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This study aimed to evaluate the effectiveness of a design thinking teaching and learning model on students' design thinking skills in science class. The study utilised two projects, 'Making a Simple Solar Water Heater' and 'Drawing a 3D Topographic Map of Zhejiang Province,' based on the 5th-grade science curriculum in China, and involved 45 Grade-5 students from a primary school. The quasi-experimental repeated measure method was used to evaluate the students' improvement in design thinking skills, with task-based pre-, mid-, and post-tests. Employing quantitative data analysis, the results showed significant improvement in students' overall performance, with more pronounced improvement between the pre-test and post-test than between the pre-test and mid-test. The analysis of the seven design indexes of students' design work demonstrated significant improvement in five indicators, except for 'material' and 'shape.' The study highlights the importance of incorporating design thinking into elementary school curricula to equip students with the necessary competencies for success in the twenty-first-century workforce.

The purpose of this study is to identify the effects of individual use of a worksheet in analyzing the network of flowing waters in a territory represented on a map and partially known by the students. 16 fourth grade students participated in the study. In the activity, three stages were completed: in the first stage, the students solved a pre-test with 10 True-False items about the flowing waters of the studied territory; in the second stage they solved the tasks in a worksheet based on the analysis of flowing waters represented on the map; in the third stage the students solved a post-test similar to the one in the first stage. The results show that the students, after analyzing the map with the help of the worksheet, in the formative intervention, have a greater volume of knowledge about the running waters of the commune where they live, which proves the effectiveness of this worksheet.

Through a multistakeholder partnership, this research aims to catalyze the development of a blue economy corridor (BEC) through community-based asset mapping in the eastern portion of the Tar-Pamlico River Basin in North Carolina, a geographic area predominated by physically and culturally rural landscapes. Underpinned by appreciative inquiry, this project aims to counter a deficit model of community development in this portion of eastern North Carolina by increasing awareness of quality of life assets that communities currently possess and may leverage for sustainable economic, environmental, and social development through their inclusion in a digital interactive map freely available to the public.

This study investigates the way a kindergarten teacher implemented a three-stage project to support children's map understanding. The project, the Map and Play, was designed to help children understand the relationship between reality and its abstract representation. The guided play was adopted as the pedagogical approach because it empowers children to make independent decisions, encourages critical thinking, and offers opportunities for exploration. At the same time, adults take part in purposeful activities alongside the children. The research employed an ethnographic methodology involving classroom observations, video recordings, and interviews. Content analysis was used to explore the data sources. The results illustrated the stages taken to introduce children to the idea of map considering scientific research about how to foster map understanding. The data displays occasional mistakes made by the teacher, offering valuable insights into the dynamics of classrooms where similar activities might be introduced. The MPP was a promising experience for kindergarten children in enhancing their map reasoning and use of spatial language. Still, there is a need for teacher training to guide this complex learning process effectively.

In this article, I discuss how walking as mapping serves as a method for observing and disrupting spatial geopolitics, opening possibilities for alternative systems of living. I explore three theoretical perspectives--posthumanism, Indigenous and decolonializing theories of land, and Black geography--that, while distinct, nonetheless share some overlapping characteristics: the recognition and contestation of knowledge systems, the turn toward a relational ethics of living, and a call for critical and creative methods of mapping. intervention into existing systems. In the final half of the paper, I consider these orientations and their call for creative and critical methods of intervention as I review my scholarship on walking and how it has served as a form of counterstory mapping.

This article focuses on higher education access for undocumented immigrants in the United States. Since individual states develop and govern their own policies, the political landscape around college access is always in a state of flux. This is confusing to school counselors, families, and students. We use cartography to make sense of this increasingly complex policy terrain. In addition to displaying a state-by-state overview of access and funding options for undocumented students, we interrogate the (un)intended consequences of these policies and reveal "sites for change and activism" (Marx, 2023, p. 286).

The use of navigation applications changed the way people find their way in an unfamiliar environment. A combination of maps, images and textual route instructions shown (or with audio) on one screen guides the user to the destination but may sometimes be overwhelming. This article investigated the spatial knowledge participants acquired after being presented with different types of route instructions, human and computer-generated, in an online wayfinding task using Google Streetview (without the 2D map) of an unfamiliar environment. The results showed a significant difference in the wayfinding performance for deviations from computer-generated instructions, whilst there was no difference in the time spent and the scene recall. Sketch maps revealed both route-like and survey-like characteristics. But most sketch maps are characterised by high route-likeness. Furthermore, this study showed a significant effect of the environmental layout on the participant's performance based on deviations incurred during wayfinding. The results of this study have implications for improving navigation system instructions and design as well as for learning with geospatial technologies.

