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.
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