THE DEVELOPMENT OF ACTIVITIES FOR TEACHING MAP SKILLS WHICH FACILITATE TRANSITIONS BETWEEN STAGES OF COGNITIVE DEVELOPMENT (JEAN PIAGET, SOCIAL STUDIES, ELEMENTARY SCHOOL)

TL;DRAbstract

Numerous studies have displayed a concern related to the elementary school child's inability to use maps commonly associated with the social studies program. There is a need to apply current knowledge about cognitive development to map skills instruction. The purpose of this study was to (1) identify map skills most commonly suggested for inclusion in elementary social studies programs; (2) identify criteria, based on Piaget's theories of cognitive development, which facilitate the transition between stages of development; and, (3) suggest activities for teaching selected map skills which demonstrate characteristics of these Piagetian criteria. The most commonly suggested map skills of direction, location, scale and symbols were identified through a reveiw of selected literature. Professional literature related to Piaget's theory about how children develop cognitive abilities and how movement between developmental stages (preoperational to concrete and concrete to formal) is facilitate

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