Since the passing of the Higher Education Opportunity Act in 2008, more students with intellectual disability are being admitted to inclusive postsecondary education programs at U.S. colleges and universities. One of the challenges many students with intellectual disability face when arriving on a college campus is learning to navigate their new surroundings independently. We share how postsecondary education programs can use an assistive technology, Google My Maps, to customize maps to address each student's unique needs in independently navigating the college campus and the surrounding community. Also discussed are ways to infuse person-centered planning into Google My Maps. Implications for practice and future research directions are discussed.

This study highlights the necessity and effects of using worksheets to identify and correct potential gaps, to validate prior knowledge that will be related to new information, concepts, or procedures, as well as the use of portfolios for gathering, selecting, and structuring information to be utilized in later stages. The study involved 79 students aged 16-17, of both genders, from three 10th-grade classes at "Al. Papiu Ilarian" National College in Târgu-Mure?. To achieve the research objectives, students were engaged in a project-based learning activity. The students went through several stages, with the current study detailing the documentation phase. The necessity of involving students in practical experiences for the development of critical thinking and scientific skills is emphasized.

The purpose of the study is to investigate the effects on students' analytical thinking of a learning activity based on the analysis of flowing waters, represented on a hypsometric map. 20 students from the 8th grade participated in the study. The experimental design included three stages: in the first stage in which the students were asked to analyze flowing waters based on a map; in the second stage the students analyzed, in groups, the flowing waters represented on a hypsometric map using a worksheet; in the third stage the students solved the task received in the first stage. The results show that the students, after the formative intervention, have a higher level of competence in analyzing flowing waters on the hypsometric map and that the worksheet determined the increase in the level of competence and contributed to the development of analytical thinking.

The purpose of this study is to explore how MathCityMap training for teachers can be designed and implemented in a hybrid setting. Design research has been carried out involving teachers from 34 provinces in Indonesia. A four-day model training program for indoor and outdoor activities in a hybrid setting has been designed. The core concept of designing modeling tasks and math trails, as well as the introduction to MathCityMap, were delivered in a hybrid mode between Indonesia and Germany. The activity continued with the development of MathCityMap Trails in city parks. Post-training activities were conducted in their respective places of origin, in schools, and in city parks. Participants have successfully designed trails in both their schools and the city parks where they live supported using Learning Management System. The findings of the MathCityMap team's review indicate that most of the trails fulfilled the requirements. The trainee teachers then disseminate their knowledge and experience to their colleagues. They also used MathCityMap Trails for classroom learning as well as other activities such as MathCityMap competitions and public educational activities. The hybrid environment helps to accelerate the attainment of training objectives while also broadening the program's reach and network.

Social media can contribute to an inclusive society, but they are also asymmetrical and polarised communication spaces. This requires competent teachers to build critical digital citizenship. The aim of this article is twofold: to present web scraping and text analytics as tools that define teachers' digital competences, and to investigate which posts on Twitter and Instagram are most viral in relation to education, disability and inclusion. A total of 48,991 publications in Spanish and English were analysed, corresponding to the period from 13 October 2021 to 1 May 2022. The 100 most viral posts were selected, and correlations were identified between the sentiment, gender and influence associated with the content, its temporal and geographic space. The results show that economic and political influence groups are the most viral, relegating non-profit organisations or individuals with altruistic outreach to second place; only on international days is this trend reversed. Bots do not interfere to impose messages; it is artificial intelligence algorithms that overshadow vindictive and humanistic content. The most influential people are predominantly male, associated with institutional accounts in the political sphere. It is concluded that Big Data and Business Intelligence tools help teachers to analyse relevant educational and social issues, and to acquire a collective ethic in the face of new educational challenges.

The use of Unmanned Aerial Systems (UAS), also known as drones, is increasing in geospatial science curricula within the United States. Four geospatial science faculty members within the Arthur Temple College of Forestry and Agriculture at Stephen F. Austin State University (SFASU), Texas, focus on applying imagery obtained from drones to map, monitor, and quantify natural resources. To produce society-ready foresters, natural resource managers, and environmental scientists, the geospatial science faculty employ an intensive one-on-one hands-on interactive approach in training future resource management professionals in how to effectively apply drone technology within natural resource endeavors. In particular, recent instruction has focused on training students how to evaluate the amount of overlap and sidelap percentages required within a drone flight to create the optimum orthophoto mosaic. Results indicate that the one-on-one interactive methodology employed by faculty at SFASU produce highly qualified drone pilots capable of providing the drone community with new insights on how to produce accurate orthophoto mosaics in a timely and efficient manner.

