Fifteen Year Follow-Up Geography Skills Test Administered in Indiana, 1987 and 2002

Bein, Frederick L.; Hayes, James J.; Jones, Thomas G.

doi:10.1080/00221340902886798

Cited by 12 publications

(14 citation statements)

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“…When students are provided with the same strategies and motivation, academic achievement in social studies is the same for boys and for girls. In contrast, however, other researchers [15,16] have demonstrated that differences in social studies achievement do exist when measured by standardized test scores. Boys scored statistically significantly higher on the Advanced Placement United States History examination than girls [5] .…”

Section: Introductionmentioning

confidence: 89%

“…In addition, Heafner and Fitchett (2015) [17] analyzed the National Assessment of Educational Progress of United States History and established that Grade 12 boys had statistically significantly higher test scores than Grade 12 girls on standardized United States History exams. Lastly, researchers [15,16] documented that boys had statistically significantly higher test scores on competency-based geography exams than girls.…”

Section: Introductionmentioning

confidence: 99%

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Gender differences in social studies skills: A Texas, multiyear study

et al. 2020

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In this investigation, the degree to which boys and girls differed in their social studies skills in Texas was addressed. Data were obtained from the Texas Education Agency Public Education Information Management System for all Texas high school students for the 2004-2005 to the 2011-2012 school years. Inferential statistical analyses revealed the presence of statistically significant differences in social studies skills between boys and girls. Girls had statistically lower average raw scores in all five social studies skills objectives than boys. Implications for policy and for practice were made, along with recommendations for future research.

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Section: Introductionmentioning

confidence: 89%

Section: Introductionmentioning

confidence: 99%

Gender differences in social studies skills: A Texas, multiyear study

et al. 2020

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“…As with the map skill concepts, not all studies give sufficient information about methodological approaches chosen to test the level of the map skills and identify factors influencing (Bein, 1990;Bein et al, 2009;Gerber, 1984;Nelson et al, 1996). As such, these insufficient descriptions indicate a high risk of bias and therefore substantially reduce not only the methodological but also overall quality, even when the studies make use of a suitable approach and create a valuable research instrument(s).…”

Section: Methodological Approaches To Map Skill Testingmentioning

confidence: 99%

“…Some authors do not use any specific terms at all, because they place these skills within a broader group of skills, e.g., geographical skills, geospatial thinking skills, spatial (reasoning) skills (Battersby, Golledge, & Marsh, 2006;Beatty & Tröster, 1987;Kelly, Kelly, & Miller, 1987;Liben, Myers, Christensen, & Bower, 2013;Logan, Lowrie, 369 & Diezmann, 2014). Other authors admittedly distinguish between these skills, but do not further specify their terminology, making comparisons impossible (Bein, 1990;Bein, Hayes, & Jones, 2009;Henrie, Aron, Nelson, & Poole, 1997;Lim, 2005;Livni & Bar, 2001;Nelson, Henrie, Aron, & Poole, 1996;Scevak & Moore, 1998;Shin, 2007).…”

Section: Differences In Terminology and Definition Of Map Skillsmentioning

confidence: 99%

“…While, in contrast, research focused very frequently on symbol and colour discrimination and decoding (Alhosani & Yagoub, 2015;Barker et al, 1986;Gilmartin & Shelton, 1989;Ishikawa, 2016;Liebenberg, 1998;Ooms et al, 2015) and on the locating objects on a map (Beatty & Tröster, 1987;Clark et al, 2008;Eve, Price, & Counts, 1994;Hemmer et al, 2013;Kastens & Liben, 2010). Some authors do not take differences between individual subsets of map skills into account in their empirical studies and state that their goal is to identify general level of map skills (Bein, 1990;Bein et al, 2009;Grofelnik & Pap, 2013;Henrie et al, 1997;Kelly et al, 1987;Livni & Bar, 2001;Nelson et al, 1996). Nevertheless, their research tasks are sometimes closely associated with one specific type of map skill or even only a few specific operations.…”

Section: Map Skills Testedmentioning

confidence: 99%

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Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors

Havelková¹,

Hanuš²

2019

Review of International Geographical Education Online

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For a few decades, map skills stay at the forefront of not only geographers' and geographic educators' research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As nonuniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.It is possible to designate basic categories of factors (i.e., independent variables) which may influence map skill level and its development based on the concept of cartographic communication (Koláčný, 1969; Wood, 1972) or eventually on the concept of cartographic interaction (Roth, 2012). Although the concept of cartographic communication has already been superseded in terms of the mediation of cartographic information, the categorization of factors influencing map skills is still appropriate.This involves factors associated with the map itself (map characteristics) on the one hand and factors, i.e., attributes, associated with the map user (user characteristics) on the other hand. These two categories should be supplemented with a third, which includes the characteristics of the social, learning, etc. environment (external factors). As the cartographer's creation of a map and, particularly, the map user's work with a map can be impeded or promoted by them (e.g., home environment, familiarity with the area, teacher's learning style). . Spatial thinking in geographic information science: Students' geospatial conceptions, map-based reasoning, and spatial visualization ability.

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A Review of Geospatial Thinking Assessment in High Schools

Sharpe

Huynh

2015

Geospatial Technologies and Geography Education in a Changing World

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Fifteen Year Follow-Up Geography Skills Test Administered in Indiana, 1987 and 2002

Cited by 12 publications

References 1 publication

Gender differences in social studies skills: A Texas, multiyear study

Gender differences in social studies skills: A Texas, multiyear study

Map Skills in Education: A Systematic Review of Terminology, Methodology, and Influencing Factors

A Review of Geospatial Thinking Assessment in High Schools

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