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Fostering students’ geographical synthetic thinking using geographic subject mind maps

Author

Listed:
  • Zhijie Huang

    (East China Normal University)

  • Ye Yang

    (East China Normal University)

  • Lirong Dong

    (Wuxiang High School)

  • Aimin Gao

    (Yantai No. Three Middle School)

  • Zhenyu Guo

    (Heilongjiang Provincial Experimental High School)

  • Jiasheng Wang

    (Chongqing Nankai Middle School)

  • Xia Zhang

    (Shanghai Ganquan Foreign Languages Middle School)

  • Yuanpeng Zhao

    (Karamay Senior High School)

  • Xiaoxu Lu

    (East China Normal University)

Abstract

The term “geographical synthetic thinking” is taken from the latest Chinese version of the “Geography Curriculum Standards” (General High School 2017 edition, Compulsory Education 2022 edition) and is one of the four core competencies prioritized in the teaching of geography at the secondary-school level. This study proposes that using geographic subject mind maps improves students’ geographical synthetic thinking and develops a set of geographic subject mind map (GSMM) drawing standards for teachers and matching standards and suggestions for teaching applications. Seven geography teachers and their students from eight class sections in seven provinces and cities in China were recruited to participate in the study. The teachers taught students how to use geographic subject mind maps designed to develop students’ geographical synthetic thinking in the geography classroom. After 4–5 experimental lessons, the geographical synthetic thinking level of the 267 valid student participants showed a significant improvement, with a statistically significant difference between pretest and posttest scores. The teachers’ level of application of geographic subject mind maps in teaching was significantly and positively correlated with the students’ improvements in geographical synthetic thinking, demonstrating that the standardized use of geographic subject mind maps in accordance with teaching application standards can effectively improve students’ geographical synthetic thinking levels.

Suggested Citation

  • Zhijie Huang & Ye Yang & Lirong Dong & Aimin Gao & Zhenyu Guo & Jiasheng Wang & Xia Zhang & Yuanpeng Zhao & Xiaoxu Lu, 2024. "Fostering students’ geographical synthetic thinking using geographic subject mind maps," Palgrave Communications, Palgrave Macmillan, vol. 11(1), pages 1-17, December.
    • Handle: RePEc:pal:palcom:v:11:y:2024:i:1:d:10.1057_s41599-024-03312-x
    DOI: 10.1057/s41599-024-03312-x
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    References listed on IDEAS

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    1. Caroline Green & Owen Molloy & Jim Duggan, 2021. "An Empirical Study of the Impact of Systems Thinking and Simulation on Sustainability Education," Sustainability, MDPI, vol. 14(1), pages 1-30, December.
    2. Bach Q. Ho, 2021. "Effects of Learning Process and Self-Efficacy in Real-World Education for Sustainable Development," Sustainability, MDPI, vol. 13(1), pages 1-11, January.
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