The purpose of this study is to examine the effect of the story map on elementary school firstgrade students' listening and reading comprehension levels and their attitudes towards reading in literacy teaching process. It was conducted on 69 students studying in the first-grade in an elementary school in the Western Black Sea region and assigned by matching. In the research, "Quasi-experimental Design", one of the quantitative research methods, was used. During the data collection process, the Reading Attitude Scale with "Garfield Picture" for 1-6thGrade Students to Turkish was implemented in the experimental and control groups as a pretest and post-test. While the story map was implemented in the lessons in the experimental group, the implementation process was completed by teaching the lesson without any implementation in the control group. The texts in which listening and reading comprehension questions were implemented included 26 narrative texts in the elementary school 1st-grade Turkish book. The data collected with the "Listening and Reading Comprehension Achievement Test" and Reading Attitude Scale with "Garfield "Picture for 1-6th-Grade Students to Turkish implemented after the experimental procedure were evaluated with the SPSS 20 statistical software. At the end of the study, it was concluded that the experimental group, in which the story map was implemented before the listening and reading comprehension questions, was more successful in comprehension than the control group. When the effects of the story map on the attitude towards listening and reading comprehension were examined, a positive improvement was found in listening and reading comprehension in the experimental group.

This paper presents an overview of the arts-based methodology used in a research project that aimed to explore the impact of the lived experiences of racism on 10- and 11-year-old children in the United Kingdom. The research responds to the relative lack of literature concerning the racialised experiences of young children. We discuss how we developed the arts-based method of body mapping as an ethical approach to foregrounding the children's voices. We consider that this approach contributes to knowledge and understanding about exploring the nuanced and complex relationship between the children's external worlds and their internal feelings, and supporting them to process and communicate this. We suggest that the method presented is transferable, and present our ethically engaged, arts-based planning framework that can be used if others wish to adopt this way of working.

Education policy scholars must consider spatial theories and related methodologies. Spatial theories encourage rich understandings of education policy because education and place are intimately connected. This article shows how scholars can use "spatial imaginaries" to enhance knowledge of place and education policy. We explain these connections in three ways. First, we outline theoretical concepts and analytical considerations of spatial imaginaries. Second, we provide examples of lines of inquiry related to spatial imaginaries and education policy. Third, we consider methodological techniques. Education policy is spatial policy, so building theory and methods about place and education policy is vital to the field.

Systematic reviews and maps are considered a reliable form of research evidence, but often neglect non-English-language literature, which can be a source of important evidence. To understand the barriers that might limit authors' ability or intent to find and include non-English-language literature, we assessed factors that may predict the inclusion of non-English-language literature in ecological systematic reviews and maps, as well as the review authors' perspectives. We assessed systematic reviews and maps published in "Environmental Evidence" (n = 72). We also surveyed authors from each paper (n = 32 responses), gathering information on the barriers to the inclusion of non-English language literature. 44% of the reviewed papers (32/72) excluded non-English literature from their searches and inclusions. Commonly cited reasons included constraints related to resources and time. Regression analysis revealed that reviews with larger author teams, authors from diverse countries, especially those with non-English primary languages, and teams with multilingual capabilities searched in a significantly greater number of non-English languages. Our survey exposed limited language diversity within the review teams and inadequate funding as the principal barriers to incorporating non-English language literature. To improve language inclusion and reduce bias in systematic reviews and maps, our study suggests increasing language diversity within review teams. Combining machine translation with language skills can alleviate the financial and resource burdens of translation. Funding applications could also include translation costs. Additionally, establishing language exchange systems would enable access to information in more languages. Further studies investigating language inclusion in other journals would strengthen these conclusions.

Military Families and the Arts is an ArcGIS StoryMaps collection that serves military families by mapping art museums and arts centers located near active-duty military installations. The interactive maps are organized by military branch and browsable by an alphabetical list of active-duty military installations. The ArcGIS StoryMaps collection serves three primary functions: to assist military spouses pursuing a career in the arts with finding a comprehensive list of potential employers, to assist military dependents with finding arts-related opportunities to network into their current or new communities, and to assist military families with finding art-related activities near their military installation in the continental United States.

Technology in learning has a very important role. The history learning process will take place effectively with the use of technology. The limitation of learning resources in prehistoric learning is a problem that must be solved. This is the reason for developing a learning model based on roaming historical sites virtually, without having to go directly to the location. This is considered effective considering the remote location of the site, the lack of historical teaching aids, and the lack of analytical knowledge of students and teachers. The area that stores the location of historic sites in prehistoric times is in the province of South Kalimantan, where this province stores dozens of prehistoric sites that require conservation efforts, and the form of preservation is through education by digitizing sites with learning technology. This research uses development research with stages: analysis, design, development, implementation, evaluation (ADDIE). In this study developing a learning model that combines discovery learning with Jaraskala which is assisted by Petersphere media. The findings of this study include two things, first regarding prehistoric data in South Kalimantan, the second is the design of a history learning model using technology-based sites.

