Selecting and Designing Questions to Facilitate Spatial Thinking

Autor/inn/en	Jo, Injeong; Bednarz, Sarah; Metoyer, Sandra
Titel	Selecting and Designing Questions to Facilitate Spatial Thinking
Quelle	In: Geography Teacher, 7 (2010) 2, S.49-55 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1933-8341
Schlagwörter	Geography Instruction; Classification; Spatial Ability; Cognitive Processes; Teachers; Questioning Techniques; Maps; Graphs; Thinking Skills; Teaching Methods + Suchen Sie Ihr Suchwort? Geography education; Geography lessons; Geografieunterricht; Classification system; Klassifikation; Klassifikationssystem; Räumliches Vorstellungsvermögen; Cognitive process; Kognitiver Prozess; Lehrer; Lehrerin; Lehrende; Befragungstechnik; Fragetechnik; Map; Karte; Grafische Darstellung; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	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.) (ERIC).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10