Pedagogical Content of Spatial Thinking Geography of Prospective Teachers in AUE and YSU

Muhammad Nursa’Ban,Ryogo Abe

doi:10.15823/p.2019.135.10

Muhammad Nursa’Ban, Ryogo Abe

Open Access

https://doi.org/10.15823/p.2019.135.10

Copy DOI

Abstract

The research aims to describe the level of understanding of pedagogical content of spatial thinking geography of students of prospective geography teachers in Aichi University of Education (AUE) and Yogyakarta State University (YSU).The results of the descriptive evaluation indicate that the majority of YSU and AUE students know and havea good understanding of pedagogical content knowledge of spatial thinking geography. The main obstacle faced by students deals with the teaching ability especially assessment and evaluation as a strategy to know learning outcomes.

Highlights

Many definitions indicate that geography is a scientific discipline that is a link between humans and physical environment phenomena and social dynamics through spatial thinking. Jo & Bednarz (2014) explain that spatial thinking is an ability that deals with knowledge and understanding of spatial concepts, uses knowledge abilities flexibly, skills and habits of thought to utilize aids, and provides reasons for solving problems and making decisions
The results of data analysis from questionnaires show the level of understanding of content knowledge of spatial thinking perspective of the geography of prospective geography teachers in Aichi University of Education (AUE) and Yogyakarta State University (YSU) as presented below
The initial understanding of prospective teachers about pedagogical content knowledge of spatial thinking geography was in a low category (>68%)

Summary

Introduction

Many definitions indicate that geography is a scientific discipline that is a link between humans and physical environment phenomena and social dynamics through spatial thinking. Jo & Bednarz (2014) explain that spatial thinking is an ability that deals with knowledge and understanding of spatial concepts, uses knowledge abilities flexibly, skills and habits of thought to utilize aids, and provides reasons for solving problems and making decisions. Spatial thinking becomes the main characteristic of geography subjects as a form of multidisciplinary knowledge to solve problems and make decisions (Metoyer & Berdnarz, 2017). The geography learning paradigm is aline with the view of Bruner (2006) and Gardner (2006), namely the thought process of individuals as students to develop spatial thinking as a form of multidisciplinary knowledge. The ability of geography teachers in managing learning will determine the level of success and the learning outcomes of their students. This ability is not gainedspontaneously but through continuous and systematic learning efforts, both in the education of prospective teachers and while in office, which is enhanced by their talents, interests and other potentials of each individual

Methods

Results

Conclusion