Differences in Thematic Map Reading by Students and Their Geography Teacher

Kód výsledku v 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>

Výsledek na webu

<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>

Jazyk výsledku

angličtina

Název v původním jazyce

Differences in Thematic Map Reading by Students and Their Geography Teacher

Popis výsledku v původním jazyce

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.

Název v anglickém jazyce

Differences in Thematic Map Reading by Students and Their Geography Teacher

Popis výsledku anglicky

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.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

<a href="/cs/project/GA18-05432S" target="_blank" >GA18-05432S: Prostorová syntéza založená na pokročilých metodách geocomputation</a><br>

Návaznosti

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

Rok uplatnění

2020

Kód důvěrnosti údajů

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

Název periodika

ISPRS International Journal of Geo-Information

ISSN

2220-9964

e-ISSN

—

Svazek periodika

9

Číslo periodika v rámci svazku

9

Stát vydavatele periodika

CH - Švýcarská konfederace

Počet stran výsledku

24

Strana od-do

"492-1"-"492-24"

Kód UT WoS článku

000579984800001

EID výsledku v databázi Scopus

2-s2.0-85090598189