Integrating physiology core concepts into the clinical years of medical education has been challenging despite efforts. This article describes a fourth-year medical school elective, Advanced Physiology in Critical Care Medicine, that focused on integrating physiology core concepts in a case-based learning approach. The elective used interdisciplinary faculty in a virtual forum. Senior students were asked to generate mechanism of disease (MOD) maps, highlight the physiology core concepts associated with paper cases of critically ill patients, and discuss with faculty the relevance of the underlying basic science. The weekly footprint consisted of a student-led session presenting MOD maps for three cases, which examined aspects of core physiology concepts, and, later in the same week, student presentation of order sets for the management of the cases. Students ended the 4-wk elective with a mini-grand rounds presentation on a topic of their choice incorporating the core concept paradigm. Student perception data and faculty reflections of the elective course are included. Student data and faculty observations suggest that students appreciate and can apply physiological core concepts to patient care. Faculty experience in the course suggests that this senior elective helped them better approach all preclinical teaching with the Core Concepts framework in mind.

While visual literacy pedagogy in teacher preparation programs has been a recognized body of knowledge the past few decades, limited research centers upon secondary teachers who are responsible for integrating visual literacy into content instruction. This study explored how 32 secondary English language arts and social studies pre-service teachers (PSTs) utilized visual displays to teach content in their classrooms. PSTs were tasked with developing instructional strategies based on five commonly used visuals in social studies texts: photographs, images, maps, tables and flowcharts. Through a qualitative analysis of the PSTs' prompts, three themes emerged: (1) teacher-led activities, (2) writing activities and (3) student-centered activities. Teacher-centred activities were more prevalent, with a majority of PSTs proposing lectures, guided prompts and activities involved comparing and constrasting elements of visuals. Writing activities included reflective writing and writing from a perspective of a historical figure. In contrast, only a few PSTs designed interactive, student-centered activities, such as using student-created visuals, student-lead discussions and student-created presentations. To foster active learners and critical consumers in the 21st century, we propose implications for teacher education programs to promote visual literacy.

Inspired to guide students toward more ethical relationships with the living world, this article looks at maps as a common tool used in outdoor environmental education. I argue that maps are tools laden with European Enlightenment ideologies and reinforce a type of human being who has lost their way within an ecological web. To balance these understandings, I offer a process of mapping that was shaped alongside students during multi-day outdoor learning experiences. Through sharing student-generated examples, I offer insights for how a more interpretive means of mapping (and unmapping) through experience can support students to situate themselves within place-based ecologies as a form of relationship renewal.

This paper "becomes" a mapping of a PhEmaterialist research project, an apparatus entangled with re/making the world that applauds difference in education. Feeling-thinking-making with critical posthumanist work, we affirm that school climate matters and encourage educators' attention to the fluxing materiality of school climate created through everyday schooling events. Daydreaming aptly accounted for our slow PhEmaterialist-inspired theoretical work, a transgressing and transversing of conventional conceptions of 'school climate', 'methodology' and 'pedagogy'. Our school climate project emerges as an experimental mapping of eventful research, a slow research creation process where we attuned to emergent affirming pedagogical relationalities. Students worked alongside researchers over six weeks at an Australian community school, enacting research creation in the making of school climate. Da(r)ta created include voice recordings, reflective notes, written responses, photographs, narratives, soundscapes, zines, posters, drawings and maps.

This article investigates students' engagement with a historical inquiry into redlining--a practice of discriminatory lending that originated in the 1930s as part of the New Deal. The authors developed and implemented a week-long curricular intervention for high school sophomores using StoryQ--an Artificial Intelligence (AI) textual modeling platform designed for high school students without technical expertise--to examine hundreds of neighborhood descriptions produced for the Home Owners Loan Corporation's "residential security maps" in the late 1930s. In this article, we ask: What kinds of historical and present-day racial awareness do high school students demonstrate through instruction focused on AI-assisted analysis of patterns in redlining? Analyzing field notes, interviews, and student-generated digital work showed that many students were drawn to structural explanations of racism and worked to unpack the way primary sources presented Whiteness through "coded language." We argue that it is not only possible for teachers to construct historical inquiries that aim to identify patterns in a large set of primary sources with the aid of AI, but this approach to inquiry offers students an important avenue to engage with alternatives to individual conceptions of racial oppression.

The widely utilized Global Positioning System (GPS) plays a crucial role in everyday navigation. The literature has predominantly focused on GPS use for reaching destinations rather than exploring its various strategic applications and relations with individual factors. The current paper is intended to develop a GPS Uses Scale assessing a variety of GPS uses for wayfinding and other GPS uses (Study 1). We also examine whether GPS uses are related to gender, age, self-efficacy and pleasure in exploring, dependence on GPS devices, and environment knowledge (Study 2). In Study 1, 365 participants completed the new GPS Uses Scale and the McGill GPS questionnaire, for assessing validity. Results from the confirmatory factor analysis confirmed a structure as five-level factors, good reliability, and validity. In Study 2, 200 participants completed the GPS Uses Scale, self-efficacy and pleasure in exploring scale, GPS dependence scale, and a sketch map task after learning a virtual city from a video. Results from the linear model showed that those who use GPS for strategic purposes reported higher self-efficacy and pleasure in exploring as well as dependence on GPS. Moreover, those who use GPS for orientation purposes reported higher dependency on GPS and had higher scores on the map task (environment knowledge). Men were less likely to use GPS for orientation. The present paper outlines the importance of assessing the various uses of GPS, suggesting self-efficacy and dependence on GPS, and contributes to its strategic use.

Empirical evidence is insufficient on the specific roles GIS learning plays in developing students' understanding various spatial concepts. The present study aims to draw attention to common struggles of learning some spatial concepts in geography and offer directions for future research on GIS learning and the development of student spatial concept lexicon. Three types of technical terms -- neutral, helpful associations, and hindering associations -- by Glessmer and Brose (2014) provided an excellent framework to explain why some concepts are more or less difficult for students to grasp. Our findings suggest that learning map scale and map projection are relatively easy because they are neutral and introduced as a new vocabulary. Overlay and density are terms provoking helpful associations because they carry a similar meaning in everyday language, so most students had no problems understanding the meaning of these concepts. Spatial association seemed to elicit unhelpful association because everyday use of the term, association, is not precise enough to define spatial association, resulting in students confused with other terms. Future research must be done in the context of GIS requiring students to be able to not only know spatial concepts but clearly articulate these concepts regarding various GIS applications.

Schools are central to climate change education and climate-friendly transformations both as places which actually produce CO[subscript 2] emissions and, above all, as educational institutions. Following a new materialist, transdisciplinary approach, we research here some of the entanglements that constitute schools as whole institutions. As part of the research-education-cooperation "k.i.d.Z.21_aCtiOn2" (Austrian Climate Research Program), our innovative approach meant that the situational analyses were conducted both by young people and collaborating researchers. The experiences and accounts were captured in situational maps that illustrate the entangled agencies of people, discussions, places and matter relevant to CO[subscript 2] reductions and transformation attempts. The analysis of those maps led to new perspectives on the intra-actions between the material and the discursive in schools. In particular, the caretakers' entanglements with areas relevant to climate-friendly transformations are revealed as critical to transformative climate change education. We conclude with an outlook on schools becoming transformative, climate-friendly places by building on these kinds of entanglements and explicitly incorporating non-pedagogical aspects as part of a whole-school approach.

Student employees are often vital members of an academic library's workforce, though the extent to which they contribute to library geospatial services has not yet been explored in a systematic way. The present study was designed to address this gap through a survey of academic library professionals involved in employing students to provide geospatial services. Topics addressed in the survey include department staffing, student employee responsibilities, funding and compensation for student positions, and the perceived benefits and challenges of employing students to provide geospatial services. Data generated through survey responses indicate potential differences in the types of responsibilities performed by graduate/professional and undergraduate students, enhanced productivity and collective wisdom as library benefits, professionally relevant experience and transferable skill development as student benefits, and common challenges across institutions. By providing a baseline understanding of student employment practices in library geospatial services, this study offers actionable information for current practitioners and can serve as a foundation for future scholarship on supervisor and student employee experiences.

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.

The current mixed-methods study aimed at incorporating a virtual reality (VR) tool (i.e. Google Expeditions) into the writing process of Iranian English as a foreign language (EFL) learners, examining its impact on their writing motivation and performance. To that end, 42 EFL learners were randomly assigned to experimental and control groups, exploring their favorite places in the world with and without Google Expeditions, respectively. Independent-samples t-tests and paired-samples t-tests were run to investigate the participants' writing motivation as well as their performance on the pretest and posttest. As the quantitative results demonstrated, the experimental group significantly outscored the control group in both writing motivation and overall writing performance at the end of the experiment. Semi-structured interviews were conducted to investigate the participants' attitudes toward Google Expeditions, casting further light on the initial quantitative findings. Thematic analysis of the qualitative data lent support to the contribution of this VR tool toward boosting the participants' confidence, general knowledge, and autonomy on the one hand and reducing distraction and anxiety on the other. Implications are discussed and future research avenues are outlined.

