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ERIC Number: EJ1209619
Record Type: Journal
Publication Date: 2019
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0022-1341
Students' Perceptions of Their Engagement Using GIS-Story Maps
Egiebor, Esohe E.; Foster, Ellen J.
Journal of Geography, v118 n2 p51-65 2019
This article describes the findings of a qualitative phenomenographic study that explored students' engagement from the perspective of the students. It describes how the participants perceived their engagement when they learned social studies using GIS Story Maps. Qualitative data collection involved classroom observations, student-written reflections, and oral interviews with fourteen eighth-grade student-participants. The data analysis revealed that students perceive Story Maps as engaging in four qualitatively different ways: generating inquiry, visualizing information, mapping interactively, and cycling. Students also see a geographic and cultural connection between Story Maps and their lives, and additional connections beyond the classroom.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Education; Grade 8; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi