期刊名称：Review of International Geographical Education Online
电子版ISSN：2146-0353
出版年度：2015
卷号：5
期号：3
页码：249-273
出版社：Review of International Geographical Education Online
摘要：This research examin es the geographic literacy of a group of preservice elementary (K - 5) teachers in a mid - sized university located in America's Midwest Rust Belt. The research sought to achieve three main aims usin g a geographic literacy survey. The first aim was to examine the approximate geographic literacy of the participants. The second aim was to determine how co mfortable the participants were with teaching geography co ntent in the future, and the third aim was to determine the extent to which preservice teachers demonst rated the ability and willingness to adopt a critical stance to spatial thinking in the future. From the geographic literacy survey, we found that many of the preservice teachers demonstrated adequate place - based and geographic knowledge. Ho wever, many of the participants also showed some deficits in spatial thinking skills, and in the application and contextualization of geo spatial knowledge beyond map - based activities. The research also found that the participants expressed an overall discomfort with teac hing geography materials in the future, this indicated their inadequate mastery of key geographic literacy skills. To arrive at these findings, this research used a multi - method approach that was epistemologicall y framed by Kolb's Experimental Learning Th eory (KELT) and Critical Literacy Theory (CL)
