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dc.contributor.authorDriver, Ian Nicholas
dc.date.accessioned2020-07-16T19:38:00Z
dc.date.available2020-07-16T19:38:00Z
dc.identifier.urihttps://hdl.handle.net/10898/12424
dc.description.abstractThe purpose of this study was to examine teacher dispositions towards teaching spatial thinking through geography. The researcher used the questionnaire variant convergent mixed methods research design to gain both quantitative and qualitative data. The participants of the study were 220 social studies teachers who teach 6th-12th grade in the state of Georgia. Each participant completed the Teaching Spatial Thinking through Geography Disposition Inventory along with three open-ended questions. The researcher analyzed the results of the of the Teaching Spatial Thinking through Geography Disposition Inventory to determine if there were any statistically significant differences in participant scores based on age, gender, teaching experience, education level, and grade level taught. The results showed no statistically significant differences. In addition, the disposition scores were analyzed to determine if age, gender, teaching experience, education level, and grade level taught predict one’s disposition towards teaching spatial thinking through geography. The results showed that age, gender, teaching experience, education level, and grade level taught are not statistically significant predictors of one’s disposition towards teaching spatial thinking. For the qualitative portion of the study, the three open-ended questions were analyzed to provide insight related to teachers’ perception of teaching spatial thinking through geography and challenges experienced related to teaching spatial thinking through geography. The results indicated that teachers perceive spatial thinking to be important but also have a sense of uncertainty about it. The results also highlighted four challenges connected to teaching spatial thinking: pressure to teach the standards, lack of time, lack of training, and lack of technology. The implications of the quantitative and qualitative results are discussed.
dc.subjectCollege of Education
dc.titleExamining Teacher Dispositions Towards Teaching Spatial Thinking Through Geography
dc.date.updated2020-07-15T22:03:26Z
dc.language.rfc3066en


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