A framework for the inclusion of spatial thinking in undergraduate Geography modules: a case study of selected South African universities

Abstract

Various research projects have proven the importance of spatial thinking in Geography curricula. However, a comprehensive framework for improving spatial thinking in undergraduate Geography modules is lacking. This research paper addresses this shortfall by developing a framework for improving spatial thinking skills in undergraduate Geography modules at South African universities. This framework was developed based on previous studies by the authors to determine the extent and nature of the incorporation of spatial thinking into the syllabi of a selection of undergraduate Geography modules at South African universities. It included a critical assessment of the methods used by the lecturers to convey module content to foster students’ spatial thinking abilities, consideration of the disposition of these lecturers towards teaching spatial thinking, and an assessment of their considerations when developing new Geography modules. Finally, an analysis and critical assessment were conducted on the spatiality of the questions posed in formative and summative assessments and the spatial thinking capabilities of undergraduate Geography students at the selected universities. While this paper outlines this framework, it also encourages Geography departments to implement it as a first step towards enhancing spatial thinking within their curricula and to recommit to teaching spatial thinking to undergraduate Geography students.

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