Challenging Conventions of Textbook Maps Using StoryMaps: A Phenomenological Reduction Approach
Abstract
Students’ over-reliance on the map conventions of textbooks may lead to inflexible thinking and unintended consequences. This study explores StoryMaps’ potential advantages as teaching aids to challenge the map conventions. A teaching case with Esri StoryMaps (ESM) was set up for Chinese senior high school students, and their changing thinking patterns were examined through phenomenological reduction approach. It is concluded that the advantages of StoryMaps challenge students’ map thinking patterns and are effective in helping them understand regional relationships, integrate self-experiences into maps, and develop an initial sense of place.
Fields of Study & Subjects
Geography Education and Pedagogy
Geographic Information Systems Studies
Historical Geography and Cartography
Publication details
- Journal / source
- Journal of Geography
- Volume
- 125
- Issue
- 1
- Pages
- 3–16
- Publication date
- 2 January 2026
- Language
- EN