In this paper, the authors evaluate map overlay, a concept central to geospatial thinking, to determine how it is naively and technically understood, as well as to identify when it is leaner innately. The evaluation is supported by results from studies at three grade levels to show the progression of incidentally learned geospatial knowledge as…

Examines the map-making process of middle-school students to determine which actions influence their accuracy, how prior knowledge helps their map construction, and what lessons can be learned from map making. Indicates that instruction that focuses on recognition of interconnections between map elements can promote map reasoning skills. (DSK)

Describes a field sketch mapping project conducted with a sixth-grade class. The project involved selecting appropriate sites around the school to map, organizing the students, and instructing them about measuring distances and drawing maps. Illustrations include assignments and examples of students' work. (MJP)