Abstract This research was based on an instructional module developed and used to investigate whe... more Abstract This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the ...
As an action research project, using mixed methodology, this study investigated how the use of ma... more As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students' communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included preand post-math assessment, students' math journals, interviews with the students, and teacher's reflective journal. Findings of the study indicated that the use of math journals positively influenced the students' communication of mathematical thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and teacher and an assessment tool for the teacher. The implications of this study regarding students' writing ability and time constraints issues were also discussed.
A volume in International Social Studies Forum: The Series Series Editors Richard Diem, Universit... more A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner. Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view, from 1984 through 2009, of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.
Using a qualitative approach, this study investigated how the use of GIS technology affected four... more Using a qualitative approach, this study investigated how the use of GIS technology affected fourth graders' geography learning and understanding of place. For this study, a GIS module was developed and implemented. The data gathering included transcripts from video and audio recordings of classroom instructions, interviews with the students and the teacher, field notes and students' work. Findings of the study include that the use of GIS influenced the students' geography learning by enhancing the whole group discussion, helping them connect to their prior experiences, and assisting them in making in-depth observations. Thus, the students learned about place by first recognizing familiar places and then expanding by defining the relationships between those places. In building understanding of place, the students used various thinking skills as well as map skills holistically and simultaneously as the situation warranted, rather than hierarchically when GIS technology was used.
Abstract Using data-driven practices, such as peer feedback, teachers can improve classroom instr... more Abstract Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning.
Lack of communication between cooperating teachers and preservice teachers is one of the most com... more Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education ...
"Remember where the train station used to be? Turn left at that corner." Often, when gi... more "Remember where the train station used to be? Turn left at that corner." Often, when giving directions, we assume familiarity with historical landscapes. We expect that the listener can adjust "layers of mental maps" from the past and present to imagine a specific location. By developing students' knowledge of historical landscapes, we deepen their abilities to understand our changing physical and social geography. Our students will help plan and build the landscapes of the future.They need to value and understand the land's past if they are to create socially and environmentally sustainable communities. Many state curricula require the teaching of local history in elementary and middle grades. We would like to introduce teachers to a wonderful online resource for displaying images of local communities as they may have looked more than 100 years ago. We also suggest ways to analyze changes to the landscape by comparing these historical maps with current cartographic images. By comparing images at MapQuest with those at the Panoramic Maps Collection at a Library of Congress website, students are moving to higher analytical skills beyond simple location and magnification. When students look at landscapes around them and ask, "Why is that there?" they must use critical and analytical thinking skills to evaluate spatial information. History, geography, science, math, and language arts are all used to understand and interpret the information presented in these maps. The Panoramic Maps Collection From the late 1840s until the early 1900s, artists drew "bird's-eye view" landscapes of hundreds of American cities and towns. These popular "panoramic maps" provide a detailed, if somewhat idealized, image of American communities from a past era. As the nation grew and aerial photography became possible, these maps were no longer fashionable, but today they are a teaching treasure. A map of your community (or at least one from your state) may well be in the Panoramic Map Collection, 1847-1929. The landscapes were drawn as if viewed from a hot air balloon, which was the only aerial transport until 1903. Most of the research for the maps, however, was done on foot and with the use of existing maps. The drawings were painstakingly rendered and made into lithographs for mass production and sales. Five artists produced most of the maps in this collection. Local chambers of commerce often funded these panoramic maps, with specific businesses paying for a featured image in the map's border art. Wealthy individuals, whose mansions might be shown in a detailed inset, underwrote some of the maps. Real estate agents and chambers of commerce used the maps with prospective buyers of homes and business properties. Some maps showed not only the existing city, but areas planned for development. People would hang framed panoramic maps of their towns prominently in their homes. In the collection, there are maps from each of the 48 contiguous states, some of which have only one map (Arizona, Delaware, and Idaho) while others have hundreds (Pennsylvania has 208). There are also maps of communities in the Canadian provinces. New York and Pennsylvania were the two most populous states between the years 1870 and 1890. Pennsylvania was a central rail hub, and many travelers passing through might have wanted a souvenir of their visit--a panoramic map! The activity described below involves maps of Philadelphia, Pennsylvania, from different decades in the 1800s. Teachers may also visit "The Learning Page" at the Library of Congress to glean other teaching suggestions for exploiting the Panoramic Maps Collection, at memory.loc.gov/ ammem/ndlpedu/collections/pmap/. Today, the fine details on these maps can be enjoyed online. Students can zoom into a map to locate streets, neighborhoods, and specific physical features. If there is a map of your city or town, it will be fun to search for familiar places to see how they appeared more than 100 years ago. …
... One of my favorite selections is Yunmi and Halmoni 's Trip, written by Sook Nyul Cho... more ... One of my favorite selections is Yunmi and Halmoni 's Trip, written by Sook Nyul Choi (1997), in which the author shows us how an American girl experiences and deals with cultural dif-ferences in Korea. ... Choi, SN 1997. Yunmi and Halmoni's trip. Hudson, J. C. 2000. ...
