Geographic Literacy Research Articles

Development of the Volcanic Disaster Risk Reduction Education Program Using the ICT Tool “YOU@RISK Volcanic Disaster Edition” —Practical Verification at a Junior High School in the Mt. Nasu Area—

This study developed a volcanic disaster risk reduction education program that aims to help junior high school students visually understand the risks of volcanic eruptions using map information and acquire independent assessments and actions to protect their own lives from eruption disasters. First, this program analyzed the present state, problems, and educational needs of volcanic disaster risk reduction education in Japan, and thereafter designed the learning content to fuse information and communication technology (ICT) education based on the Global and Innovation Gateway for All (GIGA) School Initiative promoted by Japan with disaster risk reduction education from a geographical viewpoint. We adopted the ADDIE model from instructional design theory to develop the program. An important feature of this program is the realization of geography learning using the “YOU@RISK Volcanic Disaster Edition,” a web-based GIS application developed by the National Research Institute for Earth Science and Disaster Resilience (NIED), as an ICT tool. Learners use YOU@RISK on their tablets and perform operations such as visualizing the risk range in the event of a volcanic eruption and searching for appropriate evacuation sites and routes, while acquiring the knowledge and skills necessary for geographical literacy and emergency response actions. The program is able to realize interactive learning, which is a step ahead of education that relies on conventional paper-based hazard maps. Among active volcanoes nationwide, Mt. Nasu was selected as target volcano for this study. In addition, a junior high school located in the area surrounding Mt. Nasu, Nasu Junior High School in Nasu Town, Tochigi Prefecture, was selected as the target school. The program was implemented by teachers using tablets provided for each student at the school. We evaluated the effectiveness of the program by measuring and analyzing the effects of learning through the practice. Consequently, the effectiveness of the volcanic disaster risk reduction education program using ICT was confirmed.

Assessment Spatial Perception Skills of Primary School Pupils: A Case Study at North Macedonia

This research conducted a thorough evaluation of the geographical knowledge of primary school pupils in grades 3 to 5, focusing on the Republic of North Macedonia. The assessment involved a carefully crafted pre-atlas and post-atlas test, categorizing questions into Map and Atlas concepts (Category A), Directions, geographical regions, and neighboring areas (Category B), and Tourism and Economy in North Macedonia (Category C). The objective was to gauge pupils' proficiency in various aspects of geography while considering potential variations based on gender and grade level. The results, based on the accurate responses of 339 participants, revealed interesting patterns in knowledge distribution. The study highlighted both strengths and weaknesses, indicating varying success rates across categories and questions. Additionally, it unveiled gender-specific and grade-dependent differences in geographical knowledge. These findings offer valuable insights into the efficacy of current geography and spatial education approaches for young learners, emphasizing the necessity for targeted interventions to enhance spatial awareness and geographical literacy in primary education, especially primarily through the incorporation and utilization of maps and atlases within the lower grades of primary schools

Project-based learning: Does it affect geographic literacy skills and learning outcomes?

This study aimed to determine the effect of project-based learning on student geographic literacy skills and to determine the effect of project-based learning on student learning outcomes. The research design was quasi-experimental, with a group pretest-posttest design. The research participants were students of the Health geography course in the Geography Education study program, at a State University. The data in this study were analyzed using a normality test, homogeneity test, and paired sample t-test. The results showed that project-based learning had a significant effect on student geographic literacy skills, and project-based learning had a significant effect on student learning outcomes. Implications of the study, a project-based model is recommended for learning in Health Geography courses to improve geographic literacy skills and learning outcomes. Further research is needed to examine the effect of project-based learning with other variables or integrated with web GIS connected to mobile learning media. Keywords: Geography; learning outcomes; literacy skills; project-based learning.

Development of MOOC content with STEM approach and its influence on students’ geographical literacy

This research aims to develop MOOC content with a STEM approach using the Schoology Learning Management System (LMS) and apply the developed product to assess its impact on students' geographical literacy abilities. The research falls under the category of Research and Development (R&D) with a mixed-method analysis. The development model used in this study is ASSURE. The research design implemented the one-group pretest-posttest design with the N-gain score test when a significant difference was found between the average pretest and posttest scores through the paired sample T-Test. The N-gain score was then used to determine the product’s effectiveness based on Heke’s category. Then, the trial subjects were selected by purposive sampling method based on the location and school criteria. The data collection instruments used were interviews and questionnaires. The study's findings show that the MOOC content developed using a STEM approach on the LMS Schoology is highly commendable, with a score of 98.8 percent. Furthermore, the analysis indicates a significant improvement in students' geographical literacy skills, as demonstrated by the N-gain test results, which show a high gain score of 0.7105. These outcomes confirm that using the STEM approach in MOOC content within the LMS Schoology is effective in enhancing students' geographical literacy.

Students' Geographic Literacy Abilities

One of the abilities that students must master in the 21st century is literacy skills, one of which is geographic literacy. Based on previous research, students' geographic literacy, in general, still needs to improve. This research aims to determine and analyze the geographic literacy abilities of State High School (SMA) students in Jambi City. This research uses a survey method. The data processing results show that the geographic literacy skills of 190 State High School students in Jambi City are in the medium category with a percentage of 51% or 97 students. This means the students can understand the essence of interaction, interconnection, and the contextual implications of spatial interaction phenomena in life. Daily for some instances only. Meanwhile, the number of students in the high geographical literacy category is 43 or 23%, so it can be interpreted that students can understand the essence of interaction, interconnection and the implications of spatial interaction phenomena contextually in everyday life. Geographic literacy skills in the low category are 50 students or 26%, which means that students still need to understand the essence of interaction, interconnection and the implications of spatial interaction phenomena contextually in everyday life.

Priorities for Pan-American Geography Education: Needs and Trends

Geography education research in Latin America is uneven in terms of its thematic focus and country-level contributions. Research demonstrates the necessity for a region-wide prioritization of geography education themes that builds on existing scholarship and adapts to emerging needs and trends. The Pan-American Institute for Geography and History, a scholarly society, established a research team with a four-year charge of advancing geography education in the region. Titled “Geographic Literacy for the Countries of the Americas”, the initiative develops research agendas that encompass the diversity of definitions and criteria, scholarly activities, and curricular resources across countries. The purpose of this study is to follow the process of identifying geography education research priorities involving scholars representing most countries in the region; describe the priorities and activities identified by project team members; and discuss emerging long-term research agendas. The study uses a descriptive research design to describe the process in general and to specify the outcomes. Results show the prioritization of the four areas as follows: teaching geography online, teaching geography face-to-face, methodological foundations of geographic education, and connecting geography and education stakeholders. Activities and research agendas within these categories include both traditional, longstanding themes and emerging themes related to recent global crises and technological innovations.

Critical Review of Geographic Illiteracy in the United States: A Multifaceted Analysis

This paper explores the concept of geographic illiteracy in general, and specifically in the United States over the last several decades. The researcher sets out by placing geographic literacy concerns and challenges within the context of the broader literacy challenges raised in the United States in the last quarter of the previous century via the 1983 published landmark education report, A Nation At Risk. Geography illiteracy, also called ‘geo-illiteracy’ is demonstrated from reports and statistics comparing geographic achievements internationally among nations in certain cohorts, and the state of geographic education nationally, is examined. The importance of geography education-literacy is highlighted, and the researcher explores several authoritative sources including organizations, scholars, and writers on the subject, and then from an analysis of the extant literature, devises “Five Theses” as to the causes of geographic illiteracy (culture value thesis, curricular thesis, corporate-economic value thesis, and perceptions of geography thesis). The consequences of geographic illiteracy are then examined under “Five Themes” referred to as ‘challenges’ (environmental-sustainability challenge, economic challenge, national competitiveness challenge, threat to national security challenge, and well-being and happiness challenge). Finally, the researcher presents several recommendations for improving geographic literacy across the United States, noting that a public policy effort by the federal and state governments must ultimately be the most viable solution to improving the geographic knowledge and skills of American citizens.

