MIDDLE-SCHOOL STUDENTS MAP CONSTRUCTION - UNDERSTANDING COMPLEX SPATIAL DISPLAYS

The process of map making by 12 middle-school students' was examined i n depth to determine what actions influence the resulting accuracy of their maps, how prior knowledge helps them to produce their maps, and what can be learned through map making. Students were audio- and video -taped while they constructed maps either individually, in a dyad, or in a group of four. Students' Verbal transcripts were analyzed for loc ations of spoken recognition of the interconnections between map eleme nts, and students' maps were scored for accuracy. Results indicate tha t a relationship exists between student recognition of map element int erconnections and subsequent map accuracy. These results suggest that instruction which focuses on recognition of interconnections of map el ements can promote map reasoning skills.