The Councilor: A Journal of the Social Studies, 2010
Examining the current beliefs and practices of elementary social studies teachers and preservice ... more Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.
This research investigated what Illinois children know about two of the most commonly taught geog... more This research investigated what Illinois children know about two of the most commonly taught geographic concepts in grades three through five: landform and region. Thirty-three children from diverse 3- 5th grade classes were interviewed to learn what the children knew about these concepts. The findings from this study indicated that the elementary children seemed to develop their understanding of geographic concepts as they progress in their learning; however, they seemed to focus on small pieces of knowledge, rather than developing a big picture of geography concept. Also, children were more likely to provide an accurate example of a concept than an accurate definition. Therefore, teachers need to use examples to illustrate concepts and guide children to formal understanding of attributes and definitions of concepts.
Using both quantitative (survey) and qualitative (reflection papers) approaches, this study repor... more Using both quantitative (survey) and qualitative (reflection papers) approaches, this study reported the experiences and perceptions that elementary preservice teachers had using GIS technology after completing GIS training. The GIS training provided in this study was helpful and user-friendly, and the preservice teachers acknowledged the benefit of GIS in elementary classrooms. On the other hand, the findings from this study raised the issues that geography education community needs to pay more attention to the status of geography education in the elementary curriculum and its impact on geography education in all levels.
The spatial thinking skills and attitudes of geography majors were compared with those of future ... more The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on five factors: major, gender, travel experience, geography courses, and experience using geographic information systems (GIS). For both outcome measures, results showed that the mean scores for elementary education majors were significantly lower than scores from secondary social studies majors and geography majors. Geography majors outperformed both groups of education majors on both measures. Implications for the preparation of geography teachers are discussed.
The report of the American Educational Research Association (AERA) Panel on Research and Teacher ... more The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education. The report was timely, as many outside the field of education question the need for teacher preparation programs as well as their effectiveness in preparing highly qualified teachers as defined by the "No Child Left Behind" legislation (U. S. Department of Education, 2001). In response, teacher preparation programs need to base their work on solid evidence that indicates whether or not teachers are well prepared by their programs and whether they have a positive impact on student achievement (Darling-Hammond, 2006; AERA Panel on Research and Teacher Education, 2005). Without question, university-based t...
Abstract: The use of data-driven practices to improve classroom instruction and student learning ... more Abstract: The use of data-driven practices to improve classroom instruction and student learning is part of public education accountability today. Response to Intervention (RtI), Positive Behavioral Supports (PBIS), and the use of reading assessments (eg, Dibels, ...
Abstract This research was based on an instructional module developed and used to investigate whe... more Abstract This research was based on an instructional module developed and used to investigate whether GIS can be used to enhance fourth grade students' geographic knowledge and map skills. Another goal was to identify challenges the teachers and the ...
As an action research project, using mixed methodology, this study investigated how the use of ma... more As an action research project, using mixed methodology, this study investigated how the use of math journals affected second grade students' communication of mathematical thinking. For this study, math journal instruction was provided. The data gathering included preand post-math assessment, students' math journals, interviews with the students, and teacher's reflective journal. Findings of the study indicated that the use of math journals positively influenced the students' communication of mathematical thinking and the use of math vocabulary. Additionally, math journals served as a communication tool between the students and teacher and an assessment tool for the teacher. The implications of this study regarding students' writing ability and time constraints issues were also discussed.
