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- FUKUYA Izumi
- Graduate School of Education, Hiroshima University
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- MORITA Aiko
- Graduate School of Education, Hiroshima University
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- KUSAHARA Kazuhiro
- Graduate School of Education, Hiroshima University
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- WATANABE Takumi
- Integrated Arts and Social Sciences, Japan Women’s University
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- OSAKA Yu
- Faculty of economics, Tokuyama University
Bibliographic Information
- Other Title
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- 地理的な見方・考え方を妨げる要因の検討
- チリテキ ナ ミカタ ・ カンガエカタ オ サマタゲル ヨウイン ノ ケントウ
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Abstract
<p>The purpose of this study was to identify the factors that interfere with geographic perspectives in geography education. We focused on geographical-name based thinking and a reading strategy that emphasizes the association between text and maps. Participants were instructed to freely arrange text about geography and corresponding plural maps. Geographical-name based thinking was represented using a geographical-name map when associating plural maps. The reading strategy which emphasize the text-map association was represented by an arranging a map close to the corresponding paragraph. Results showed that a lot of participants used a geographical-name map as a base map, and used the reading strategy focusing text-map association. In addition, participants having topography-based thinking style performed better in a geographic perspectives test. This indicates that the main potential factor that interfere with geographic perspectives is having geographical-name based thinking rather than topography-based thinking.</p>
Journal
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- Japan Journal of Educational Technology
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Japan Journal of Educational Technology 42 (1), 65-72, 2018-07-10
Japan Society for Educational Technology
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Details
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- CRID
- 1390564237996237568
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- NII Article ID
- 130007403851
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- NII Book ID
- AA11964147
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- ISSN
- 21896453
- 13498290
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- NDL BIB ID
- 029157746
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- Text Lang
- ja
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- Data Source
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- JaLC
- NDL
- CiNii Articles
- KAKEN
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- Abstract License Flag
- Disallowed