A Study of Acquiring Spatial Knowledge in the Campus Environment by Elementary School's Lower Grade Students

• Main Authors: Hui-Ju Chiang, 江惠如
• Other Authors: Jin-Shoei Kuo
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/25839399450714715092

碩士 === 國立臺北教育大學 === 社會與區域發展學系碩士班 === 99 === 　　The prime aim of the study is to examine the effects and outcomes in forming spatial cognition by map education and non- map education to the primary school students, and to confer the factors of influence in spatial knowledge and the norms of discriminating the road signs for primary school students Non random test conducted by pretest and post test is adopted in this research. The experimental group is instructed in campus map teaching, drawing the cognitive map as the pretest and the post test. In this test, another class of one-grade students acts as control group which is comparing with the second grade students’ cognitive map. To realize how the one-grade students get the spatial knowledge after having the map teaching and confer the factors that may impact the spatial knowledge, the SPSS statistic software is used for this analysis. Also, in order to analyze the formation of the narrative, descriptive and the general knowledge, the group is tested by recognizing the landscape and exploring the roads. The factors that affect the spatial knowledge can be concluded as follows: the sexuality, campus experience, the transportation way, the social background and the temporary memory. Except the extent of campus experience differs distinctly between the test group and the control group, other elements do not impact the recognition of the space on campus. However, the influences that “temporary memory capacity” cause to the campus recognition ability is uncertain. Using map as a teaching tool is greatly helpful for children who learn the campus spatial knowledge. Descriptive knowledge could be more completed through constant studying and accumulation of the experiences. The lower grade students begin to recognize the landmark near the classroom, then knowing the landmark that could be touched often in school life. Different approaches to spatial knowledge formation has distinct relevance to recognition ability toward the environment on campus for the lower grade students. Except the extent of spatial knowledge of the testers that can impact the speed of exploring the road, the personality of the testers does as well. Teaching the lower grade students with map appropriately is useful for them to obtain the spatial knowledge and to enhance the recognition ability to campus concretely.