Students' Learning Difficulties in Geography and Teachers' Interventions: Teaching Cases from K-12 Classrooms

El uso de las TIC como paliativo de las dificultades del aprendizaje en las ciencias sociales

“…Es observable como algunas de estas se repiten en varias publicaciones siendo en ocasiones destacadas por los propios autores; véase por ejemplo a García Perales y García Perales, 2003, García de la Vega, 2007y Fernández Verdú et al, 2017. Respecto a su evolución en geografía sean contrastado publicaciones relevantes históricamente y otras más actuales observándose su progresividad, a los ya mencionados se añaden Sandford (1972), Graves (1985), Rickey y Bein (1996), Liceras (1997), Benejam y Pagés (1997), Gurevich (1998) o Comes (1998). Estos coinciden con los más actuales como Santiago Rivera (2006) aclarando la problemática que supone la comprensión de la complejidad espacial y cambiante, Claval (2007) en torno a la epistemología y conceptos o García Ruiz y Jiménez López (2006).…”

Focusing on Democracy: A Teacher Educator’s View

“…Other map symbols are also misunderstood without opportunities to investigate how they can be used to convey spatial ideas (Bednarz et al, 2010;Hickey and Bein, 1996;Liben and Downs, 1989). These misunderstandings may arise repeatedly because the everyday understandings children develop early on make good intuitive sense to them.…”

Social Studies Education

“…This report outlined a matrix of skills that include understanding the world in spatial ways, distinguishing places and regions, identifying unique physical and human systems, relating how environment and society interact with each other, and knowing the varied uses of geography (Hume and Boehm, 2001). For example, Hickey and Bein (1996) identified concepts like location and directionality that are difficult for primary grade students, ideas like landforms and latitude versus longitude that pose challenges for intermediate grade students, issues of cultural geography and climate that middle grade students struggle with, and skills with decoding graphs representing climatic information and physical geography related to plate tectonics as challenging to high school students. He wrote, "Because education is an enormous, diverse, and complex set of tasks, ranging from instructing students with disabilities to curriculum design to outcomes assessment, the literature in geography inevitably mirrors the school of that project" (p. 587).…”