Literaturnachweis - Detailanzeige
| Autor/inn/en | Muir, Sharon Pray; Cheek, Helen Neely |
|---|---|
| Titel | A Developmental Mapping Program Integrating Geography and Mathematics. |
| Quelle | (1983), (16 Seiten) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Leitfaden; Curriculum Development; Developmental Stages; Elementary Education; Geography Instruction; Inservice Teacher Education; Interdisciplinary Approach; Locational Skills (Social Studies); Map Skills; Mathematics Instruction; Models; Skill Development; Spatial Ability; Teacher Workshops Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Elementarunterricht; Geography education; Geography lessons; Geografieunterricht; Lehrerfortbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lokalisierung; Kartenverständnis; Mathematics lessons; Mathematikunterricht; Analogiemodell; Kompetenzentwicklung; Qualifikationsentwicklung; Räumliches Vorstellungsvermögen |
| Abstract | Presented and discussed is a model which can be used by educators who want to develop an interdisciplinary map skills program in geography and mathematics. The model assumes that most children in elementary schools perform cognitively at Piaget's concrete operational stage, that readiness for map skills can be assessed with Piagetian or Piagetian-like tasks, and that the Brunerian model for concept formation can be applied to mapping instruction. The model's seven skills which comprise the curricular scope for elementary mapping experiences are symbols, perspectives, direction, distance, location, scale, and relief. For each geographic map skill, the model lists its companion mathematics skill, a question which defines the skill's scope, and the related assessment task. For example, the companion mathematics skill to symbols is experience in recording data--first concretely, then pictorially, and finally with mathematical symbols. To define a symbol or a concrete recording the question "What Is It?" could be asked. The assessment task might consist of a picture-symbol substitution. The paper concludes with a description of an inservice teacher training workshop based on this model. (RM) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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