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Using Maps to Promote Spatial Literacy in Environmental Education |
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Abstract:
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This study presents a design framework based on research in cognitive science that offers guidelines for designing learning experiences using maps and mapping technologies. We present strategies for conducting formative evaluations and describe how to use them to refine a design. |
Most Common Document Word Stems:
student (42), use (35), spatial (32), gis (29), teacher (21), school (18), score (17), problem (17), comput (16), abil (15), test (14), map (13), reason (13), solv (13), technolog (13), scienc (12), environment (11), unit (10), report (9), interview (9), higher (9), |
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Association:
Name: North American Association For Environmental Education
URL: http://naaee.org
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Citation:
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MLA Citation:
| Hagevik, Rita. "Using Maps to Promote Spatial Literacy in Environmental Education" Paper presented at the annual meeting of the North American Association For Environmental Education, Virginia Beach Convention Center, Virginia Beach, Virginia, Nov 13, 2007 <Not Available>. 2011-06-08 <http://www.allacademic.com/meta/p181982_index.html> |
APA Citation:
| Hagevik, R. , 2007-11-13 "Using Maps to Promote Spatial Literacy in Environmental Education" Paper presented at the annual meeting of the North American Association For Environmental Education, Virginia Beach Convention Center, Virginia Beach, Virginia Online <PDF>. 2011-06-08 from http://www.allacademic.com/meta/p181982_index.html |
Publication Type: Interactive Poster
Abstract: This study presents a design framework based on research in cognitive science that offers guidelines for designing learning experiences using maps and mapping technologies. We present strategies for conducting formative evaluations and describe how to use them to refine a design. |
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| Document Type: |
PDF |
| Page count: |
7 |
| Word count: |
1695 |
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| Conference Strand: Research Symposium Using Maps to Promote Spatial Literacy in Environmental Education Rita Hagevik PhD The University of Tennessee A design framework is illustrated using an example of a middle school curriculum Mapping Our School Site (MOSS) in which teachers and their students monitor a 10- meter by 10-meter site on their school campuses. The data collected is used to formulate and analyze the relationships between the abiotic and biotic components of the environment. Problem questions formulated by |
| (Clements et al. 1997) providing opportunities for students to practice these skills becomes important to their future success in science careers. In this study students with higher spatial ability scored higher on the unit test and quizzes. Mapping technologies incorporate spatial visualization tasks using meaningful content into the science curriculum and are a way to engage all students in spatial reasoning and problem solving that are important to their future success in these fields. Mapping technologies have the potential |
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