The employment of digital media and e-materials in the classroom in the time of COVID-19 in Palestine has generated much attention among scholars, researchers and teachers. One of these electronic resources is digital maps which have recently become enriching and transformative ways of learning in different educational and pedagogical settings in Palestinian academic institutions. The lack of physical mobility due to continued governmental enforcements of lockdown laws in the Palestinian Occupied Territories hindered many teachers, students and researchers in the field of national cartography and human geography, many of whom were faced with dire challenges in exploring local landscapes outlined in Palestinian travel writing. This article examines the vital role of using digital maps in teaching Palestinian cartographic fiction. While it notes the value of students' geographic practices in the field, it explores the benefits of using digital maps in the higher teaching of Palestinian literary cartography. The article, in particular, reflects on the development and re-construction of the meanings of students' subjectivity and nationalism in the light of their virtual performance, responses and imaginary relationship to "place" during the outbreak of COVID-19.

This study investigated the impact of a course-based community asset mapping (CAM) project on undergraduate students' capacity for identifying and understanding assets within communities surrounding specific schools. The mapping project was grounded in the literature on culturally sustaining pedagogy and experiential education and involved teacher education students (n = 45) collaborating to complete and report on an analysis of local community assets. Findings indicated participants gained improved knowledge and competence regarding CAM, were able to provide more accurate and detailed explanations of assets and the asset mapping process, and were able to identify various assets available to PK-12 students and families in particular communities within the local school district. The discussion highlights participants' success in inventorying physical, tangible assets, and notes where they fell short of recognizing other assets. We also discuss how coursework could have better supported the project and could have allowed the potential of CAM to be more fully realized. The conclusion addresses implications for teacher preparation, particularly for connecting candidates with communities and for the implementation of assignments similar to the community asset mapping project studied herein.

This activity leverages the use of a single case study to explain conflict mapping and find an optimal solution to the complicated challenges posed by the situation in Nauru, an island country that is now participating in seabed mining operations. In groups, students are given a chance to participate in two discussions: one within their respective groups and the other collectively as a class. In the ensuing discussions with the class, students have a glimpse into the complicated yet necessary efforts that a conflict situation demands from participants. Courses: Courses that are suited to this activity include conflict resolution and small group communication. Objectives: The activity shows students that a carefully developed conflict map is advantageous for understanding the many aspects of a disagreement and selecting the most optimal approach to communicating with seemingly opposing parties. The exercise teaches conflict resolution and promotes collective awareness by actively including every individual in the decision-making process. It also encourages reflection on the perspectives that are sometimes overlooked in classrooms based in the Global North and considers voices from marginalized populations that have limited possibilities to share their perspectives, particularly in nations in the Global South.

This article presents a study evaluating student perceptions of learning experiences creating ArcGIS StoryMaps. The Taxonomy of Educational Objectives ("Bloom's Taxonomy") provides a framework for organising, analysing, and interpreting a survey completed by 154 students from high school to postgraduate. Using a mix of quantitative and qualitative methods we found student perceptions of the "level" of learning to be similar across education cohorts in the cognitive domain, exhibit some differences in psychomotor domain, and are markedly different in the affective domain. In terms of "what" they learned, postgraduates perceive the experience as being mostly about "communicating ideas or storytelling" more than undergraduates who, in addition, tend to see the experience as "preparing maps" and "working with geographic information systems." Undergraduates tend to conflate gaining knowledge (cognitive) with learning skills (psychomotor), suggesting a greater focus on working with the technology. Most students across all education levels found the learning experience challenging and beneficial (affective) though some students did not. We conclude that while the creation of StoryMaps is good for student retention and offers an effective scaffolding framework for geography and GIS education, it is important for educators to design StoryMap learning activities using clearly defined learning outcomes and assessment rubrics.

Collaboration is an essential practice linked to improved postschool outcomes of youth with disabilities and many school systems depend on special educators to broker this collaboration and engage meaningful partners throughout the transition planning process. Community asset mapping is a strategy for locating and leveraging resources and is rooted in the idea that community resources (e.g., people, programs, providers) can be activated to gain access to information, advice, and assistance that can improve personal outcomes. This article describes Mapping Assets for Postschool Success (MAPS), an innovative five-step approach that leverages Google My Maps for digital asset mapping that could support the transition to adulthood. The article focuses on the process of developing base maps, which is the prerequisite to developing personalized maps for students, and discusses strategies for practitioners to utilize the base map as part of ongoing efforts to empower youth and families with knowledge about resources and opportunities during the transition planning process.

