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

Abstract

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.

Views of the islands: The geographical perception of the Balearic Islands among graduate students in primary education

“…It has been defined as the ability to understand, process and utilize geographic data (Turner & Leydon, 2012). However, in its most complex iteration, it requires students to have a critical understanding of the tools and skills to address, from a geographical perspective, problems, e.g., the exploitation of natural resources or inequalities between nations (Memisoglu, 2017). In its development, it has involved various methods and techniques that include sketch maps, i.e., mental maps, the ability to locate places (place location knowledge) and, finally, multiple criteria tests that include the identification of places along with other exercises in physical geography and human geography (Misheck et al, 2013).…”

The use of mental maps in the assessment of geographic knowledge: Form and content of map sketches drawn by last year Primary Education students in the Balearic Islands (Spain)

“…The elaboration of tests and techniques to measure the acquisition and retention of geographic knowledge is known as geographic literacy (Turner & Leydon, 2012). In its most complex conception, it demands that respondents have critical understanding tools and skills to appreciate the association of geography with natural resources and the difficulties that countries face (Memisoglu, 2017). Its implementation involves a variety of methods and techniques among which are sketch maps, also called mental maps, place location knowledge and, finally, multiple criteria tests that include the identification of places alongside physical geography and human geography tasks (Misheck et al, 2013).…”

La geo-alfabetización sobre la división territorial española de los futuros maestros de Educación Primaria en la Universidad de Salamanca

“…Turner y Leydon (2012) definen la geo-alfabetización como la habilidad para entender, procesar y utilizar la información espacial, y consideran que involucra dos habilidades distintas pero complementarias: a) el conocimiento geográfico (memorización de nombres de lugar y atributos); b) identificación geo-espacial (localización de lugares y atributos en un mapa). Sin embargo, la geo-alfabetización también comprende niveles más complejos, tal y como señala Memisoglu (2017), quien establece tres niveles en función de su complejidad: un nivel elemental, en el que se emplean herramientas para fijar el conocimiento de los nombres de lugar y su localización; un nivel intermedio, en el que se incluyen las relaciones entre el hombre y el medio y las causas implícitas en ellas; y un nivel más alto, que exige a los estudiantes tener herramientas de comprensión crítica y habilidades para entender las relaciones de la geografía con los recursos naturales y las dificultades de las naciones. Por tanto, el conocimiento de los nombres de lugar y su localización se encontraría en el lugar más bajo de la geo-alfabetización, aunque conviene señalar que la localización es uno de los cuatros pilares básicos de la ciencia geográfica y tiene un peso decisivo en otros dos (Gershmel, 2005): 1) localización: saber dónde están las cosas; 2) lugar: entender el carácter único de un lugar y las diferencias con otros lugares; 3) conexiones: establecer vínculos entre diferentes localizaciones; 4) regiones: manejar patrones espaciales en una escala más amplia.…”