Examines appropriate map learning experiences for elementary school children based on inferences derived from Piaget's research on cognitive development. Addresses the eight skills developed in most map learning programs: 1) interpreting symbols, 2) envisioning perspective, 3) locating places, 4) determining direction, 5) computing distance, 6)…

Explains the relationship between important citizenship goals and recognized map skills. Demonstrates, grade by grade, how to conduct map learning activities that foster active involvement and problem solving skills needed for democratic citizenship. (JDH)

Presents fifteen activities designed to lead children from the enactive, iconic, and symbolic levels of understanding map symbols, perspective, direction, distance, location, scale, relief and elevation. (JDH)

Movable or moving maps, made so that children can manipulate and assemble parts, promote active learning. Activities which can be used with elementary and secondary students are described. (RM)

Two studies concerned with the effects of maps on academically gifted junior high school students indicated that prior presentation of a spatially organizing picture increased learning of prose material. (CL)

Locate your grade level and plot a course to skill building, understanding and fun. (Editor)

Some suggestions and possible directions for further inquiry relating to training map librarians are discussed. (AB)

Describes an earth science program conducted from an airplane for 8th grade students of Carmel Middle School, Carmel, California. The steps involved in getting the program started, the classroom work and the preparatory field trips, as well as the airborne lesson itself, are described. (LC)

Preference for field dependence independence and verbal imagery was assessed in 96 14-year-olds. Their map reading performance was measured in terms of map-aerial photograph correlation, symbol translation, and view identification. The results suggest that map reading performance depends on the learning style, sex of the pupil, and the type of…

Describes a secondary, U.S. history simulation of the settlement of the Jamestown colony. Students are provided with a map and asked to decide where the fort and colony should be set up. They must state reasons for selecting a particular site and reasons for rejecting others. (AM)

Discusses an experiment with students' free-hand mapping of Canada as a teaching-learning activity in a university level course on the geography of Canada. Explains objectives and problems of map-drawing exercises. (DB)

In this classroom activity secondary students determine conditions present at the onset of the Civil War to understand some of the basic reasons why the Union and Confederacy employed certain strategies designed to win the war. Students are assigned the role of a general and they work in groups to analyze graphs and maps and develop military…

Suggests four basic and 10 more sophisticated map evaluation criteria for use by social studies classroom teachers. The basic criteria are proportion and outline, labeling accuracy, spelling and lettering, and overall neatness. Among the more difficult criteria are proper title, all items labeled, proper areas labeled, key, coloring done neatly,…

Outlines specific lesson plans for teaching map reading readiness concepts in the primary grades. (CM)

Almost without exception, published studies on cognition in orienteering have adopted an information processing perspective involving dualism between objective and subjective worlds. An alternative, experiential framework focuses on the orienteer's conception of (or way of experiencing) the task to be accomplished, and on "affordances" (lines of…