Mapping the World Freehand Mapping and Children's Understanding of Geography Concepts

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dc.contributor.authorLowes, Susan
dc.date.accessioned2023-12-05T21:12:42Z
dc.date.available2023-12-05T21:12:42Z
dc.date.issued2008
dc.description.abstractThis exploratory research on freehand maps drawn by elementary school children argues that such "conjured" maps not only provide insights into how students acquire geography place knowledge, but also reveals the development of a series of cognitive understandings that are necessary components of geography literacy. We focus on three key concepts that students need in order to draw what we consider to be traditional maps: the shape of the objects in the maps, the orientation of these shapes in relation to each other, and the nesting of objects within objects. After describing these concepts in detail, we analyze maps drawn by 3rd and 4th grade students in six New York City classrooms in order to show that these concepts develop over time, although not at the same pace, but that they are influenced by the academic levels of the students and by the extent of geography teaching in their classrooms.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent35 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationLowes, S. (2008). Mapping the world freehand mapping and children's understanding of geography concepts. Research in Geographic Education, 10(2), pp. 66-100.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17423
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2008, Vol. 10, No. 2, pp. 66-100.
dc.subjectgeography
dc.subjectfreehand mapping
dc.subjectgeography concepts
dc.subjectgeography learning
dc.subjectgeography teaching
dc.titleMapping the World Freehand Mapping and Children's Understanding of Geography Concepts
dc.typeArticle

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