Developing Valid and Reliable Map Literacy Scale

Year 2014, Volume: 4 Issue: 2, 120 - 137, 31.08.2014

Hakan Koç , Selçuk Beşir Demir

Abstract

The purpose of the present study is to develop a valid and reliable map literacy scale that is able to
determine map literacy of individuals, especially that of high school and university students. The study
sample was composed of 518 students studying at various faculties at Cumhuriyet University and high
schools in Sivas and its counties. With this aim in mind, an initial item pool for piloting was prepared
in line with the literature, and expert opinion was sought on the item pool. After the piloting exercise,
the draft scale was administered to the study sample. Exploratory factor analysis (EFA) was carried out
to investigate the factor structure of the scale; confirmatory factor analysis (CFA) was carried out to
test construct validity of the scale along with other validity analyses. As a result of the exploratory
factor analysis, it was seen that the scale was composed of 4 factors. These factors are as follows:
reading and interpreting maps, using maps, carrying out procedures in maps, and sketching maps. 

Keywords

Maps, map skills, map reading and interpretation, map use, sketching maps

References

• Aksoy, B. & Sönmez, Ö. F, (2012). An examination of secondary school students’ map use skills. Turkish Studies-International Periodical for the Languages, Literature and History of Turkish or Turkic, 7(1),1905-1924. Retrieved from http://www.turkishstudies. net/Makaleler/1217137299_106_s%c3%b6nmez%c3%b6merfaruk_aksoyb%c3%bclent_ 1905-1924.pdf
• Aksoy, H. & Ünlü, M. (2012). The impact of practicing with map skills on students’ attitudes in geography lessons. Marmara Geography Journal, 26, 16-41. Retrieved from http://www.marmaracografya.com/pdf/26.2.pdf
• Bahar, H. H., Sayar, K., & Başıbüyük, A. (2010). An investigation into elementary school students’ outline plan skills. (The case of Erzincan), Fırat University Journal of Social Sciences, 20(1), 229-246. Retrieved from http://web.firat.edu.tr/sosyalbil/ dergi/arsiv/cilt20/sayi1/229-246.pdf
• Bartholomew, D. J., Knott, M., & Moustaki, I, (2011). Latent variable models and factor analysis: A unified approach. West Sussex: Wiley.
• Beddis, R. (1983). Introduction in maps and map work: a practical guide to maps and map work in the primary school. Bristol: RLDU.
• Board of Education, Ministry of National Education (2005). Curriculum for geography lesson, Ankara, Turkey: Board of Education, Ministry of National Education.
• Brown, T. A. (2006). Confirmatory factor analysis for applied research. New York: Guilford Pres.
• Brownlow, C. (2004). SPSS explained. London: Routledge.
• Buckley, A. R., Muehrcke, P. C., & Muehrcke, J. O. (2011). Map use: Reading, analysis and interpretation. Redlands, CA: Esri Pres
• Byrne, B. M. (1998). Structural equation modeling with LISREL, PRELIS, and SIMPLIS:Basic concepts, applications and programming. Mahwah, NJ: Lawrence Erlbaum.
• Carswell, R. J. B. (1971). The role of the user in the map communication process: Children’s abilities in topographic map reading. Cartographica: The International Journal for Geographic Information and Geovisualization 8 (2): 40–45.
• Catling S. J. (1998). Geographical work in primary and middle schools, Sheffield: Geographical Association.
• Child, D. (2006). The essentials of factor analysis. London: Continuum International Publishing Group.
• Clarke, D. (2003). Are You Functionally Map Literate?, Proceedings of the 21st International Cartographic Conference (ICC) Durban, South Africa, 10 - 16 August, 713-719.
• Cronbach, L. J., Schönemann, P., & McKie, D. (1965). Alpha Coefficients for StratifiedParallel Tests. Educational and Psychological Measurement, 25(2), 291-312. doi: 10.1177/001316446502500201
• Demiralp, N. (2006). Map and sphere use skills in geography education, Journal of Gazi Education Faculty, 4(3), 323-343. Retrieved from http://www.tebd.gazi.edu.tr/arsiv/ 2006_cilt4/sayi_3/323-343.pdf
• Demirkaya, H., Çetin, T., & Tokcan, H. (2004). The methods to be used in teaching directions in elementary schools, Gazi University Faculty of Education Journal, 24(3):39-70. Retrieved from http://www.gefad.gazi.edu.tr/window/dosyapdf/2004/3/2004-3-39-70-3- hilmidemirkaya-turhancetin-haliltokcan.pdf
• Fabrigar, L. R. & Wegener. D. T. (2011). Exploratory factor analysis. Oxford: Oxford University Pres.
• Gerber, R. & Wilson, P. (1989). Using maps well in the geography classroom. in J. Fien, R. Gerber and P. Wilson (Ed.) The Geography Teacher’s Guide to the Classroom, Melbourne: Macmillan.
