DIFFICULTIES FACED BY GEOGRAPHY TEACHERS IN USING CONCEPTUAL MAPS OF ALL SCHOOL STAGES FROM THE POINT OF VIEW OF THE TEACHERS THEMSELVES IN THE IRBID DISTRICTS OF EDUCATION IN IRBID GOVERNORATE

RESUMO

Basil H. Menazel

This study aimed to explore the levels of difficulty faced by geography teachers when using conceptual maps as a teaching method. An analytical descriptive method was adopted, and the study sample comprised 204 male and female geography teachers from the education districts in Irbid Governorate.

The results revealed that geography teachers encountered medium-level difficulties in using conceptual maps across all stages in public schools, as perceived by the teachers themselves. These difficulties were attributed to a lack of emphasis on conceptual maps during university education, leading to less inclined graduates to utilize them as a teaching tool in the geography curriculum.

Furthermore, the findings indicated no statistically significant differences at the α = 0.05 level between the difficulties faced by geography teachers in using conceptual maps concerning gender, years of experience, or the interaction between these variables.

The study recommended revising undergraduate study plans for geography students in Jordanian universities to include multiple courses that simulate practical teaching environments in schools. This would better prepare future teachers to handle classroom situations effectively. Additional recommendations included reducing geography teachers' workloads, providing training on applying conceptual maps in teaching, and encouraging the Ministry of Education to hire qualified staff to alleviate teacher workload.