An estimated 19% of students enrolled in postsecondary education in the US have a disability. However, students with disabilities often face barriers, including accessibility challenges, that result in lower attendance and graduation rates. It is therefore critical that universities take action to ensure campuses are fully inclusive and accessible. Using the Design Thinking Model, a workshop was conducted at a large Southeastern University to bring together a diverse group of stakeholders (n = 32) to brainstorm innovative solutions to accessibility challenges. Four potential solutions were generated that aimed to improve campus infrastructure, the mobile map application, and general advocacy of people with disabilities, and to establish a task force to ensure that addressing accessibility concerns remains a long-term priority. After the workshop, participants reported having greater knowledge of accessibility policies, awareness of accessibility issues on campus, and an increased ability to address accessibility issues when they arise. Participants without disabilities also reported being more likely to notice accessibility challenges on campus and felt more confident talking to individuals with disabilities. Workshops that leverage the Design Thinking Model show promise in generating solutions that could tackle accessibility challenges on postsecondary campuses and increase knowledge of university policies and procedures related to accessibility.

Purpose: The paper aims to explore the intergenerational maps project that set out to map the Brimbank and Moonee Valley residents' awareness of their favourite aspects of their local community. In reflecting on the way this project enabled local knowledge exchanges between different age groups, the paper examines the way intergenerational interactions become pedagogical and make public and public pedagogy visible. Design/methodology/approach: This research paper employs the theoretical and methodological framework of performance (Charman and Dixon, 2021) to read the author's experience with the intergenerational maps project. Insights gained from performance framework are shared to illuminate the complexity of public pedagogy and its entanglement with place, public and knowledge. Findings: The critical reflection on the author's encounter with a pedagogical event points to the importance of using a new theorisation of public pedagogy (Charman and Dixon, 2021) as a useful generative method to guide the reading, learning and research within the fields of public pedagogy and intergenerational relations. Practical implications: The practical implications of this paper centres on its deployment of a new theorisation of public pedagogy as a useful framework for studying intergenerational interactions. This places these intergenerational interactional dynamics in the field of public pedagogy and can be practically applied to further develop desirable public pedagogical practices within the arena of public pedagogy. Originality/value: The paper offers a subjective interpretation of the author's experience with an intergenerational interaction project and presents an application of a theoretical framework to read events as pedagogical performances that brings insights into the pedagogical potential of these public performances.

Campus maps and architectural images from institutional websites were used to compare 45 collegiate institutions cited in prior literature as manifesting traits of either conventional or nonconformist student cultures. Based on person--environment interaction theory, it was anticipated that the physical traits of campuses associated with conventional student cultures would be more uniform than those of campuses associated with nonconformist student cultures. Nonparametric tests revealed significant differences in the anticipated direction on three of six aspects of architectural design (i.e., color, roofline, and ornamentation). Differences in uniformity of campus layout were in the anticipated direction but fell slightly short of statistical significance.

Geospatial technologies have revolutionised the field of hazard research as well as geography field-courses, providing powerful tools to analyse and visualise geospatial data for decision-making purposes. This paper presents a case study of Paper2GIS, an application for field data collection tested during an international field course in Seyðisfjörður, East Iceland. The field course was designed to expose students to the practical application of interdisciplinary geospatial technologies in hazard research. Students experienced geological/physical geography field mapping as well as data collection using Paper2GIS. The results demonstrate the effectiveness of Paper2GIS in facilitating hazard research with a participatory component, as well as the simplification of data collection during geography field courses. Paper2GIS proved to be an effective tool for enhancing collaboration, data visualisation, and decision-making. The findings provide valuable insights for researchers, practitioners, and educators looking to incorporate low-tech geospatial technologies into their work.

Amid the shift to virtual teaching and learning during the COVID-19 pandemic, educators across disciplines were faced with developing new teaching strategies for active learning and significant learning experiences. This paper discusses findings from a case study of integrating ArcGIS Online and StoryMaps for assignments and semester projects in systematic geography courses - health, population, and urban geography. The study assesses the process of incorporating the use of this technology into these upper-division undergraduate courses, with a mix of both geography and non-geography majors, and student perspectives on their learning of and engagement with this technology. With broader applications to different course, discipline, and education contexts, findings suggest increased student engagement, enhanced understanding of course topics and their practical applications, and an appreciation for the opportunity to learn within and work with geospatial technology.

