Collective Perception of Geographical Space in Education
The result's identifiers
Result code in IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F49777513%3A23520%2F22%3A43967798" target="_blank" >RIV/49777513:23520/22:43967798 - isvavai.cz</a>
Result on the web
<a href="https://library.iated.org/download/CERBA2022COL" target="_blank" >https://library.iated.org/download/CERBA2022COL</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.21125/edulearn.2022.0604" target="_blank" >10.21125/edulearn.2022.0604</a>
Alternative languages
Result language
angličtina
Original language name
Collective Perception of Geographical Space in Education
Original language description
This paper introduces a new technique for the shared perception of geographical space through maps. Perception of the neighbourhood has been a crucial human skill of all ages. People need to orientate in the terrain. They always have had to communicate and share their knowledge of the landscape. It is proven by archaeological artefact more than 20 000 years old showing first maps. People of 21. century fight with many urgent challenges concerning sharing perception of the geographical space. These challenges cover the protection of Earth, reactions to crisis events or understanding of diversity.The technique introduced in this paper is based on Lynch's type of mental map. The development of such a variety of maps is enriched by brainstorming and brainwriting methods. Various groups of participants construct mental maps, which are gradually increased in other groups. The mutual influencing and interference of participants in different moments of the map development is the main advantage of the presented approach. The accent on the information sharing information is the second significant benefit. Participants have to build very understandable map symbols to communicate with other people developing the map.Both advantages mentioned above are significant in the educational process as well. The development of mental maps in groups with brainstorming and brainwriting principles enables students to support general soft skills (communication, cooperation, creativity, or line of reasoning). Moreover, students acquire specific skills and knowledge concerning cartography, map-making and graphical communication. Finally, during this activity students can draw maps of school or neighbourhood. It enables a collection of information and impulses for people responsible for the subsequent development of mapped areas. As an example of such activity, the paper presents results and their analyses of experimental mapping of the University of West Bohemia campus in Plzeň (Czechia).
Czech name
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Czech description
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Classification
Type
O - Miscellaneous
CEP classification
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OECD FORD branch
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Result continuities
Project
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Continuities
I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace
Others
Publication year
2022
Confidentiality
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů