Critical issues in undergraduate cartographic education: analysis of final tests and oral examinations

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13440%2F24%3A43898666" target="_blank" >RIV/44555601:13440/24:43898666 - isvavai.cz</a>

Výsledek na webu

<a href="https://karolinum.cz/data/clanek/13381/Geogr_60_1_0061.pdf" target="_blank" >https://karolinum.cz/data/clanek/13381/Geogr_60_1_0061.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.14712/23361980.2024.19" target="_blank" >10.14712/23361980.2024.19</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Critical issues in undergraduate cartographic education: analysis of final tests and oral examinations

Popis výsledku v původním jazyce

This article identifies critical issues in cartographic education based on analysis of more than 1,300 anonymized didactic tests and anonymized results of final oral examinations of university courses since 2010. To analyze the students&apos; results, the tasks in the tests and questions in the oral examination were categorized in the cartographic and didactic aspects based on the revised Bloom&apos;s cognitive taxonomy. The quantitative analysis shows that students achieve better results in tasks that test their procedural knowledge compared to tasks in which they must demonstrate a conceptual knowledge dimension. Students achieve the worst results in tasks that test their factual knowledge, while poorer results are also associated with tasks that require mathematical calculations. In the cartographic curriculum categories, the form of their delivery (lectures vs. exercises and seminars) plays a more important role than the nature (e.g. difficulty) of the content. This will undoubtedly place greater demands on the planning of cartographic education in the future.

Název v anglickém jazyce

Critical issues in undergraduate cartographic education: analysis of final tests and oral examinations

Popis výsledku anglicky

This article identifies critical issues in cartographic education based on analysis of more than 1,300 anonymized didactic tests and anonymized results of final oral examinations of university courses since 2010. To analyze the students&apos; results, the tasks in the tests and questions in the oral examination were categorized in the cartographic and didactic aspects based on the revised Bloom&apos;s cognitive taxonomy. The quantitative analysis shows that students achieve better results in tasks that test their procedural knowledge compared to tasks in which they must demonstrate a conceptual knowledge dimension. Students achieve the worst results in tasks that test their factual knowledge, while poorer results are also associated with tasks that require mathematical calculations. In the cartographic curriculum categories, the form of their delivery (lectures vs. exercises and seminars) plays a more important role than the nature (e.g. difficulty) of the content. This will undoubtedly place greater demands on the planning of cartographic education in the future.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

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OECD FORD obor

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

Projekt

—

Návaznosti

S - Specificky vyzkum na vysokych skolach

Rok uplatnění

2024

Kód důvěrnosti údajů

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

Název periodika

Acta Universitatis Carolinae, Geographica

ISSN

0300-5402

e-ISSN

2336-1980

Svazek periodika

60

Číslo periodika v rámci svazku

1

Stát vydavatele periodika

CZ - Česká republika

Počet stran výsledku

14

Strana od-do

61-74

Kód UT WoS článku

001436847200005

EID výsledku v databázi Scopus

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