University of Montana - Gradcon Evaluating How Kinesthetic Learning Affects Skills and Attitudes of Fourth Grade Students in Montana Using the National Geographic State Giant Traveling Map of Montana University of Montana - Gradcon By Rebecca Kranitz Advisor: Dr. Sarah J. Halvorson University of Montana – Department of Geography April 27, 2017

Overview What is the State Giant Traveling Map of Montana? Methodology Research Questions Theoretical Framework Methodology Results

State Giant Traveling Map (SGTM) of Montana Designed by NatGeo Based on cognitive abilities of 3rd and 4th graders

Questions Can the SGTM of Montana positively change students’ attitudes regarding geography? Can the SGTM of Montana increase students’ self-efficacy? Can the SGTM of Montana help develop students’ map skills? What are teacher perceptions regarding the effectiveness and feasibility of implementing the SGTM of Montana as a resource to teach geography? This is an exploratory study to gain insight on the effectiveness of the SGTM as a resource to teach geography to elementary aged students.

Theoretical Framework Jean Piaget “The Child’s Conception of Space” (1956) Children go through distinct stages of cognitive development that correlate with spatial thinking skills Roper Public Affairs Geographic Literacy Study – 2006 Majority of young Americans (18-24) are geographically illiterate Fundamental problem with how geography is taught in public school system Scheyvens et al. (2008) On the theory of constructivism, “It is not enough just to do, and neither is it enough just to think. Nor is it enough to simply do and think. Learning from experience must involve linking the doing and the thinking,” (Gibbs 1998, p. 9) Shams and Seitz, (2008) “… multisensory-training protocols can better approximate natural settings and are more effective for learning.” Druyan (1997) “… efficiency of the kinesthetic experience in promoting the concept of length…” Druyan’s study on kinesthetic learning support’s piaget’s theory that sensorimotor activities when the child is young helps solidify abstract concepts as they move into the concrete stage of development

Sample Population Data will be collected from fourth grade classes near Missoula, Montana Victor School (1) Potomac School (1) Clinton School (1) Target Range Elementary (3) Total Population: Student Population = ~150 students Teacher Population = ~4 teachers

Data Collection Mixed-Methods Approach Quantitative Student Assessment Distribution of Materials Teacher administered pre-assessment Teacher administered map lessons Teacher administered post-assessment Teacher survey Collection of Materials Data Collection Mixed Methods approach – quantitative student assessment and qualitative teacher survey Pre and post assessments are identical Mixed-Methods Approach Quantitative Student Assessment Qualitative Teacher Survey

Student Assessment and Teacher Survey Student assessment taken from NAEP – publishes national results – control

Data Analysis Open Coding Theoretical Concepts Thematic Coding Scoring guides from NAEP, coding for teachers Student Survey – use Excel to keep track of data

Results Reinforce National Geographic’s claim that the State Giant Traveling Maps are “educationally powerful tools for introducing geography and map reading skills to students…” (National Geographic 2016). Modify existing lessons and materials to better meet the needs of teachers Gather evidence that supports the use of constructivism and kinesthetic learning style lessons to teach geography Inspire a group of young students to continue their education in geography

Questions & Suggestions