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ERIC Number: EJ904492
Record Type: Journal
Publication Date: 2010
Pages: 7
Abstractor: ERIC
Reference Count: 16
ISBN: N/A
ISSN: ISSN-1933-8341
Selecting and Designing Questions to Facilitate Spatial Thinking
Jo, Injeong; Bednarz, Sarah; Metoyer, Sandra
Geography Teacher, v7 n2 p49-55 2010
One measure of the impact of a new idea in geography education is how well it is incorporated into teachers' everyday practice. "Spatial thinking" is not really a new idea in geography education; spatial analysis has long been one of its core traditions, but the use of the term is novel and only beginning to be widely used. By spatial thinking the authors mean the use of spatial concepts such as distance, direction, and region; tools of representation like maps and graphs; along with the appropriate thinking processes, to conceptualize and solve problems. The purpose of this article is to help teachers incorporate spatial thinking into their instruction through a concrete tool, a taxonomy of spatial thinking, applied to the tried and true pedagogical strategy of questioning, both in texts and in classroom contexts. The authors' central premise is that students' spatial thinking can, and should, be facilitated by the careful design, selection, and use of questions. The authors begin by offering a brief review of types of questions, distinguishing between spatial thinking questions and other lower- and higher-order questions. They next introduce the tool to evaluate questions from a spatial thinking perspective, followed by suggestions for applications of the taxonomy. Throughout they use concrete examples to help guide understanding and to provide practice to ensure implementation into classrooms. (Contains 3 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A