Differences in Thematic Map Reading by Students and Their Geography Teacher

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F61989592%3A15310%2F20%3A73603602" target="_blank" >RIV/61989592:15310/20:73603602 - isvavai.cz</a>

Result on the web

<a href="https://www.mdpi.com/2220-9964/9/9/492/htm" target="_blank" >https://www.mdpi.com/2220-9964/9/9/492/htm</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.3390/ijgi9090492" target="_blank" >10.3390/ijgi9090492</a>

Result language

angličtina

Original language name

Differences in Thematic Map Reading by Students and Their Geography Teacher

Original language description

A school world atlas is likely the first systematic cartographic product which students encounter in their lives. However, only a few empirical studies have analysed school atlases in the context of map reading and learning geographical curricula. The present paper describes an eye-tracking study conducted on 30 grammar school students and their geography teacher. The study explored ten tasks using thematic world maps contained in the Czech school world atlas. Three research questions were posed: (i) Are students able to learn using these particular types of maps? (ii) Have the cartographic visualization methods in the school atlas been adequately selected? (iii) Does the teacher read the maps in the same manner as students? The results proved that the students were sufficiently able to learn using thematic maps. The average correctness of their answers exceeded 70%. However, the results highlighted several types of cartographic visualization methods which students found difficult to read. Most of the difficulties arose from map symbols being poorly legible. The most problematic task was estimating the value of the phenomenon from the symbol size legend. Finally, the difference between the students&apos; and teacher&apos;s manner of reading maps in each task was analysed qualitatively and then quantitatively by applying two different scanpath comparison methods. The study revealed that the geography teacher applied a different method than her students. She avoided looking at the map legend and solved the task using her knowledge.

Czech name

—

Czech description

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Type

J_imp - Article in a specialist periodical, which is included in the Web of Science database

CEP classification

—

OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

<a href="/en/project/GA18-05432S" target="_blank" >GA18-05432S: Spatial synthesis based on advanced geocomputation methods</a><br>

Continuities

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Publication year

2020

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Name of the periodical

ISPRS International Journal of Geo-Information

ISSN

2220-9964

e-ISSN

—

Volume of the periodical

9

Issue of the periodical within the volume

9

Country of publishing house

CH - SWITZERLAND

Number of pages

24

Pages from-to

"492-1"-"492-24"

UT code for WoS article

000579984800001

EID of the result in the Scopus database

2-s2.0-85090598189