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Dr. Fabián Araya Palacios Universidad de La Serena La Serena- Chile faraya@userena.cl

Progress Map for geography in Chile: cartographic materials in primary and secondary schools. Dr. Fabián Araya Palacios Universidad de La Serena La Serena- Chile faraya@userena.cl. Introduction.

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Dr. Fabián Araya Palacios Universidad de La Serena La Serena- Chile faraya@userena.cl

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  1. Progress Map for geography in Chile: cartographic materials in primary and secondary schools Dr. Fabián Araya Palacios Universidad de La Serena La Serena- Chile faraya@userena.cl

  2. Introduction • They are learning the typical sequence of development in certain areas or domains to be considered . • They establish the connection between curriculum and assessment. • The desired competencies are expressed in terms of seven levels of achievement that make up the map of progress. • Develop cartographic materials made for students in different geographic subfields and levels. • Methodology: Cartographic materials have educational value for each level of progress map.

  3. Levels for Spatial Geographic Progress Map

  4. Levels for Spatial Geographic Progress Map

  5. Level 1: How is it possible to recognize this level of learning? • Notice the climatic zones in the globe. • Identify continents and oceans in the map. • Use basic principles of location • (RMM, 2009) • (ESO, 2009)

  6. Level 2: How is it possible to recognize this level of learning? • Point out where Chile is in a Map of America, and color the neighboring countries. • Compare general features of human settlements through images and texts • Exercise: Make a comparative table (differences and similarities) from the characteristics of urban and rural system. • (WIKIMEDIA , 2008) • (REYES, 2009) Chile

  7. Level 3: How is it possible to recognize this level of learning? • Describe the connections between the productive activities of a place and the possibilities provided by the surrounding geographic environment. • Use physical map to describe macro shapes of American relief. • Locate the main concentration of population in a map of Chile. • Suggest solution to confront some negative consequences arising because of human activities in their own region. • (ADIMAPAS, 2004) • (EDUFUTURO, 2009) • (GLG, 2007) • (LEA; 2009)

  8. Level 4: How is it possible to recognize this level of learning? • Use maps to describe spatial scope of certain historical processes • (WIKIMEDIA , 2005) • (WIKIMEDA, 2006)

  9. Level 5: How is it possible to recognize this level of learning? • Identify on the maps the main cultural regions of the world. • Task: Make a list of at least 10 natural and cultural features of each world region • (SISTAC, 2009) • (Economía solidaria, 2009)

  10. Level 6: How is it possible to recognize this level of learning? • Locate in a cartographical manner the main business flows at international level of Chile. • Interpret maps about the transport and communication network to identify comparative advantages of some regions and places related to international business flows. • Task: Explain comparative chile 5 advantages in relation to its geographical location, natural resources and demography. • (BCN, 2006) • (Google Earth, 2009)

  11. Level 7: How is it possible to recognize this level of learning? • Explain how territorial planification can contribute to mitigate the damage of natural disasters on population. • (Shoa, 2001)

  12. Conclusion •  Cartographic materials are one of the best resources for Geography teachers have to encourage. • The observation, decoding and interpretation of information on maps, offering exciting educational opportunities that closely parallel the work of progress maps. • Described the progression of learning show that students recognize that living in a geographical region that is dynamic, interdependent and socially constructed.

  13. Thank you

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