• Gilmartin, P. P., and J. C. Patton. (1984). Comparing the sexes on spatial abilities: Map-use skills, Annals of the Association of American Geographers 74 (4): 605–619.
• Golledge, R. G., M. Marsh., and S. Battersby. (2008). Matching geospatial concepts with geographic educational needs. Geographical Research 46 (1): 85–98.
• Harrington, D. (2008). Confirmatory factor analysis. Oxford: Oxford University Pres.
• Head C. G. (1984). The map as natural language: a paradigm for understanding. Cartographica, 21 (1), 1-25. http://dx.doi.org/10.3138/E816-M074-8791-4506
• Hutcheson, G. D. & Sofroniou, N. (1999). The Multivariate social scientist: introductory statistics using generalized linear models. Thousand Oaks, CA: Sage.
• İncekara, S. & Kantürk, G. (2010). Basic views of social science teacher trainees on maps and their approaches to map use, Marmara Journal of Geography, 21, 240-257 . Retrieved from http://www.marmaracografya.com/pdf/21-12.pdf
• Johnaon, B & Christensen L. (2014). Educational Research: Quantitative, Qualitative, and Mixed Approaches. Tousand Oaks, CA:Sage
• Jongwon L. and Bednarz R. (2012). Components of Spatial Thinking: Evidence from a Spatial Thinking Ability Test, Journal of Geography, 111(1):15-26).
• Kamata, A., Turhan, A., & Darandari, E. (2003). Estimating reliability for multidimensional composite scale scores. Paper presented at the AERA Annual Meeting, Chicago.
• Kızılçaoğlu, A. (2007). A pedagogical approach to map skills, Selçuk University, Journal of Institute of Social Sciences, 18, 341-358. Retrieved from http://www.sosyalbil.selcuk. edu.tr/sos_mak/makaleler/Alaattin%20KIZIL%C3%87AO%C4%9ELU/KIZIL%C3%87 AO%C4%9ELU,%20ALAATT%C4%B0N.pdf
• Koç, H. (2008). The impact of the objectives in geography curriculum on learners’ map skills, (Unpublished Doctoral Dissertation). Gazi University, Ankara.
• Koç, H. (2010). Map perception and use in geography education, Journal of National Education, 187, 146-158. Retrieved from http://dhgm.meb.gov.tr/yayimlar/dergiler/Milli_ Egitim_Dergisi/187.pdf
• Koç, H. & Bulut İ. (2014), Environment and Life in the Mediterranean, International Congress of Turkish Association of Geographers, 4-6 june 2014, Muğla Sıtkı Koçman University, Turkey.
• Krygier, J. & Wood, D. (2005). Making maps. New York: The Guilford Pres
• Liben, L. & Downs, R. (1989), Understanding maps as symbols: The development of map concepts in children, New York: Academic Pres.
• MacEachren A. M. (2004). How maps work. New York: The Guilford Pres.
• Mcbride, B. (2011). Essential elements of ecological literacy and the pathways to achieve it: perspectives of ecologists (Unpublished Doctoral Dissertation) The University of Montana, Missoula.
• McClure, R. W. (1992). A conceptual model for map skills curriculum development based upon a cognitive field theory philosophy (Unpublished Doctoral Dissertation). Oklahoma State University, Oklahoma.
• Olson, J. M. (1976). A coordinated approach to map communication improvement. The American Cartographer, 3(2), 151-159. http://dx.doi.org/10.1559/15230407 6784080177
• Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis: The use of factor analysis for instrument development in health care research. Thousand Oaks, CA: Sage.
• Richard B. Schultz , Joseph J. Kerski & Todd C. Patterson. (2008). The Use of Virtual Globes as a Spatial Teaching Tool with Suggestions for Metadata Standards, Journal of Geography, 107:1, 27-34
• Taş H. İ. (2006). The Importance of visualizations in geography education: A pedagogical approach to spatial context, Eastern Geographical Review, 16, 211-238. Retrieved from http://e-dergi.atauni.edu.tr/index.php/dogucografya/article/download/6885/6315
• Thompson, B. (2004). Exploratory and confirmatory factor analysis. Washington, DC: American Psychological Association Pres
• Ünlü M., Üçışık S. & Özey R. (2002). The Significance of maps in geography education, Marmara Journal of Geography, 5, 9-25. Retrieved from http://www.marmaracografya.com/pdf/5.2.(s.9-25)dr.mehmetonlo- dr.soheylaocisikprof.dr.ramazanozey cografyaegitimveogretimindeharitalarinonemi.pdf
• Walkey, F. & Welch, G. (2010) Demystifying factor analysis: How it works and how to use it. Bloomington: Xlibris, Corp.
• Weeden, P. (1997). Learning through maps, in Daniella Tilbury and Michael Williams (ed) Teaching and learning geography, 168-179, London: Routledge.
• White S. H. (1995). An examination of the effects of mixed-age grouping on learning map reading skills (Unpublished Dissertation). A&M University, Texas.
• Wiegand, P. (2006). Learning and teaching with maps. New York: Routledge.
• Wiegand, P.(1993). Children and Primary Geography. London: Cassell.
• Wood, D. (1992). The power of maps. New York: The Guilford.