Spatial Stages Development in Children and Teacher Classroom Style in Geography. International Research in Geographic Education.

Sonst. Personen	Stoltman, Joseph P. (Hrsg.)
Institution	Western Michigan Univ., Kalamazoo. Dept. of Geography.
Titel	Spatial Stages Development in Children and Teacher Classroom Style in Geography. International Research in Geographic Education.
Quelle	(1976), (254 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Case Studies; Child Development; Cognitive Development; Comparative Education; Concept Formation; Cultural Differences; Elementary Secondary Education; Geography Instruction; Human Development; Instructional Improvement; Knowledge Level; Literature Reviews; Perceptual Development; Psychological Characteristics; Psychology; Social Science Research; Space Orientation; Student Evaluation of Teacher Performance; Tables (Data); Teacher Role; Teaching Styles; Brazil; Canada; Cyprus; Hong Kong; New Zealand; Nigeria + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Kindesentwicklung; Kognitive Entwicklung; Vergleichende Erziehungswissenschaft; Concept learning; Begriffsbildung; Kultureller Unterschied; Geography education; Geography lessons; Geografieunterricht; Unterrichtsqualität; Wissensbasis; Wahrnehmungsentwicklung; Psychologie; Social scientific research; Sozialwissenschaftliche Forschung; Räumliche Orientierung; Tabelle; Lehrerrolle; Lehrstil; Unterrichtsstil; Brasilien; Kanada; Zypern; Hongkong; Neuseeland
Abstract	The papers and research reports in this monograph form two parts. Part I is intended to help geography educators learn more about how children conceptualize space. The validity of Piaget's views on the evolution of conceptions of territorial size among children of different countries was investigated. Reflecting a different concern for educators in general, Part II provides evidence as to how students of geography in the secondary schools of various countries perceived their teachers' teaching styles. The five research reports in part I present a general review of the literature of territorial concept development experiments in the United States, Brazil, and Canada, and measure geographic knowledge by Piaget's spatial stages. Part II begins with a survey of educational research techniques for investigation of teacher-pupil interactions. It includes the "Student Perception of Teacher Style" test (SPOTS), which is the instrument used for the investigations of pedagogical processes in London, New Zealand, Cyprus, Quebec, Nigeria, Hong Kong, and the United States. The concluding article offers a general analysis of the teaching style research included in the monograph and suggests applications of SPOTS as a feedback technique for teachers. Abstracts of each paper in English, French, and Russian are included. Questionnaires of student perceptions of teacher styles are presented in the appendix. (Author/DB)
Anmerkungen	Department of Geography, Western Michigan University, Kalamazoo, Michigan 49008 ($3.50 paperbound)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC