Exploring Local Public Places: Geography Fieldwork and Story Maps with Preservice Teachers
Todd Kenreich, Towson University, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
With growing interest in more authentic, geospatial data to support inquiry learning, this qualitative study explores the beliefs of ten preservice social studies teachers about the use of a Story Map to support inquiry learning about local public places. Findings highlight four major themes of preservice beliefs: initial worry and confusion about Story Maps, 2) Story Maps for visualizing the big picture, 3) Story Maps as a vehicle for raising civic awareness and engagement, and 4) the importance of a micro-local scale with Story Maps for students. An implication of the study is a call for greater attention to geospatial tools and data through the introduction of Story Maps in teacher education programs.
Kenreich, T. (2018). Exploring Local Public Places: Geography Fieldwork and Story Maps with Preservice Teachers. In T. Bastiaens, J. Van Braak, M. Brown, L. Cantoni, M. Castro, R. Christensen, G. Davidson-Shivers, K. DePryck, M. Ebner, M. Fominykh, C. Fulford, S. Hatzipanagos, G. Knezek, K. Kreijns, G. Marks, E. Sointu, E. Korsgaard Sorensen, J. Viteli, J. Voogt, P. Weber, E. Weippl & O. Zawacki-Richter (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology (pp. 637-642). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2018 Association for the Advancement of Computing in Education (AACE)