Level of pupils´ map skills in Slovakia

The aim of geographical education is to enhance the level of geographical literacy among pupils, enabling them to acquire, comprehend, analyse, and interpret geographic information so they are able to apply it effectively. One approach to improving this literacy level involves utilizing map skills, through which pupils can read, analyse, interpret map content, and even create maps. This research aimed to assess the level of selected map skills among Slovak pupils at the end of lower secondary education (ISCED 2). A self-constructed research tool was used as the research instrument. Analysis of the acquired data revealed an average level of map skills among the pupils. The highest proficiency was observed in tasks focused on utilizing skills associated with map reading. Conversely, the lowest proficiency was found in tasks requiring the application of skills related to map analysis. The data collected suggest that although pupils at the end of lower secondary education possess skills enabling them to obtain necessary information from a map, they encounter challenges in analysing and subsequently interpreting this information.

Формиране на географска компетентност за устойчиво развитие чрез проектна дейност

The formation of geographical culture among students combines geographical literacy, geographical competence and models of behavior in the geographical space for the achievement of quality geographical education. Geographical competence is made up of geographical knowledge, specific geographical skills, models of reasonable behavior related to a valuable and emotional attitude to the problems of the people on Earth, human activities and the natural environment directly related to sustainable development. Project work is a complex methodological tool aimed at complex educational goals, very suitable for forming geographical competence for sustainable development. The projects give a wide range of practical opportunities for realization, a great „freedom” in the work of the students. The results of the project activity are multiplied in a wide range of activities and events.

Expressions of geographic literacy in the context of the COVID-19 pandemic: the role of geographic education among adults

The global outbreak of COVID-19 brought an unprecedented influx of official and semiofficial geographic information to individuals worldwide, primarily in the form of geospatial and numerical data. Maps specifically played a key role in the conveying of information and guidelines to the public in relation to the pandemic. Yet to fully understand such input, and reach informed decisions, the public needed to possess and utilize geographic literacy. In this paper, the term geographic literacy is defined as the ability to use spatial-geographic knowledge, skills, and reasoning, as a means for understanding and interpreting intertwined spatial phenomena. This study therefore aims at examining geographic literacy among adults, both in general and in relation to geographic education. Online quantitative questionnaires were completed by a representative sample of 456 Hebrew-speaking adults in Israel. Findings indicate low geographic literacy among the public, as seen in tasks that require data extraction and comprehension of visual representations. While the non-cognitive outcomes, such as attitudes toward geography and self-efficacy in geography, were strongly correlated with expressions of geographic literacy in the context of COVID-19, the highest formal instruction in geography and geographic education were not. These findings indicate that low geographic literacy might hinder making pandemic-related informed decisions, thus highlighting the importance of promoting geographic literacy. We conclude with the importance of identifying pedagogical mechanisms that enhance geospatial skills while also addressing non-cognitive outcomes, to better prepare diverse populations for 21st-century challenges.

German and French Students’ Strategies While Performing Geographical Comparisons in a Group Task Setting

Today’s challenges, such as climate change, require developing geographical literacy, which includes discussion and argumentation around scientific results. One important geographical method and competency is comparison. However, learning geographical methods, such as comparison, can be a challenge for students if they rarely solve open tasks that do not require simple answers. In this study, we analysed group discussions that took place during an intervention, aiming to develop comparison competency with 44 German and French students from the experimental group. Through the use of the documentary method, students’ main orientations and strategies to solve the open comparison tasks were reconstructed. We related the implementation of the comparison method during group discussions to students’ individual progress during the intervention and explored differences between French and German students. Results show that students’ main task completion orientation was challenged by their uncertainty towards the comparison task. Groups developed strategies to solve the task, showing, in a few cases, competency acquisition processes. Only a few differences were found between German and French students. Overall, implementing scientific literacy means to operate a shift in task culture at schools towards more open tasks aiming to enhance geographical competencies and argumentation.

