An analysis of the geographic knowledge of preservice teachers at selected Midwestern universities.

摘要

This study is assessed the geographic knowledge of preservice teachers. Students in Kansas schools are expected to achieve a specific geographic standard and it is recommended that teachers in grades K--12 have a substantial background knowledge in geography (Kansas Curricular Standards for Civics-Government, Economics, Geography and History, 1999).; A Pearson r test was used to determine a correlation of the dependent variables, NCGE Competency-Based Geography Test for Secondary Level three test sections (map/place location, physical geography and human geography). A two-way (2 x 3) ANOVA was chosen to determine the statistical significance of the independent variables of gender, teaching level, and the level of geographic information acquired weekly form media sources.; The results of the statistical analysis showed that there was no correlation between the test subjects ability to show map/place location knowledge and their physical and human geographic knowledge. A regression model showed that the variables of gender, teaching level and teacher level of information account for 19% of the criterion variable (total test score) with gender being the highest predicator at 11%. Males do better than females and secondary teachers do better than elementary and middle level teachers, but these factors do not interact. Results of this study suggest that teacher education institutions need to address the fact that female preservice teachers, elementary in particular, are deficient in their geographic knowledge. This study suggests that teacher methods courses be redesigned to address this limitation of geographic knowledge.