Mapping the place knowledge of teachers in training

Wiegand, Patrick; Stiell, Bernadette

doi:10.1080/03098269708725424

Cited by 14 publications

(20 citation statements)

References 25 publications

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“…A smaller branch of this research used freehand sketch maps to assess teachers’ geographical knowledge (Chiodo ; Weigand and Stiell ), as well as an instructional tool for them in geographical education (Green ). In addition, this approach has been used to assess and teach map skills, rather than geographical knowledge (Taketa ; Shin 2006).…”

Section: Resultsmentioning

confidence: 99%

Transcribing from the Mind To the Map: Tracing the Evolution of a Concept

Curtis

2016

Geographical Review

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Transcribing what is held in one's mind to a tangible map is experiencing a multidisciplinary renewal. Sketch mapping is being utilized to identify a range of community concerns, as well as for more generally revealing otherwise invisible landscapes. Whether the aim is to understand preference, perception, knowledge, or behavior, the result is some form of map. The genesis of this concept is usually attributed to seminal work in the 1960s and 1970s geography, planning, and environmental psychology. However, its resurgence in the past decade has been driven by a confluence of recent methodological and epistemological developments across numerous disciplines surrounding the role of local knowledge in ecological frameworks and how this can be mapped and analyzed with and without geospatial technologies. With growing adoption of sketch mapping well beyond its initial disciplinary niches, it is appropriate to review its evolution in order to inform ongoing and future research.

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Section: Resultsmentioning

confidence: 99%

Transcribing from the Mind To the Map: Tracing the Evolution of a Concept

Curtis

2016

Geographical Review

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“…Each of these has been investigated in four studies, but their influence has only been confirmed in two. The influence of mental rotation has been confirmed in one study [127], unconfirmed in one [84] and partially confirmed in two [128,129]. Thus, this factor can be considered refuted.…”

Section: Positional Accuracymentioning

confidence: 85%

“…The available studies disagree as to whether pre-service primary teachers differ from pre-service secondary teachers [126,127]. Wiegand and Stiell [127] state that geographers have the greatest positional accuracy in their sketch maps, followed by mathematicians, while humanities students have the lowest. It could be assumed that this difference is due to the more developed map skills and strategies of map work related to the field of geography and mathematics.…”

Section: Positional Accuracymentioning

confidence: 99%

A Systematic Review into Factors Influencing Sketch Map Quality

Hátlová

Hanuš

2020

IJGI

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Spatial perception is formed throughout our entire lives. Its quality depends on our individual differences and the characteristics of the environment. A sketch map is one way of visualising an individual’s spatial perception. It can be evaluated like a real map, in terms of its positional accuracy, content frequency and choice of cartographic methods. Moreover, the factors influencing the sketch map and/or its individual parameters can be identified. These factors should be of interest to geographers, cartographers and/or (geography) educators. The aim of this paper is to identify and describe the factors that clearly affect sketch map quality, by conducting a systematic review of 90 empirical studies published since 1960. Results show that most empirical studies focus on individual differences more than on environmental characteristics or information sources, even though the importance of these overlooked factors, especially source map characteristics and geographical education, has been proven in most analysed studies. Therefore, further research is needed in the field of sketch map quality parameters, especially in the use of cartographic methods. This paper could serve as a framework for such research.

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“…Mentálnı́ mapy je také možné považovat za nástroj hodnocenı́ znalostı́ mı́stopisu nejen u žáků, ale i u učitelů (Wiegand, Stiell 1997a), ale také jako jeden z diagnostických nástrojů užı́vaných učiteli (Curtis 2016) při reflexi vyučovacı́ho procesu.…”

Section: Mentální Mapa Jako Nástroj I Předmět Výzkumuunclassified

Mental map as a tool and an object of research in geographical education

2017

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Mental maps are an object of interest on the part of a number of academic disciplines, including geography education. The aim of this article is to discuss different concepts of mental maps in geography and pedagogical disciplines and to describe the possibilities of their use as an object and tool of geographical education. All of this is subsequently applied in a case study. From the methodological point of view, cartographic and statistical methods (aggregated mental map and geographical names frequency map) were used in order to assess the pupils’ knowledge (object) and to evaluate textbooks (tool). They enable a visual, spatial comparison of topographical terms pupils know and which appear in a textbook itself. As a result, we discuss how to use mental maps in geographical education theoretically and also practically. However, the conclusions of the case study have a limited validity (due to the limited sample), while they indicate important contexts for further development of the research.

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Mapping the place knowledge of teachers in training

Cited by 14 publications

References 25 publications

Transcribing from the Mind To the Map: Tracing the Evolution of a Concept

Transcribing from the Mind To the Map: Tracing the Evolution of a Concept

A Systematic Review into Factors Influencing Sketch Map Quality

Mental map as a tool and an object of research in geographical education

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