Analysis of the Need for the Development of Hots Assessment Instruments Based on Geographical Literacy of Indonesian Maritime and Agricultural Materials in Social Sciences Courses

This study aims to: Assess the need for instruments for Higher Order Thinking Skill (HOTS) questions based on geographic literacy in the social studies subject on Indonesia's maritime and agricultural potential; Material on Indonesia's maritime and agricultural potential is studied in class VIII at the junior high school education unit. The needs analysis study conducted in this study took place at the Insan Cendekia Boarding School Sukoharjo Middle School (ICBS Middle School). This research was designed as a development research model that refers to the Borg and Gall model which has been modified according to the needs and limitations of the research. The literacy concepts used as a reference for researchers are Edelson's three geographic lit eracy concepts, namely interaction, interconnection, and implications. Taking the Edelson concept adapts to the cognition level of junior high school students which is simpler and in accordance with the learning objectives. The research subjects were class VIII students of SMP Insan Cendekia Al Mujtaba Sukoharjo for the academic year 2022/2023. The research sample was determined using startified random sampling. The data collection process used in the study used item analysis, questionnaires, and interviews. The results showed: 1) Based on a needs analysis with an analysis of 50 Final Semester Assessment (PAS) items in 2019 and 50 Mid Semester Assessment (PTS) items in 2020, 94% of the 2019 PAS items and 84% of the PTS items in 2019 2020 is still a matter of Lower Order Thinking Skills (LOTS). 2) As many as 88% of teacher respondents who are members of the 2022/2023 Social Studies Subject Teacher Consultation (MGMP) agree that the development of HOTS question instruments is very important and needed as a reference in preparing assessment instruments. 3) Important and necessary training in the preparation of HOTS-based question instruments needed by teachers at SMP ICBS. The conclusions of this study indicate that 1) The development of instruments at the HOTS level is important and needs to be developed in order to stimulate the learning process and students' critical thinking skills; 2) It is important to develop geographic literacy based HOTS questions in the process and evaluation of learning to improve critical thinking skills in spatial concepts on Indonesian maritime and agricultural potential in class VIII students of SMP ICBS. 3) The form of the researcher's recommendation as a form of self-development and improvement of the professional abilities of ICBS Middle School teachers needs and is important to hold HOTS question preparation training.

Analysis of the Need for the Development of Hots Assessment Instruments Based on Geographical Literacy of Indonesian Maritime and Agricultural Materials in Social Sciences Courses

Analysis of the Need for the Development of Hots Assessment Instruments Based on Geographical Literacy of Indonesian Maritime and Agricultural Materials in Social Sciences Courses

Views of the islands: The geographical perception of the Balearic Islands among graduate students in primary education

Geographic literacy is a field of research with a great tradition. This area was first developed in the British and North American academic circles in the 1980s and 1990s, and research has continued until the present day. The analysis of perception and knowledge of geography has focused on the enclaves (toponyms) mentioned in the mental maps (place location knowledge) prepared by university undergraduate students of the primary education teaching major. However, this focus is also on an approach where few studies have been made, yet it has been facilitated by the incorporation of modern geographic information technologies. The authors test a methodology for surface area and perimeter size analysis on the mental maps of the Balearic Islands made by future teachers, comparing their distortions in relation to the real model. After analyzing the results, the most notable common pattern describing the insular students’ perception of the isles is ethnocentrism, which undoubtedly has important implications in the field of geographic education.

Assessment of future teachers’ geographic knowledge of the territorial organization of Spain using mental maps

This study analyzes the knowledge of the Spanish State’s administrative structure (provinces and autonomous communities) of future primary education teachers in Spain. The purpose is to analyze the relationship between the results yielded by a geographic knowledge test and students’ socioeconomic, educational and geographic context. The methodology chosen is based on the analysis of mental maps drawn up by the participants in the study, which included 627 students taking the Undergraduate Degree in Primary Education Teaching at four Spanish universities. A synthetic index supported by a principal component analysis and Cloke’s rurality index has been developed. The results show that students’ origin, their parents’ occupational status, their age and, to a lesser degree, their gender, are variables that contribute to drawing an explanation of the geographic literacy of the participants in the study. Only the indexes of 38% of the total scored above average.

