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The Evidence Base for Social Studies: Geography
The Evidence Base for Social Studies: Geography
What We Know
Geography is a way to explain, describe and
structure our view of the interactions between objects that exist in space.
Understanding concepts such as how location, places and regions,
human/environmental interaction and movement develop over time is integral in
social studies. Gregg and Leinhardt have noted that the study of geography
contributes to the school curriculum by teaching students to recognize and
apply spatial relationships as analytical tools (Macken 2003, p. 63). Physical
geography plays a crucial role in almost all significant historical events. It
shapes the characteristics of the places where people, events and ideas have
made history (Boehm et al. 2003, p. 1).
What role does geography
play in student learning?
Geography is a synthetic subject that
draws on the skills of a number of different disciplines. As such, geography
is a good tool for integrating science and cultural studies (Shearer 2004, p.
34). In the past, students were often required to memorize the names of
capitals, but few students had any idea what a capital was or what happened
there (Levstik and Barton 2001, p. 10). Today, we know that geographic
literacy provides students with the ability to understand and celebrate
cultural differences, conduct practical and exciting research projects and
build up the skills needed to make tough environmental decisions based on
scientific knowledge. The study of geography enables students to identify and
define cultural regions and emphasizes the uniqueness of place (Stevens 2001,
p. 91; Trifonoff 1998).
How does the research impact Geography
instruction?
By integrating geography into social studies,
English language arts, foreign language and science, educators can promote
geographic awareness by helping students understand geographic themes (Boehm
et al. 2003, p. 1; Hannibal et al. 2002, p. 81). As with the instruction of
history, the study of geography has been shown to benefit when children
connect personally to the subject through meaningful narrative (Torney-Purta
and Damon 1999. p. 11). The use of literature with early elementary children
blends with the map-and-globe approach to make geography come alive with
people, places and events (Hannibal et al. 1999, p. 86). Well-selected
literature bridges the gap between the student and people who live across
town, in another state and around the world. Research has shown that
integrating literature, geography, culture and history promotes the ability of
students to understand and celebrate cultural differences (Hannibal et al.
1999, p. 81).
At the middle and high school levels, the analysis of
the research lends to the recommendation of an integrated approach to
geography education. Integrating art, music, poetry and literature provides a
wide-range of opportunities for students to apply geographic skills in new and
exciting ways. Researching the arts provides students a means of learning
about the world around them. For example, employing the art of quilt making to
understand culture (Trifonoff 1999), or studying the poems of Whitman,
Tennyson and Angelou to grasp a sense of place and movement (Donaldson 2001),
or viewing photographs as a way of identifying location and
human/environmental interaction (Hubbard 2000). Open-ended research allows
students to browse through materials, selecting the ones they wish to research
yet staying within the bounds of the curriculum (Torney-Purta and Damon 1999,
p. 12). Thornton concludes from his study that students need to be involved in
the active construction of knowledge and analysis of values in order to reach
the goals of social studies. In the classroom, students would identify
problems with geographic impact and analyze various options to address the
issue (i.e., population growth and distribution, pollution of air or water)
(Seixas 2001, p. 549). As Torney-Purta and Damon point out, the integration of
geography does not mean throwing out the textbook, but using the textbook as a
reference, a guide and a scaffold in the learning process (1999, p. 6).
Geography is more than the understanding of maps, yet maps remain a
fundamental part of geography (Leinhardt et al. 1998). Mental mapping is one
method of teaching maps to students and assists teachers in understanding
students’ perceptions of different people and places in the world (Montello
2004). One form of mental mapping involves students creating maps without the
use of pre-printed outline maps. Another form of mental mapping is the use of
graphic organizers to assist students in creating schema associated with the
geographic concept being taught. Mental maps assist students in organizing
information about people, places and regions. A study completed by Anderson
and Leinhardt shoes that when students have mastered the visualization
strategies associated with mental mapping, they have increased their cognitive
abilities (2002, p. 311). Middle school students were the subject of another
research study by Leinhardt et al. on collaborative map construction. First,
students were provided with complex, open-ended tasks which have multiple
solutions. Second, the assignment required students to take on different roles
during the completion of the task. Lastly, the open-ended tasks required
students to work over a period of time to complete the map construction
assignment. The research conducted by Leinhardt et al. shows that students
have a deeper understanding of spatial characteristics when using
collaborative map construction (1998).
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