Öz

Kaynakça

  • Abdulwahed, M., & Nagy, Z. (2009). Applying Kolb’s Experiential Learning Cycle for Laboratory Education. Journal of Engineering Education, 98, 283–94.
  • Baker, T. (2005). Internet-based GIS Mapping in Support of K-12 Education. The Professional Geographer, 57(1), 44-50.
  • Banks, J. (2002). An Introduction to Multicultural Education. Boston MA: Ally and Bacon
  • Bednarz, Sarah W., and Robert S. Bednarz. (1995). Preservice Geography Education. Journal of Geography 94 (5), 482–86.
  • Bradbeer, J. (1999). Barriers to Interdisciplinarity: Disciplinary Discourses and Student Learning. Journal of Geography in Higher Education 23, 381–96. Breen, M. & Candlin, C. (1980). The Essentials of a Communicative Curriculum in Language Teaching. Applied Linguistics, 1, 89-112.
  • Carano, K., & Berson, M. (2007). Breaking Stereotypes: Constructing Geographic Literacy and Cultural Awareness through Technology. The Social Studies 98, 65–69.
  • Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. 5th ed. London: Routledge Falmer.
  • Connelly, M., & Clandinin, D. (1990). Stories of Experience and Narrative Inquiry. Educational Researcher, 19 2–14.
  • Den Brok, P. (2001). Teaching and Student Outcomes : A Study on Teachers’ Thoughts and Actions from an Interpersonal and a Learning Activities Perspective. Utrecht: W.C.C.
  • Denzin, N. K., & Lincoln, Y. S. (1994). Handbook of Qualitative Research. Thousand Oaks, CA: Sage Publications Inc.
  • Dewey, J. (1933). How We Think: A Restatement of the Relation of Reflective Thinking to the Educational Process. Lexington, MA: Heath.
  • Duschl, R. (2007). Quality Argumentation and Epistemic Criteria. In S. Erduran & M. Jimenez- Aleixandre, Eds. Argumentation in Science Education: Perspectives from classroom-based research. Dordecht Netherlands: Springer.
  • Edelson, D. (2009). Geo Learning: Geographic Literacy in U.S. by 2025. AcrNews Online. http://www.esri.com/news/arcnews/spring09articles/geographic-literacy.html. Retrieved on March 27, 2015.
  • Elbow, G., Rutherford, D., & Shearer, C. Eds. (2011). Geographic Literacy in the United States: Challenges and Opportunities in the NCLB Era. The National Council for Geographic Education (NCGE).
  • Fien, J., & Gerber, R. Eds. (1986). Teaching Geography for a Better World. 10th ed. Brisbane: Australian Geography Teachers Association with the Jacaranda Press. Fraser, B. (2012). Classroom Learning Environments: Retrospect, Context and Prospect. Second International Handbook of Science Education, 1191–1239. Springer.
  • Freire, P. (2010). Pedagogy of the Oppressed. New York: The Continuum International Publishing Group Ltd.
  • Freundschuh, S., & Sharma, M. (1995). Spatial Image Schemata, Locative Terms, and Geographic Spaces in Children’s Narrative: Fostering Spatial Skills in Children. Cartographica: The International Journal for Geographic Information and Geovisualization, 32, 38–49.
  • Garner, I. (2000a). Problems and Inconsistencies with Kolb’s Learning Styles. Educational Psychology, 20, 341–48.
  • ———. 2000b. Problems and Inconsistencies with Kolb’s Learning Styles. Educational Psychology, 20, 341–48.
  • Geography Education Standards Project. (1994). Geography for Life, National Geography Standards. Washington D.C.: National Geographic Research & Exploration.
  • Hagood, M. (2002). Critical literacy for whom? Reading Research and Instruction, 41, 247-264.
  • Healey, M., & Jenkins, A. (2000). Kolb’s Experiential Learning Theory and Its Application in Geography in Higher Education. Journal of Geography 99, 185–95.
  • Henry, J. (1989). Meaning and Practice in Experiential Learning. Making Sense of Experiential Learning, 25–37.
  • Hicks, D. (2007). Lessons for the Future: A Geographical Contribution. Geography 92, 179–188.
  • Jan Bent., Bakx, G., & den Brok. P. (2013). Pupils’ Perceptions of Geography in Dutch Primary Schools: Goals, Outcomes, Classrooms Environment, and Teacher Knowledge and Performance. Journal of Geography, 113, 20–34.
  • Kaufman, M. (2004). Using Spatial-Temporal Primitives to Improve Geographic Skills for Preservice Teachers. Journal of Geography, 103, 171–81. Kerski, J. (2003). The Implementation and Effectiveness of Geographic Information Systems Technology and Methods in Secondary Education. Journal of Geography, 102(3), 128-137.
  • Kirman, J. (2003). Transformative Geography: Ethics and Action in Elementary and Secondary Geography Education. Journal of Geography, 102, 93–98.
  • Kolb, D. (1984). Experiential Learning: Experience as the Source of Learning and Development. Vol. 1., New Jersey: Prentice-Hall Englewood Cliffs.
  • Milson, J. & Alibrandi, M. (2007). Digital Geography: Geospatial Technologies in the Social Studies Classroom. Charlotte NC: Information Age Publishing
  • Morgan, J. (2011). Knowledge and the School Geography Curriculum: A Rough Guide for Teachers. Teaching Geography, 36, 90–92.
  • National Geographic. (2002). National Geographic - Roper 2002 Global Geographic Literacy Survey. Washington D.C.: National Geographic Education Foundation.
  • ———. 2006. “Final Report: National Geographic-Roper Public Affairs 2006 Geographic Literacy Study”. Washington D.C.: The National Geographic Education Foundation.
  • National Research Council. (2006). Learning to Think Spatially. Washington DC: National Academic Press.
  • Newcombe, N., & Chiau-Ru N. (2007). Learning Geographical Information from Hypothetical Maps. Memory & Cognition, 35, 895–909.
  • Norris, P. (2000). A Virtuous Circle: Political Communications in Post-Industrial Societies. New York: Cambridge University Press.
  • Silverman, D. (2000). Doing Qualitative Research: A Practical Handbook. London: Sage
  • Sinfield, I., & Hawkins, L. (2006). Critical Literacy: Policy and Practice. Orbit, 36, 27. Stevens, D. (2000). A Reflective Account of a Working Fortnight in Bulgaria with 12 Post-Graduate Student Teachers of English and Geography. Journal of Education for Teaching: International Research and Pedagogy, 26, 45–54.
  • Stoltman, J. (1988). Geography and History in the Curriculum: Relationships between Space and Time. Conference paper presented at California Council for Social Studies March 1988. http://files.eric.ed.gov/fulltext/ED316484.pdf. Retrieved on October 22, 2015.
  • Thomas-Brown, K. (2011). Teaching for Geographic Literacy: Our Afterschool Geography Club. The Social Studies, 102, 181–89.
  • Thomas-Brown, K., Et. Al. (2011). Breaking Down the Ivory Tower: Creating a School/University Partnership Where Everyone Benefits. Scholarlypartnerships.edu, 5, 2.
  • Tucker, Hazel. (2007). Performing a Young People’s Package Tour of New Zealand: Negotiating Appropriate Performances of Place. Tourism Geographies 9, 139–59.
  • Tussyadiah, P., & Zach, F. (2012). The Role of Geo-Based Technology in Place Experiences. Annals of Tourism Research, 39, 780–800.
  • Vygotsky, L. (1986). Thought and Language. Cambridge, MIT Press: Massachusetts.
  • Wai, J., Lubinski, D., & & Benbow, C. (2009). Spatial Ability for STEM Domains: Aligning over 50 Years of Cumulative Psychological Knowledge Solidifies Its Importance. Journal of Educational Psychology, 101, 817.
  • Winship, Jodi M. (2004). Geographic Literacy and World Knowledge among Undergraduate College Students. Retrieved on October 22, 2015 from http://scholar.lib.vt.edu/ theses/available/etd-11022004144902/unrestricted/Final_Thesis_JWinship.pdf
  • Wolk, S. (2003). Teaching for Critical Literacy in Social Studies. The Social Studies, 94 (3): 101–6. Young, Michael. (2011). The Return to Subjects: A Sociological Perspective on the UK Coalition Government’s Approach to the 14–19 Curriculum. Curriculum Journal, 22, 265–78
Toplam 46 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Karen Thomas-brown Bu kişi benim

Allison Rıchards Bu kişi benim

Yayımlanma Tarihi 31 Aralık 2015
Gönderilme Tarihi 23 Ekim 2015
Kabul Tarihi 21 Aralık 2015
Yayımlandığı Sayı Yıl 2015 Cilt: 5 Sayı: 3

Kaynak Göster

APA Thomas-brown, K., & Rıchards, A. (2015). Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?. Review of International Geographical Education Online, 5(3), 249-273.
AMA Thomas-brown K, Rıchards A. Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?. Review of International Geographical Education Online. Aralık 2015;5(3):249-273.
Chicago Thomas-brown, Karen, ve Allison Rıchards. “Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?”. Review of International Geographical Education Online 5, sy. 3 (Aralık 2015): 249-73.
EndNote Thomas-brown K, Rıchards A (01 Aralık 2015) Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?. Review of International Geographical Education Online 5 3 249–273.
IEEE K. Thomas-brown ve A. Rıchards, “Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?”, Review of International Geographical Education Online, c. 5, sy. 3, ss. 249–273, 2015.
ISNAD Thomas-brown, Karen - Rıchards, Allison. “Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?”. Review of International Geographical Education Online 5/3 (Aralık 2015), 249-273.
JAMA Thomas-brown K, Rıchards A. Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?. Review of International Geographical Education Online. 2015;5:249–273.
MLA Thomas-brown, Karen ve Allison Rıchards. “Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?”. Review of International Geographical Education Online, c. 5, sy. 3, 2015, ss. 249-73.
Vancouver Thomas-brown K, Rıchards A. Critical Intersections of Knowledge and Pedagogy: Why the Geographic Literacy of Preservice Elementary Teachers Matter?. Review of International Geographical Education Online. 2015;5(3):249-73.