1. 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

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

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

4. 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.

5. 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

6. 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

7. 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

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

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

10. 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

11. Questions & Suggestions