Engineering identity has been repeatedly linked to the retention and success of engineering students, however, the current methods for understanding identity may not capture the holistic engineering identity journey. This study reviewed the method of utilising journey maps as a new approach to capture student engineering identity experiences. Interviews were conducted with 30 engineering students and early career engineers in which the participants responded to semi-structured, open-ended questions through the creation of their individual journey map. These maps were then thematically analysed to identify the key influences of engineering identity and the stage of their university journey when these influences occur. We determined that participants who strongly identify as engineers more often discussed and valued social identity experiences in the mid-year and final years of their degree, in contrast to participants who did not feel like engineers. We found that utilising journey maps as a tool for understanding identity allowed for a retrospective correlation between experience and impact, provided the participants space for authentic reflection and honoured the individuality of identity development. This method of journey mapping could be used to inform engineering education research in the further exploration and understanding of student identity development, reflective experiences and narrative storytelling.

The focus in this article is on the usefulness of spatial sequencing as a tactic for interpreting a map and organizing our memory of it. This skill is useful whenever some condition varies in a systematic way with distance. When students are asked whether they see a pattern on a map of a topic like wildfires or terrorist activity, some students can answer "yes" while using a different brain network and perceiving something very different from what the teacher thinks is "the" pattern. Unless a geographic pattern is quite simple and the map is well designed, human eyes may not perceive the pattern all at once. Map readers have to assemble a mental image of the pattern while their eyes jump around the page. This interaction of time and space can introduce distortions in perception. Part of becoming a good map reader, therefore, is learning how to guide your eyes to pick out patterns on maps.

Social network research often depends on the willingness of respondents to provide personal information about themselves and alters. Survey design strategies that increase willingness to share this information are necessary for social network research to be feasible, especially when name generators are used for sampling because rosters are unavailable. We conducted an experiment in which one group of respondents (n = 94) received an online survey that included an example network map and the other group (n = 100) received one that did not. Results show the map did not increase or decrease provision of network contacts nor influence the types of ties reported. Furthermore, respondents were reluctant to provide names and contact information of alters. Our study demonstrates the difficulty of collecting network information without a previously defined roster and an attempt to improve data collection through strategic survey design.

Conversations surrounding decolonial humanistic sociology have been guided by a moral imperative--to advance a radical critique of society for the purpose of reducing inequality. Storytelling has been used by marginalized groups to advance decolonization. Exactly how can instructors use the power of storytelling and maps to facilitate the study of migration among students? We argue that narratives, maps, and museum-like exhibitions can be used to teach human migration in a way that moves beyond the dominant approach of push-pull nation-centered demography. This contribution describes how decolonial humanistic sociology informed the development of the Global Migrations Exhibit Assignment: a hands-on learning experience focused on translating students' learning into action. We outline learning outcomes, review a sample of students' work, and consider the limitations of the assignment. We also consider the hostile responses those who use the assignment may face and discuss the peril this poses to academic freedom and democracy.

The paper focuses on the sociological adaptation and development of the mental mapping method within the study of national identity. 'Mental map' is defined as a spatial image or model formed over time in the individual or collective consciousness, while the method of mental mapping is interpreted as a graphic representation of a certain area by an informant at the request of a researcher. The study is based on the empirical application of mental mapping to the analysis of national identity among Ukrainian students (n=942). The paper outlines methodological and theoretical specifics of mental mapping and indicates perspectives of this method in the context of a visual sociological paradigm.

A range of structural, interpersonal and individual factors contribute to the extent to which people can access higher education and experience inclusion and equity once there. This paper considers the experiences of parents in higher education settings, and examines the extent to which universities in two countries support parents' inclusion through the facilities and services evident on their campus maps. The inclusion of such parent-related facilities and services on campus maps reflects not only a commitment to providing support infrastructure, but importantly to making them visible, promoting a culture of normalisation of parents and parenting in higher education. We used manifest content analysis to examine the campus maps of Australia's n = 37 and New Zealand's n = 8 public universities, with a total of 281 distinct physical sites identified. Childcare services, parents' rooms, baby change tables, nursing areas and parking-related services were identified, although the prevalence within and across sites varied greatly. A lack of clarity in labelling and inconsistency across different modes of maps pose barriers to access and visibility in some cases, and overall, reporting of parenting-related infrastructure was limited. Our analysis indicates that parents attending university campuses may face ongoing challenges as they navigate their dual academic and parenting responsibilities.

An "analogy" is a statement of relationship. A "spatial analogy" is an analogy based on a spatial relationship that is observed in a location. Spatial analogies can be based on any spatial relationship, including distance, direction, elevation, proximity, enclosure, or position in a pattern, region, or sequence - in short, every topic for spatial reasoning that has been mentioned in all five of the previous articles in this series. The symbols on the model or map have the same spatial relationships as the real-world features they represent. As a result, geography teachers could learn how to make better map-reading lessons by studying what psychologists and neuroscientists have discovered about the mental processes involved in thinking about analogies.