Resumen

CAROW, Sanet  y  PRETORIUS, Rudi. An evaluation of the inclusion of spatial thinking in undergraduate Geography modules: A case study of selected South African universities. JoGEA [online]. 2024, vol.7, pp.17-40. ISSN 2788-9114.  http://dx.doi.org/10.46622/jogea.v7i1.4738.

This research reflects on the nature of spatial thinking featured in a selection of undergraduate Geography modules at South African universities and explores ways to enhance its role. The research has three objectives: to identify Geography modules that include spatial thinking in their curricula, to determine whether the lecturers of these modules consider the concept of spatial thinking when developing new modules, and to evaluate the spatiality of the outcomes of the selected modules by assessing it against the taxonomy of spatial thinking. Generally, the spatiality of the module outcomes and the integration level of the three spatial thinking components into the participating departments' modules proved to be limited. The three components of spatial thinking refer to cognitive levels, the use of concepts of space and the use of representation tools. Not one of the departments offering these modules was observed to set a clear developmental path to foster the development of students' spatial thinking skills from their first to the third year of study. When developing Geography modules, more attention should be given to incorporating spatial thinking into the curriculum. Every effort should be made at the departmental level to ensure students' spatial thinking skills are adequately developed during their studies.

Palabras clave : Spatial thinking; Module outcomes; Geography teaching; Undergraduate; South African universities.

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