Educational effects and impacts on the perception of central place theory modeling activities using 4D frame: Focusing on pre-service teachers

Abstract

Purpose: The purpose of this study was to investigate the effectiveness of a model and modeling-based educational program among pre-service teachers and their perceptions of the effectiveness of themodeling-based teaching program. Methods: A total of 46 pre-service teachers majoring in Geography Education at a teacher education university participated in the study. Twenty students in the experimental group were given a three-week program regarding the central place theory based on models and modeling, and their understanding of the central place theory was analyzed through a t-test. The questionnaire on the perception of the effectiveness of the program was analyzed through descriptive statistics and iterative reading. Results: The results indicated that the experimental group had a statistically significantly higher level of understanding than the control group. These pre-service teachers also expressed an overall positive perception of the program in terms of flow, evaluation of the program, satisfaction, and aestheticand embodied cognition. Regarding the pedagogical effectiveness of the educational program, they recognized an enhanced level of understanding, focus and engagement. Conclusion: This research found that there should be more educational programs based on models and modeling with 4Dframe that would help pre-service teachers understand complex concepts through physical manipulation.