Translated Titles

Mapping Journey-to-school: The Effects of Modes of School Travel on Children's Spatial Cognitions





Key Words

通學運具 ; 兒童 ; 空間認知 ; 認知地圖 ; 認知發展 ; Modes of school travel ; Child ; Spatial cognition ; Cognitive map ; Cognition development



Volume or Term/Year and Month of Publication


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Chinese Abstract

兒童的「空間概念」是幼兒個體最早發展的一種物理知識,也是幼兒發展後續高階科學概念的基礎,進而延伸到兒童個體對空間概念的認知 (cognition)。空間認知 (spatial cognition) 是認識地方 (place) 的基本,幼兒能在早期便展現出空間概念的理解力,而空間概念的形成,往往影響日常生活中每一個層面。而兒童的日常生活當中,從家裡到學校是最常發生的旅次,是最主要探索周圍的環境空間,可是,近年來家長使用機動型運具接送兒童的比例越來越高,減少兒童對於周遭環境的探索和經歷,可能影響到兒童空間認知發展。 本研究目的在探討通學運具的選擇是否會對兒童的空間認知造成影響,以桃園縣Q國小一到六年級學童為調查對象,透過個案訪談、問卷調查和認知地圖 (cognitive map) 等方法取得521筆樣本資料,再應用線性、Poisson與二項logit等迴歸模式分析樣本資料,釐清通學運具選擇對兒童空間認知的影響關係。 本研究將空間認知區分為空間知識、空間能力與空間表徵三個部份。實證研究結果發現,通學運具選擇對空間知識與空間能力的影響不明顯,但顯著影響跟路徑有關的空間表徵,其中,獨立型通學和主動型運具對兒童空間表徵有正向的影響,機動型運具對兒童空間表徵有負向的影響關係。因此,應鼓勵兒童和家長多使用獨立型通學和主動型運具,包括:獨立步行和獨立騎自行車等,以發展良好的空間認知。

English Abstract

The concept of space is one of earliest development in children’s physical knowledge, which is also the basic of the high-level scientific concept. Children can show their understanding of space at very young age; furthermore, they can grow into spatial cognition. Spatial cognition plays an important role in every aspect of everyday life. As a child’s journey to school is identified as the main travel of his/her daily life, it is also an opportunity to explore the surrounding environment. However, in recent years, the proportion of escort to school with motorized transportation modes has increased. It may influence children’s spatial cognition through less and less exploring and experiencing the surrounding environments. This study examines the relationship between children’s modes of school travel and the development of their spatial cognition. The sample data were collected in an elementary school in Taoyuan, Taiwan, using interviews, questionnaires, and cognitive maps. The sample was made of 521 children from the first grade to sixth grade and analyzed by linear, Poisson, and binary logit regressions in order to clarify the relationship between children’s modes of school travel and the development of their spatial cognition. This study distinguishes spatial cognition into spatial knowledge, spatial ability, and the representation of space. The results show that modes of school travel do not have effects on spatial knowledge and spatial ability, but do have effects on the representation of space concerning routes. Also, independent modes and active modes are positively correlated with the representation of space. Instead, passive modes are negatively correlated with the representation of space. Therefore, in order to develop spatial cognition, this study encourages children to use independent modes and active modes more to school, including independent walking, and biking.

Topic Category 人文學 > 地理及區域研究
理學院 > 地理環境資源學研究所
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