Exploring the Bridge Between Research and Teaching Practice: Spatial Thinking Concepts in Geography Standards in the United States and England

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dc.contributor.authorAnthamatten, Peter
dc.date.accessioned2023-12-05T21:12:48Z
dc.date.available2023-12-05T21:12:48Z
dc.date.issued2009
dc.description.abstractA great deal of research in the cognition sciences has identified multifarious means through which human children conceptualize and understand space and spatial relations. This paper uses a framework developed by Gersmehl and Gersmehl (2006) to evaluate the extent to which spatial thinking concepts are employed in early grade-level geography standards in the United Kingdom and the United States. While some spatial thinking concepts are deeply integrated into geography curriculum and teaching guidelines in both countries, others are only superficially addressed, and yet others are altogether absent. Geography is in an excellent position to use work from the cognition sciences to inform and guide the development of curriculum.
dc.description.departmentGeography and Environmental Studies
dc.formatText
dc.format.extent21 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationAnthamatten, P. (2009). Exploring the bridge between research and teaching practice: Spatial thinking concepts in geography standards in the United States and England. Research in Geographic Education, 11(2), pp. 94-114.
dc.identifier.issn1529-0085
dc.identifier.urihttps://hdl.handle.net/10877/17435
dc.language.isoen
dc.publisherThe Grosvenor Center for Geographic Education
dc.sourceResearch in Geographic Education, 2009, Vol. 11, No. 2, pp. 94-114.
dc.subjectgeography
dc.subjectcognition
dc.subjectcurriculum
dc.subjectskills
dc.subjectspatial thinking
dc.subjectstandards
dc.titleExploring the Bridge Between Research and Teaching Practice: Spatial Thinking Concepts in Geography Standards in the United States and England
dc.typeArticle

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