The Impact of Map Type on the Level of Student Map Skills
Bibliographic Data
| ID | 14701749 |
|---|---|
| Authors | Lenka Havelková (Charles University, corresponding author), Martin Hanuš (0000-0002-9873-5106, Charles University) |
| Year | 2018 |
| Volume | 53 |
| Issue | 3 |
| Pages | 149-170 |
| Publication date | 2018-09-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Cartographica The International Journal for Geographic Information and Geovisualization (JOURNAL) |
| Journal identifiers | ISSN: 0317-7173 • E-ISSN: 1911-9925 |
| Publisher | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.3138/cart.53.3.2017-0014 |
| OpenAlex | W2894655095 |
| Language | EN |
| Citations received | 9 |
| References cited | 47 |
Thematic maps are becoming increasingly important in the current information age, and therefore they have become part of the everyday life of the wider public. Given the number of mapping methods used in thematic cartography, the question arises of what extent the utilized method influences a user’s map use level. For this reason, research has been undertaken with 392 students in the 17–20 age group with the aim of identifying and clarifying the influence of the mapping methods used (specifically choropleth mapping, diagram mapping, qualitative and quantitative line symbols, and area shading). The results have shown that the students were less successful with maps that used quantitative mapping methods than with maps using qualitative or both qualitative and quantitative mapping methods. The differences were most significant in the case of the cognitively demanding map interpretation skill, especially due to the students’ problematic understanding of the very essence of the quantitative methods. The different natures of the tested mapping methods also probably accounted for the identification of various factors explaining the differences in the levels of the work with the given thematic maps among the individual tested students
Cartography · Concept map · Geography · Identification (biology · Interpretation (philosophy · Mathematics education · Qualitative research · Social science · Sociology · Thematic analysis · Thematic map · Computer Science · Geographic Information Systems Studies · Geography Education and Pedagogy · Psychology · Spatial Cognition and Navigation
Do Different Map Types Support Map Reading Equally? Comparing Choropleth, Graduated Symbols, and Isoline Maps for Map Use Tasks
The Importance of School World Atlases According to Czech Geography Teachers
Differences in Thematic Map Reading by Students and Their Geography Teacher
Repertoire and Efficiency of Students’ Strategies for General-Reference Maps
Upper-Secondary Students’ Strategies for Spatial Tasks
The Influence of Textbook Visual Quality of Geographical Phenomena on Children’s Conceptions
Teaching Hypsography Through Virtual Reality
A comparison of performance using extrinsic and intrinsic bivariate cartographic visualizations with respect to cognitive style in experienced map users
Conveying map finesse
The Ability of Elementary School Children to Analyse General Reference and Thematic Maps
Education Through Mapping / a New Role for the School Atlas
Higher Order Map-Using Tasks
Towards a Multiobjective View of Cartographic Design
Education in cartography
Teachers' Perceptual Understanding of Mapwork and Their Styles of Mapwork Teaching at Forms 1–3 Levels in Hong Kong
Gender-Related Knowledge Variations Within Geography
Using Geographic Information System (GIS) Technology to Enhance Elementary Students' Geographic Understanding
The Role of Complexity and Symbolization Method in Thematic Map Effectiveness
Technology and Map-Learning
Spatial Thinking in Geographic Information Science
| Unique citing works | 9 |
|---|---|
| Citations per year | 1,5 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 9 |