Methods and Content Concepts Acquired in Social Studies Lessons that Utilize Maps

Abstract

In social studies lessons in Japan, up until now lessons concerned with maps have been positioned as the ‘nurturing of skills.’ Despite the fact that much groundbreaking research and practical implementation experience has accumulated up until now, the fact that the power to make active use of maps has not been instilled in children remains a problematic issue for map study in Japan. 　Children must acquire the methodological concepts of ‘spatial axes’ and ‘cognition of scale’ through lessons that make use of maps. However, in map study lessons in Japan up till now, the acquisition of the concept of ‘spatial axes’ has not been deliberately carried out. Also, lessons on map scale have not been taught with regard to the spatial axis in the vertical direction. In particular, lessons about the fact that depending on the differences in scale, there are differences in the phenomena that are represented on maps, have been overlooked in map study in Japan. Because of that, the acquiring of a ‘cognition of scale’ has not been achieved. Clues to solving these problem issues can be found in the British map textbook Mapstart. In Mapstart, in order to have children acquire the ‘spatial axes’ and ‘cognition of scale’ that are the basis for skills in map reading, the lesson contents have been arranged in a planned and systematic way. 　In classes designed using the instructional theory of conceptual-research-type social studies education, through analyzing the information obtained from the maps that are used as study materials, the content concept of ‘regional cognition including causal relationships’ can be acquired. ‘Regional cognition including causal relationships’ is knowledge that explains regional characteristics, in which the cognitive map that is formed based on the information obtained from reading the map, and the knowledge that explains the causal relationships between social phenomena that is obtained from analyzing and considering study topics, are tied together. In ‘regional cognition including causal relationships,’ the basic concepts of geography are incorporated. Therefore, when children obtain information from maps in new lessons about other regions, they can actively utilize these concepts. 　This research paper relates the concepts of ‘spatial axes,’ ‘cognition of scale,’ and ‘regional cognition including causal relationships,’ which are acquired through study that utilizes maps, with the social studies lessons that form these respective concepts and clarifies them. Additionally, it points out problematic issues in map study in Japan and methods for improvement, and makes clear the significance of acquiring method concepts and content concepts in social studies lessons that make use of maps. Moreover, by developing a class instructional model for junior high school, it demonstrates the effectiveness of the theory.