Recognizing Geographic and Spatial Learning in Children's Drawings

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dc.contributor.authorTodd, Reese H.
dc.date.accessioned2023-12-05T21:12:45Z
dc.date.available2023-12-05T21:12:45Z
dc.date.issued2009
dc.description.abstractGeography education is more than reciting place names and locations, but practicing elementary teachers have limited experiences in extending geography learning and spatial knowledge beyond these boundaries. Demonstration lessons that involved university faculty, certification students, and classroom teachers used aerial imagery to teach second grade students geography concepts. Teachers observed that young learners gained understanding of distance, direction, location, and scale; however, when they analyzed student drawings, teachers lacked skills in recognizing the geographic and spatial knowledge represented in student work. This article introduces an evaluation tool to assist classroom teachers in interpreting visual responses in terms of a) perspective, b) symmetry, c) geometric shapes and patterns, and d) direction and location. This tool, coupled with a teaching demonstration model, supports teachers in identifying student spatial knowledge and using that data in planning content-rich instruction in elementary social studies classes beyond place names and locations.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent18 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationTodd, R.H. (2009). Recognizing geographic and spatial learning in children's drawings. Research in Geographic Education, 11(1), pp. 58-75.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17429
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2009, Vol. 11, No.1, pp. 58-75.
dc.subjectgeography
dc.subjectspatial learning
dc.subjectaerial imagery
dc.subjectrural schools
dc.titleRecognizing Geographic and Spatial Learning in Children's Drawings
dc.typeArticle

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