Map Understanding as a Developmental Marker in Childhood

Peter, Michael; Glück, Judith; Beiglböck, W.

doi:10.1027/1614-0001/a000011

Cited by 11 publications

(12 citation statements)

References 6 publications

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“…Children were more successful in trial which are required understanding spatial relations compared to the trial which are required mental rotation. Findings of the previous study with 95 3-to 6-year-old children (Peter, Glück and Beiglböck, 2010) showed that the majority of 6-year-olds use of spatial relations whereas mental rotation of maps was shown only by two 5-years old children. Spelke, Gilmore and McCarthy (2011) asked children aged 5-6 years to use a map of a particular geometric arrangement to place an object on a location indicated on the map.…”

Section: Discussionmentioning

confidence: 79%

“…In addition, they should also recognize that these tools (like maps) are small-scale representation of larger spaces (Newcombe and Learmonth, 2005). Map understanding comprises three components: the first one is symbolic representations, the second is use of spatial relations and the third is mental rotation (Peter, Glück and Beiglböck, 2010). The first studies related to children"s map skills can be traced to Piaget and Inhelder.…”

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confidence: 99%

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The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

Dibek

Özdemir²,

Güven³

2019

JETS

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The main purpose of this study was to assess children"s skill in using a simple map. The study was conducted among 262 children (141 girls and 121 boys), aged between 61-78 months (average 71 months), attending to 4 public pre-schools in Istanbul, Turkey. The simple map skills (requiring mental rotation and understanding spatial relation) of the participants were tested through five different experimental trials. Children"s skills in using simple maps were analyzed by age, gender, and children"s performances in different experimental conditions. The data were analyzed using logistic regression analysis. It was found that children"s performance in the experiments did not vary by gender. Likewise, their performance did not vary by age. However, there were significant differences in children"s performances in the five different experimental conditions. According to findings, children were more successful in trial 1 which is requiring the understanding of spatial relations compared to the trial 2 and 3 which are requiring mental rotation. Finally results are discussed in terms of variables which may lead to the researchers and educators working on spatial abilities of children.

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Section: Discussionmentioning

confidence: 79%

mentioning

confidence: 99%

The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

Dibek

Özdemir²,

Güven³

2019

JETS

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“…In order to assess the students' mental rotation ability, an adapted instrument of the Map Test for Children (Peter, Glück, & Beiglböck, 2010) was used. This instrument is designed for pre-and elementary school students to evaluate basic components of the use of maps.…”

Section: Instrumentsmentioning

confidence: 99%

Computational Thinking Initiation. An experience with robots in Primary Education

Merino-Armero

González‐Calero

Gutiérrez

et al. 2018

Journal of Research in Science, Mathematics and Technology Educ

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Computational Thinking (CT) is an increasingly interesting educational trend, since it is currently thought that the next generation will need to master this skill in order to succeed in modern life. At the same time, research indicates that motivation is a key element that affects the effectiveness of educational processes. Consequently, educators should take into account this fact when designing teaching sequences. In this paper, we present a robotics-based instruction for third-grade students aimed at introducing computational thinking ideas. The experience was carried out with 63 students. An assessment of different indicators concerning learning outcomes, such as mental rotation or computation thinking gains, was performed. In particular, from a motivational perspective, a test developed by Keller (1983; 1987; 2010) was employed in order to assess four dimensions: attention, relevance, confidence and satisfaction. Results show the participants' high motivation after working with robot computational ideas. These results may eventually support the use of educational robotics in order to promote students' development of computational thinking in primary schools.

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“…Spatial concepts are some kind of implicit knowledge; their development is difficult to investigate (Peter, Glück, & Beiglböck, 2010). Spatial information concerns shapes, locations, paths, relations among entities and relations between entities and frames of reference (Newcombe & Shipley, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Spatial skills involve the ability to think and reason through comparison, manipulation, and transformation of the mental pictures (Casey et al, 2008). Understanding the maps offers one possibility of investigating children's understanding of spatial relations; and comprises three components that can be assessed in an independent way for understanding symbolic representations, use of spatial relations and mental rotation (Peter, Glück, & Beiglböck, 2010).…”

Section: Introductionmentioning

confidence: 99%

The Effects of Dora the Explorer on Preschool Children's Spatial Concept Acquisition and Spatial Ability

Angin

2017

ESJ

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The purpose of this research is to investigate the effects of Dora the Explorer cartoon on the spatial concept acquisitions and spatial abilities of the preschool children. The study was carried out with 80, 60-71 month old children attending preschools. Post-test only control group model is used in the research in order to identify the existing phenomena in a controlled manner. "The Bracken Basic Concept Scale, Third Edition: Receptive (BBCS-III:R) Form Direction/Position Subscale" and two different "Spatial Ability Games" were used to assess children's spatial concept acquisitions and spatial abilities. Independent sample t-test was used in order to compare the average of post-test scores of the children in the experimental and control groups. According to the findings, it is found that there is meaningful difference between scores of post-tests of direction/position subscale and spatial ability games score. Comparing the scores of post-test of direction/position subscale and spatial ability games of experimental and control groups, it was found that there was a meaningful differentiation in favor of experimental group.

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Map Understanding as a Developmental Marker in Childhood

Cited by 11 publications

References 6 publications

The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

The Examination of 5-6 Year-Old Children’s Ability to Use Simple Maps

Computational Thinking Initiation. An experience with robots in Primary Education

The Effects of Dora the Explorer on Preschool Children's Spatial Concept Acquisition and Spatial Ability

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