Lenka Krajňáková
Biographic Data
| ID | 5016356 |
|---|---|
| NAME | Lenka Krajňáková |
| GIVEN NAMES | Lenka |
| FAMILY NAME | Krajňáková |
| SIGNATURE | KRAJŇÁKOVÁ L |
| AFFILIATIONS | Charles University |
| ORCID | 0000-0002-6266-4801 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Students’ Strategies of Familiarisation with a General-Reference Map of an Unknown Area
This study investigates the strategies used by 20 upper-secondary students to familiarize themselves with an unknown general-reference map. A one-minute familiarization phase during an eye-tracking experiment, followed by a questionnaire, examined how students processed key map elements. Students focused mainly on textual labels, particularly settlement names, while devoting less attention to structural features such as terrain or rivers. They al…
Teaching Hypsography Through Virtual Reality: Enhancing Terrain Understanding in Geography Education
Teachers’ Perceived Limits to GIS Use in Schools and Implications for Teacher Training
The integration of digital technologies in education presents challenges for teachers, particularly in utilizing advanced tools like Geographic Information Systems (GIS). This study surveyed 41 preservice and in-service teachers to identify perceived limits in GIS integration, using Q-methodology. The limits related to lack of time for GIS teaching—including lesson length and number, class size, student training, and regular GIS use—were perceive…
Teachers’ Perspectives on Map-Making in Geography Lessons
In today’s information and visual world, where misinformation, including in the form of maps, is often encountered, map-making is a beneficial activity and skill. Creating maps contributes to one’s understanding of cartographic concepts and helps to develop various geographical and cross-disciplinary competencies. Therefore, the authors aim to characterize teachers’ views on map-making in geography lessons in lower-secondary schools. To fulfill t…
Breaking down the complexity of geographical thinking: A European perspective
The development of geographical thinking is often considered an essential outcome of geography education, yet its application within various school settings often falls short. This article addresses this discrepancy by deconstructing the concept of geographical thinking, aiming to facilitate its comprehension for educators in lower and upper secondary schools. The study applies thematic analysis to data collected from semi-structured interviews w…
Pre-service geography teachers’ conceptual understanding of contours on maps: Implications for teacher training in cartography
Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles
Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents. The survey analyzed preservice teachers’ experience…
Repertoire and Efficiency of Students’ Strategies for General-Reference Maps
Maps are not just powerful tools to communicate spatial information; they also have significant educational potential to develop students’ knowledge, skills, and thinking. To fully exploit this potential, deep research is needed into map-use processes considering the variability of map types and the cognitive complexity of map operations. Whereas research on map reading is relatively common, the research into cognitively more demanding operations…
Upper-Secondary Students’ Strategies for Spatial Tasks
Spatial thinking is a crucial aspect of geography education with which all citizens should be equipped. This study employs eye-tracking technology to research strategies (their repertoire, distribution, effectiveness, and adaptiveness) used by upper-secondary students when analyzing spatial patterns with thematic maps. The results show that students have a broad repertoire of strategies and are mostly able to adapt them to the specific task deman…
No prominent works on this page.
Upper-Secondary Students’ Strategies for Spatial Tasks
Spatial thinking is a crucial aspect of geography education with which all citizens should be equipped. This study employs eye-tracking technology to research strategies (their repertoire, distribution, effectiveness, and adaptiveness) used by upper-secondary students when analyzing spatial patterns with thematic maps. The results show that students have a broad repertoire of strategies and are mostly able to adapt them to the specific task deman…
Repertoire and Efficiency of Students’ Strategies for General-Reference Maps
Maps are not just powerful tools to communicate spatial information; they also have significant educational potential to develop students’ knowledge, skills, and thinking. To fully exploit this potential, deep research is needed into map-use processes considering the variability of map types and the cognitive complexity of map operations. Whereas research on map reading is relatively common, the research into cognitively more demanding operations…
Preservice Geography Teachers’ Exposure to Problem Solving and Different Teaching Styles
Problem-solving skills are often considered to be the key skills in today’s world, and their importance in geography education is widely recognized. However, empirical evidence analyzing whether and how teachers develop problem-solving skills during geography lessons is especially scarce in the context of preservice teachers. Accordingly, we conducted a questionnaire survey with 256 respondents. The survey analyzed preservice teachers’ experience…
Breaking down the complexity of geographical thinking: A European perspective
The development of geographical thinking is often considered an essential outcome of geography education, yet its application within various school settings often falls short. This article addresses this discrepancy by deconstructing the concept of geographical thinking, aiming to facilitate its comprehension for educators in lower and upper secondary schools. The study applies thematic analysis to data collected from semi-structured interviews w…
Pre-service geography teachers’ conceptual understanding of contours on maps: Implications for teacher training in cartography
Teachers’ Perceived Limits to GIS Use in Schools and Implications for Teacher Training
The integration of digital technologies in education presents challenges for teachers, particularly in utilizing advanced tools like Geographic Information Systems (GIS). This study surveyed 41 preservice and in-service teachers to identify perceived limits in GIS integration, using Q-methodology. The limits related to lack of time for GIS teaching—including lesson length and number, class size, student training, and regular GIS use—were perceive…
Teachers’ Perspectives on Map-Making in Geography Lessons
In today’s information and visual world, where misinformation, including in the form of maps, is often encountered, map-making is a beneficial activity and skill. Creating maps contributes to one’s understanding of cartographic concepts and helps to develop various geographical and cross-disciplinary competencies. Therefore, the authors aim to characterize teachers’ views on map-making in geography lessons in lower-secondary schools. To fulfill t…
Students’ Strategies of Familiarisation with a General-Reference Map of an Unknown Area
This study investigates the strategies used by 20 upper-secondary students to familiarize themselves with an unknown general-reference map. A one-minute familiarization phase during an eye-tracking experiment, followed by a questionnaire, examined how students processed key map elements. Students focused mainly on textual labels, particularly settlement names, while devoting less attention to structural features such as terrain or rivers. They al…
Teaching Hypsography Through Virtual Reality: Enhancing Terrain Understanding in Geography Education
Geography Education and Pedagogy (8 works) · Geography (6 works) · Spatial Cognition and Navigation (6 works) · Cartography (4 works) · Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Geographic Information Systems Studies (3 works) · Science Education and Pedagogy (3 works) · Computer Science (2 works)