Baseline Geography Competency Test: Administered in Indiana Universities

Bein, Frederick L.

doi:10.1080/00221349008979213

Cited by 23 publications

(29 citation statements)

References 2 publications

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“…A second purpose of the study was to compare men and women on their perception of their sense of direction, geographic skills, international travel, and anxiety level in unfamiliar locations. Research (Bein, 1990;Bourchier et al, 2002;Dabbs et al, 1998;Eve et al, 1994;Montello et al, 1999) has indicated that men and boys are more proficient with international sites.…”

Section: Methodsmentioning

confidence: 98%

“…Cross (1987) surveyed geography students and found that a larger number of men labeled 11 countries more accurately on a map and read the newspaper 3-5 days per week than did women. Bein (1990) administered the National Council for Geographic Education's Competency-Based Geography Test (NCGE) to 3,000 Indiana college students; one type of question asked was name-site identification of diverse international sites. Men scored higher than women, and men also scored higher on travel experience.…”

Section: National Sitesmentioning

confidence: 99%

“…More recently, Bein (1990) administered the National Council for Geographic Education (NCGE) Competency-Based Geography Test, which is composed of map skill, place-name identification, and physical geography items, and found that among the entire sample, men did better, and among travelers, men also did better than women. These studies and others indicate that men and boys frequently tested higher in geographic knowledge.…”

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confidence: 98%

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Site Distance, Gender, and Knowledge of Geographic Sites

2004

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The primary purpose of the experiments presented in this report was to study systematically the geographic site-name, associative memory of male and female college students (predominantly White and middle class) for locations that varied in distance: local, national, and international sites. In the first experiment, participants were to match listed names of campus buildings and local cities with their marked locations on maps. In the second experiment, under a site-name memory, a site-name/map-aid memory, and a map-aid/name-aid memory (site-name associative memory) condition, participants were to recall or match as many of the 50 US states and the 25 largest US cities as they could. In the third experiment, the participants were to match a listed grouping of the world's largest bodies of water and continents, a set of countries, and the world's largest cities, with their marked locations on maps. In the first experiment, men matched significantly more local cities than did women; in the second experiment, men recalled significantly more of the cities under the site-name/map-aid and the map-aid/name-aid memory conditions than did women; and in the third experiment, men matched significantly more sites on all three maps than did women. The absence of gender differences for campus buildings and states may have been a product of the participants having had extensive opportunities to learn these sites. That men displayed greater knowledge of cities and international sites suggests that they have a greater interest in geography than do women. Because of the limitations of the methodology used, the gender differences favoring men could not be interpreted as primarily a product of nature or of nurture, and thus it was concluded that they were a joint product of nature and nurture.

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Section: Methodsmentioning

confidence: 98%

Section: National Sitesmentioning

confidence: 99%

mentioning

confidence: 98%

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Site Distance, Gender, and Knowledge of Geographic Sites

2004

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“…In the study by Demirkaya (2015), it was proposed to increase the amount of trips-observations for the sake of geoliteracy. Studies have shown that trips influence geoliteracy positively (Bein, 1990;Nolan, 2002;Winship, 2004;Oigara, 2006). The teachers of social studies stated that the class hours for the social studies course should be included and the targeted outcomes should be reduces, textbooks should be made effective and teachers should be given in-service training regarding geo-literacy.…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have been conducted to measure geoliteracy (Cross, 1987;Wood et al, 1988;Bein, 1990;Donovan, 1993;Eve et al, 1994;Saarinen and MacCabe, 1995;Kitchin, 2016;Roger, 1997;Thomas, 2001;Nolan, 2002;National Geographic Roper Survey, 2002Tuncel, 2002;Winship, 2004;Sievertson, 2005;Oigara, 2006;Gençtürk, 2009;Demirkaya, 2009;Tuna, 2013;Erol, 2014Erol, , 2015. These quantitative studies revealed that students, prospective teachers and adults with different levels of education lacked the knowledge and skills they required regarding the physical and human environment.…”

Section: Introductionmentioning

confidence: 99%

Opinions of teachers and preservice teachers of social studies on geo-literacy

MEMÄ°ÅžOÄžLU¹

2017

Educ. Res. Rev.

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The purpose of this study is to investigate the opinions of teachers and preservice teachers of social studies on geo-literacy. The study used the qualitative research design of phenomenology to collect data. The study consisted of 20 teachers and 30 prospective teachers of social studies. The purposive sampling method of criterion sampling was taken as a basis. Descriptive analysis method was used to analyze the data obtained via interviews. As a result of the study, most preservice teachers of social studies defined geo-literacy as having geographical knowledge, as well as reading and interpreting geographical information; while social studies teachers define it as making sense of interpreting geographical information. When the opinions of preservice teachers of social studies on their efficacy levels were asked, they stated that they knew about geographical information-conceptual information on an intermediate level, they also stated that they did not find themselves capable in spatial perception skills, association, relation, and critical geography dimensions. Regarding the problems experienced in geo-literacy, teachers and preservice teachers of social studies stated that trips-observations are not included, abstract information is not materilalized, concepts are not completely explained, skills of spatial perception and practive levels are not sufficiently included. Despite the high number of targeted outcomes in the curriculum, class hours is a limitation, and teachers are not sufficiently knowledgeable about geo-literacy.

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Gender, Spatial Abilities, and Wayfinding

Lawton

2009

Handbook of Gender Research in Psychology

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Baseline Geography Competency Test: Administered in Indiana Universities

Cited by 23 publications

References 2 publications

Site Distance, Gender, and Knowledge of Geographic Sites

Site Distance, Gender, and Knowledge of Geographic Sites

Opinions of teachers and preservice teachers of social studies on geo-literacy

Gender, Spatial Abilities, and Wayfinding

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