Spatial thinking in cartography teaching for schoolchildren

ABSTRACT

We present data and analyses on school teaching practises that relate spatial thinking with the learning of maps from a cartographic education perspective. This study intends to support further research in the field of school cartography, given the increasing availability of digital cartographic resources in both the formal and the informal environments frequented by the individual. This increase in information demands a careful and critical reading of the cartographic data, although this requires a clear understanding of cartographic elements on the part of the individual. This reinforces the role of teachers in the classroom, given that they can contribute to the development of critical reasoning though the analysis of current geographic problems during learning activities in school cartography. The results presented here emphasize the importance of these contributions, but also demand substantial and consistent teacher training, in particular on the theories of spatial thinking.

Nous présentons des données et des analyses sur les pratiques d'enseignement scolaire qui relient la pensée spatiale à l'apprentissage des cartes dans une perspective d'éducation cartographique. Cette étude a pour objectif de poursuivre la recherche dans le domaine de la cartographie scolaire compte tenu de la disponibilité croissante des ressources cartographiques numériques dans les espaces formels et informels fréquentés par les individus. Cette augmentation de l'information exige une lecture attentive et critique des données cartographiques qui nécessite une bonne compréhension des éléments cartographiques de la part du lecteur. Cette réalité renforce le rôle des enseignants en classe dans la mesure où ils peuvent contribuer au développement du raisonnement critique au travers de l'analyse des problèmes géographiques contemporains lors des activités d'apprentissage en cours de cartographie. Les résultats présentés dans ce papier soulignent l'importance de leur contribution mais aussi rappellent le besoin en formation substantielle et cohérente des enseignants, notamment sur les théories de la pensée spatiale.

KEYWORDS:

• Cartography
• spatial thinking
• geography teaching
• geographic reasoning

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Sônia Maria Vanzella Castellar

Sônia Maria Vanzella Castellar is graduated at Geografia from Universidade de São Paulo (1984), master's at Didática from Universidade de São Paulo (1990) and ph.d. at Physical Geography from Universidade de São Paulo (1996). Participates in the Research Group of Latin American Researchers in Geography Didactics - REDLADGEO. Leads the GEPED Research Group - Study and Research Group on Didactics of Geography and Interdisciplinary Practices. Today is a full professor at the Faculty of Education Universidade de São Paulo. Has experience in Geography, acting on the following subjects: teaching geography, teacher training, concept of space, teaching history and geography and basic teaching.

Barbara Gomes Flaire Jordão

Barbara Gomes Flaire Jordão is graduated at Geografia from Universidade Estadual Paulista Júlio de Mesquita Filho (2011) and master's at Physical Geography from Universidade de São Paulo (2015). Now is doing the doctored at Human Geography from Universidade de São Paulo and acting in the basic school in Ribeirão Preto/SP. Has experience in Geography, acting on the following subjects: teaching geography, school cartography, visually impaired, inclusion.