Abstract:
The purpose of this study was to identify the extent to which Geography teachers employed spatial intelligence in their teaching approaches and its relationship with other variables. To achieve the study’s purpose, the researcher developed an instrument measuring special intelligence using 17 standard questions and two open-ended questions. The reliability and validity of the instrument were tested. The sample consisted of 48 male and female Geography teachers and )10( male and female Geography supervisors. Findings revealed that the employment of spatial intelligence from Geography teachers' viewpoints was at a medium level while it was found to be low from the viewpoints of the Geography supervisors’. The findings also revealed that there were no statistically significant differences in favor of the variables of experience and qualifications from the Geography teachers' viewpoint. Moreover, the findings revealed that Geography teachers and supervisors considered the following skills as the most important to focus on: identifying the spatial capacities and graphic skills, distinguishing between colors, and drawing maps. Furthermore, the findings showed that Geography teachers face several difficulties in employing spatial intelligence during teaching such as the lack of the appropriate software at schools, the lack of satellite images, the difficulty of conducting practical activities, and the lack of student interaction. The researcher recommends providing Geography teachers with training courses on means of developing students’ thinking skills in general and spatial thinking in particular, and on enhancing spatial intelligence skills in Geography textbooks.