A volume in International Social Studies Forum: The Series Series Editors Richard Diem, Universit... more A volume in International Social Studies Forum: The Series Series Editors Richard Diem, University of Texas at San Antonio and Jeff Passe, University of North Carolina, Charlotte January 2009 marked the 25th anniversary of one of the most famous three minutes of television history. It was during half-time of the 1984 Super Bowl that APPLE show cased its new Macintosh Computer in an avant-guard commercial. In the following three weeks sales of the new computer, in both the public and private sectors, took off leading some to note this occasion as the "true" start of the information age. At the same time schools joined this so-called information revolution and began to use the new technology, in various forms, in a much more serious manner. Given both the changing nature of technology, as well as its classroom applications, over the past quarter century this work's goal is to capture the historical trends of both use and application of information technology in the social studies during this era. This is done by providing a retrospective view, from 1984 through 2009, of where we've been, where we are, and a view of new tools and strategies and possible studies that are emerging that can enhance our understanding of the effects that technology has and will have on the social studies.
Using a qualitative approach, this study investigated how the use of GIS technology affected four... more Using a qualitative approach, this study investigated how the use of GIS technology affected fourth graders' geography learning and understanding of place. For this study, a GIS module was developed and implemented. The data gathering included transcripts from video and audio recordings of classroom instructions, interviews with the students and the teacher, field notes and students' work. Findings of the study include that the use of GIS influenced the students' geography learning by enhancing the whole group discussion, helping them connect to their prior experiences, and assisting them in making in-depth observations. Thus, the students learned about place by first recognizing familiar places and then expanding by defining the relationships between those places. In building understanding of place, the students used various thinking skills as well as map skills holistically and simultaneously as the situation warranted, rather than hierarchically when GIS technology was used.
Abstract Using data-driven practices, such as peer feedback, teachers can improve classroom instr... more Abstract Using data-driven practices, such as peer feedback, teachers can improve classroom instruction and student learning.
Lack of communication between cooperating teachers and preservice teachers is one of the most com... more Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education ...
"Remember where the train station used to be? Turn left at that corner." Often, when gi... more "Remember where the train station used to be? Turn left at that corner." Often, when giving directions, we assume familiarity with historical landscapes. We expect that the listener can adjust "layers of mental maps" from the past and present to imagine a specific location. By developing students' knowledge of historical landscapes, we deepen their abilities to understand our changing physical and social geography. Our students will help plan and build the landscapes of the future.They need to value and understand the land's past if they are to create socially and environmentally sustainable communities. Many state curricula require the teaching of local history in elementary and middle grades. We would like to introduce teachers to a wonderful online resource for displaying images of local communities as they may have looked more than 100 years ago. We also suggest ways to analyze changes to the landscape by comparing these historical maps with current cartographic images. By comparing images at MapQuest with those at the Panoramic Maps Collection at a Library of Congress website, students are moving to higher analytical skills beyond simple location and magnification. When students look at landscapes around them and ask, "Why is that there?" they must use critical and analytical thinking skills to evaluate spatial information. History, geography, science, math, and language arts are all used to understand and interpret the information presented in these maps. The Panoramic Maps Collection From the late 1840s until the early 1900s, artists drew "bird's-eye view" landscapes of hundreds of American cities and towns. These popular "panoramic maps" provide a detailed, if somewhat idealized, image of American communities from a past era. As the nation grew and aerial photography became possible, these maps were no longer fashionable, but today they are a teaching treasure. A map of your community (or at least one from your state) may well be in the Panoramic Map Collection, 1847-1929. The landscapes were drawn as if viewed from a hot air balloon, which was the only aerial transport until 1903. Most of the research for the maps, however, was done on foot and with the use of existing maps. The drawings were painstakingly rendered and made into lithographs for mass production and sales. Five artists produced most of the maps in this collection. Local chambers of commerce often funded these panoramic maps, with specific businesses paying for a featured image in the map's border art. Wealthy individuals, whose mansions might be shown in a detailed inset, underwrote some of the maps. Real estate agents and chambers of commerce used the maps with prospective buyers of homes and business properties. Some maps showed not only the existing city, but areas planned for development. People would hang framed panoramic maps of their towns prominently in their homes. In the collection, there are maps from each of the 48 contiguous states, some of which have only one map (Arizona, Delaware, and Idaho) while others have hundreds (Pennsylvania has 208). There are also maps of communities in the Canadian provinces. New York and Pennsylvania were the two most populous states between the years 1870 and 1890. Pennsylvania was a central rail hub, and many travelers passing through might have wanted a souvenir of their visit--a panoramic map! The activity described below involves maps of Philadelphia, Pennsylvania, from different decades in the 1800s. Teachers may also visit "The Learning Page" at the Library of Congress to glean other teaching suggestions for exploiting the Panoramic Maps Collection, at memory.loc.gov/ ammem/ndlpedu/collections/pmap/. Today, the fine details on these maps can be enjoyed online. Students can zoom into a map to locate streets, neighborhoods, and specific physical features. If there is a map of your city or town, it will be fun to search for familiar places to see how they appeared more than 100 years ago. …
... One of my favorite selections is Yunmi and Halmoni 's Trip, written by Sook Nyul Cho... more ... One of my favorite selections is Yunmi and Halmoni 's Trip, written by Sook Nyul Choi (1997), in which the author shows us how an American girl experiences and deals with cultural dif-ferences in Korea. ... Choi, SN 1997. Yunmi and Halmoni's trip. Hudson, J. C. 2000. ...
