An Evaluation of Map Literacy of Social Studies Preservice Teachers

Abstract

This study aims to determine the level of map literacy of social studies prospective teachers. The research was carried out using the correlational survey model. Developing Valid and Reliable Map Literacy Scale were utilized as the data collection tool. The research was conducted on 221 social studies undergraduate students in the 2016-2017 academic year. Multiple linear regression analysis technique was applied for the sub-problems of the research. The findings of the research regarding the correlations between the predictive variables and the dependent variable showed a positive and moderate correlation between the students’ levels of map literacy and variables such as competence in the frequency of using map, the frequency of activity by maps, and the level of interest in geography. On the other hand, a positive and weak correlation was explored between the students’ levels of map literacy and variables such as the frequency of activity with maps. The results of the partial correlations between the predictive variables and the dependent variable indicated that the students’ levels of map literacy had a positive and weak relationship with the frequency of using map and the frequency of activity with maps variables. On the other hand, that students’ levels of map literacy were determined to have a positive and moderate relationship with the level of interest in geography variable. In addition, students’ levels of map literacy were found out to have a moderate and significant relationship with the frequency of using map, the frequency of activity with maps, and the level of interest in geography variables. The results of the research explored that the map activities were a moderate predictor of map literacy. For this reason, it is suggested that emphasis should be given to the courses and practices that will develop the students’ map skills in the social studies undergraduate curriculum.

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