Educational intervention reveals improved geography-history conceptual integration in preservice elementary teachers using ESRI StoryMaps, highlighting narrative geospatial tools in teacher education.
The purpose of this study is to analyze the potential for preservice elementary teachers (PETs) to apply a geographic perspective in their reinterpretation of world history using ESRI StoryMaps. The participating PETs represented and reinterpreted historic events from a geographic perspective using StoryMaps. As a result, the PETs improved their understanding of geography–history relationships, the characteristics of the subject of geography, and the potential and limits of narrative-based geospatial technologies (NGSTs). The study results support the need for discussion regarding the integration of geography and history and the use of NGSTs in elementary geography education and PET preparation.
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Dong-Min Lee (2026) studied this question.
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