The Councilor: A Journal of the Social Studies, 2010
Examining the current beliefs and practices of elementary social studies teachers and preservice ... more Examining the current beliefs and practices of elementary social studies teachers and preservice teachers suggests that there are similarities and differences between how they perceive their roles as curricular-instructional gatekeepers (Thornton, 1991). Using both survey data and focus groups, cooperating teachers describe their contemporary elementary social studies teaching practices as a blend of stand-alone activities and integrated instruction. Elementary teachers recommend more hands-on activities and literacy development strategies be taught in social studies methods classes. Preservice teachers also reported their preferred teaching practices and rationales in social studies, showing some significant differences from cooperating teachers.
This research investigated what Illinois children know about two of the most commonly taught geog... more This research investigated what Illinois children know about two of the most commonly taught geographic concepts in grades three through five: landform and region. Thirty-three children from diverse 3- 5th grade classes were interviewed to learn what the children knew about these concepts. The findings from this study indicated that the elementary children seemed to develop their understanding of geographic concepts as they progress in their learning; however, they seemed to focus on small pieces of knowledge, rather than developing a big picture of geography concept. Also, children were more likely to provide an accurate example of a concept than an accurate definition. Therefore, teachers need to use examples to illustrate concepts and guide children to formal understanding of attributes and definitions of concepts.
Using both quantitative (survey) and qualitative (reflection papers) approaches, this study repor... more Using both quantitative (survey) and qualitative (reflection papers) approaches, this study reported the experiences and perceptions that elementary preservice teachers had using GIS technology after completing GIS training. The GIS training provided in this study was helpful and user-friendly, and the preservice teachers acknowledged the benefit of GIS in elementary classrooms. On the other hand, the findings from this study raised the issues that geography education community needs to pay more attention to the status of geography education in the elementary curriculum and its impact on geography education in all levels.
The spatial thinking skills and attitudes of geography majors were compared with those of future ... more The spatial thinking skills and attitudes of geography majors were compared with those of future teachers majoring in elementary education and secondary social studies education. Scores were obtained for each group on two measures: the spatial skills test and the attitude toward spatial thinking inventory. Mean differences were examined based on five factors: major, gender, travel experience, geography courses, and experience using geographic information systems (GIS). For both outcome measures, results showed that the mean scores for elementary education majors were significantly lower than scores from secondary social studies majors and geography majors. Geography majors outperformed both groups of education majors on both measures. Implications for the preparation of geography teachers are discussed.
The report of the American Educational Research Association (AERA) Panel on Research and Teacher ... more The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education. The report was timely, as many outside the field of education question the need for teacher preparation programs as well as their effectiveness in preparing highly qualified teachers as defined by the "No Child Left Behind" legislation (U. S. Department of Education, 2001). In response, teacher preparation programs need to base their work on solid evidence that indicates whether or not teachers are well prepared by their programs and whether they have a positive impact on student achievement (Darling-Hammond, 2006; AERA Panel on Research and Teacher Education, 2005). Without question, university-based t...
Abstract: The use of data-driven practices to improve classroom instruction and student learning ... more Abstract: The use of data-driven practices to improve classroom instruction and student learning is part of public education accountability today. Response to Intervention (RtI), Positive Behavioral Supports (PBIS), and the use of reading assessments (eg, Dibels, ...
Uploads
Papers by Eui-Kyung Shin