What question did this study set out to answer?

To investigate the development of toponymic knowledge in pre-service primary education teachers and differences based on methodology and group origin.

July 24, 2026Education SciencesOpen Access

Toponymic Knowledge and Territorial Literacy in Pre-Service Primary Education Teachers: Effects of a Didactic Intervention in Extremadura and La Rioja

View Full Paper

Ask AI

Bookmark

To investigate the development of toponymic knowledge in pre-service primary education teachers and differences based on methodology and group origin.
Quasi-experimental design with pretest and posttest in non-equivalent groups
Focused on eight variables including provincial boundaries, capitals, and counties
Utilized exploratory adjusted ANCOVA analyses to examine outcomes
Significant improvements noted from pretest to posttest on various toponymic knowledge variables, especially in provincial boundaries and capitals
No significant differences between traditional and interactive methodologies in overall analysis
High correlation observed between identification and location tasks in both pretest and posttest phases

Discussion

No takes yet. Share an insight, caveat, or question.

Implication

Quasi-experimental study examines toponymic knowledge improvement in pre-service teachers, indicating potential educational strategies.

Cite This Study

Pérez et al. (2026) studied this question.

synapsesocial.com/papers/6a630179395161722cd1605e https://doi.org/10.3390/educsci16071174

View Full Paper

Ask AI

Bookmark

Toponymic Knowledge and Territorial Literacy in Pre-Service Primary Education Teachers: Effects of a Didactic Intervention in Extremadura and La Rioja

Key Points

Discussion

Implication

Cite This Study

Toponymic Knowledge and Territorial Literacy in Pre-Service Primary Education Teachers: Effects of a Didactic Intervention in Extremadura and La Rioja

Key Points

Discussion

Implication

Cite This Study

Also Consider

Also Consider