Abstract
Teaching map literacy skills in primary school is recognised as important in cultivating learners’ spatial capacity, high-level reasoning, and spatial perception, and in improving cognitive development. When learners learn about landmarks, dista
nce, and non-spatial attributes, spatial cognition is strengthened (Uttal, 2000). However, there are several studies confirming poor map reading and interpretation skills among learners, both locally and internationally. My motivation to undertake this study was drawn from my personal experiences as a Geography teacher, teaching map skills to grade 6 learners. This study, therefore, set out to explore the challenges teachers encounter when teaching map skills to grade 6 learners. Engestrom’s (2001) third-generation activity theory, called cultural-historical activity theory (CHAT), provides a lens to explore and identify challenges teachers encounter when teaching map skills. CHAT also enabled me to identify potential contradictions and tensions between the different nodes within the activity system and the potential for expanded learning opportunities.
A generic qualitative research design was best suited to this study as I set out to understand, capture and describe the essence of teachers’ experiences. Four participants teaching Social Sciences in grade 6 from four different schools were purposefully selected to participate in the study. Data was collected through semi-structured interviews, document analysis (lesson plans), and learner artefacts.
The data was analysed using thematic analysis and interpreted using the theoretical lens of CHAT. Four main themes were extracted. First, evidence from the data supports the view that teachers have a limited range of pedagogical approaches when teaching map skills. Next, teachers perceive that Geography is not sufficiently valued in the school system. The third theme highlights the challenges experienced by learners by the abstract nature of mapwork concepts. The last theme acknowledges the support, resources, and ongoing professional development as key to improving the teaching of mapwork. The conclusions from a CHAT perspective place emphasis on the importance of the entire system working together to achieve the desired object. It is important that each member in the community understands their roles and responsibilities, that division of labor is
shared, and that the rules within the system are observed. In this way, the outcome of improving children’s learning in map skills can be realised. Despite the valuable findings, given that this study only focused on four teachers, the generalisability of the findings is limited.