Factor Analysis: Geographic Literacy Level of High School Students in North Bandung Area

This study aims to (1) Identify the level of geographic literacy of students; (2) Analyze the factors that affect the geographic literacy of high school students in the North Bandung Area. The method used is in the form of survey research with a quantitative approach. The analysis techniques used are descriptive statistics and inferential statistics in the form of simple linear regression. The results obtained show that (1) The level of geographic literacy of high school students in the North Bandung Area is still relatively low; (2) Factors that affect the level of geographic literacy of learners such as gender, use of social media, use of information media and use of spatial information. Therefore, the implications of this research require the role of teachers in promoting the concept of geographic literacy by integrating the concept into learning models, media, teaching materials and assessments in the classroom. Keywords: Geographic Literacy, Factor Analysis, North Bandung Region

Modifying Board Games in Alignment with State Standards to Develop the Geographic Literacy of Elementary Level Learners

Looking at the effects of globalization from numerous perspectives: economic, spatial, cultural, and environmental, it has become abundantly clear that today's students must possess geographic knowledge and associated skills to be prepared for civic life and informed decision-making. However, the current state of geographic proficiency among U.S. youth remains a concern. The amount of geography instruction that students receive, the preparation of their teachers to teach geography, and the quality of instructional materials are inadequate to prepare students for the demands of the modern world. This study intends to contribute to the research literature in geography education using game-based learning to develop geographic literacy. The paper describes the requirements of a game task and provides a sample of the games modified and activities customized by teacher candidates in an aim to develop third-grade students' (8–9 years of age) geographic knowledge and skills, specifically in the area of space and place. The results may be useful for teacher educators, teachers, and board game designers in the elementary geography sphere.

ArcGIS story maps in improving teachers’ Geography awareness

The purpose of this study is to examine the use of story maps in increasing sustainable Geography awareness among Geography teachers. The advent of story maps has altered the current Geography education in the digital era. ArcGIS story maps are a type of user-friendly geospatial technology renewal. This story map is believed capable of helping students learn Geography more independently, transforming Geography education. This belief should be reinforced by implementing story maps on their own Geography teachers, who have low Geography literacy rates in general. This action research involved 67 Geography teachers who were members of the East Java Geography Teacher Working Group, with various backgrounds, ages, and teaching experiences. Learning is implemented using blended learning and the in-on-in model. With blended project-based learning, this research was conducted to solve problems related to high school teachers' low Geography awareness. To identify the effects of the treatment, the obtained data were analyzed using a different test with paired t-test. The findings showed that story maps could increase long-term geographic awareness, illustrated by the obtained significant level of more than 0.05. This success is influenced by teachers' knowledge and experience with geospatial technology, as well as their age. Although the ability to create story projects is limited, the use of story maps provides a meaningful experience for teachers to think, reason, and act geographically.

Alternative literacies in Turkish social studies teaching program

The research aims to determine which alternative literacy types should be included in the Social Studies curriculum used in Turkey since 2018 The data sources of the research, in which the document analysis method from the qualitative research methods was used, are the 2018 Turkish Social Studies Curriculum (for primary school and middle school 4th, 5th, 6th and 7th grades), and the studies in the relevant literature. The curriculum was accessed from the official internet website of the Republic of Türkiye Ministry of National Education Board of Education and Discipline; literature studies were accessed through databases like WoS, SCOPUS, EBSCO, ERIC, ScienceDirect, Sage, Wiley, Google Scholar, and DergiPark. The data were analyzed with the content analysis. The research results concluded that competencies are mostly related to cultural literacy, scientific literacy, technology literacy, civic (citizenship) literacy, and global literacy skills. Additionally, when the attainments were evaluated separately for each class level (4th-7th grades), it was seen that mainly geographical literacy, historical literacy, scientific literacy, cultural literacy, civic (citizenship) literacy, and global literacy could be included. Based on the results, it is recommended to assess technology literacy, natural disaster literacy, critical literacy, and visual literacy as alternative literacy types.

Children’s cartographies of the world: mapping Brazilian modes, methods and moments

ABSTRACT World maps drawn by young people have been an object of study for geographers for several decades. These projects address themes such as political worldviews and geographical literacy or simply invite the map reader to enjoy the pure esthetics of children’s cartographies. However, few studies have discussed the deeper meaning of these drawings as graphical forms of communication that do not only reveal ideas about world geography, but also about the children’s own reality. The aim of this paper is to critically explore the potential of world maps by youths as a powerful visual research methodology that can provide insights into how young people conceive and perceive the world. A case study on Brazilian world maps is used to point out the complexity of messages conveyed through these drawings that show that children and adolescents draw their world rather than the world.