Learning to Interpret Topographic Maps: Understanding Layered Spatial Information

• In Event: 25.017 - Supporting Spatial Thinking to Enhance STEM Learning

Abstract

Two-dimensional (2D) diagrams representing three-dimensional (3D) spatial relations are pervasive in science, technology, engineering, and mathematics (STEM) fields (e.g., Ishikawa & Kastens, 2005; Shah & Carpenter, 1995; Steiff, Hegarty, & Dixon, 2010). Yet, such diagrams are often difficult for students to comprehend. In earth science disciplines, a critical skill is learning to interpret topographic maps that use contour lines to encode elevation information and represent the 3D shape of the structures in the real world. Researchers and educators have found that novices struggle with this task (e.g., Rapp et al., 2007; Clark et al., 2008). The aim of this study was to investigate how to facilitate students’ understanding about how shape and elevation information is represented on a topographic map. Specifically, we explored how to help students learn that elevation information is encoded using contour lines, and how to help them learn that the 2D patterns created using groups of contour lines on a topographic map depict the shapes of the 3D structures in the real world. We took advantage of two tools commonly used in STEM education to support students’ learning of complex spatial tasks: gestures, which are used to highlight and/or portray multifaceted spatial information; and language, which uses individual words to stand for categorical concepts (Atit et al., 2013; Jackendoff & Landau, 1991).

In Experiment 1, we compared two interventions using two kinds of gestures routinely used by experts when explaining complex diagrams (Atit et al., 2013). One intervention used pointing-and-tracing gestures to focus students’ attention on contour lines representing elevation information on a topographic map. The second intervention used 3D gestures and models to help students align the contour patterns on the map to the 3D shape of the structure in the real world. Pointing-and-tracing facilitated understanding relative to text-only as well as no-instruction comparison groups, but shape gestures did not help more than text-only instruction. In Experiment 2, we investigated the role of verbally providing conceptual frameworks that emphasized either elevation or shape information paired with pointing-and-tracing gestures found to work best in Experiment 1. Participants did better on items regarding elevation when language highlighted elevation and better on items requiring shape when language highlighted shape.

These results suggest that pointing-and-tracing gestures can be used to focus students’ attention to relevant elevation information denoted by contour lines on a topographic map. Furthermore, focused conceptual information in the accompanying speech can help the learner understand how to use the pertinent information. As diagram interpretation is a critical skill in many STEM disciplines, understanding how these tools can be effectively used to teach certain skills may have boarder implications for learning in STEM classrooms.

Authors

• Kinnari Atit, Northwestern University

• Steven M. Weisberg, University of Pennsylvania

• Nora Newcombe, Temple University

• Thomas Shipley, Temple University