Academic literature on the topic 'Cartographic education'
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Journal articles on the topic "Cartographic education"
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Fairbairn, David. "Contemporary challenges in cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1–3. http://dx.doi.org/10.5194/ica-abs-1-72-2019.
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<p><strong>Abstract.</strong> This paper is focussed on the work and remit of the ICA’s Commission on Education and Training (CET), presenting a reflection by the retiring chair of the current issues which affect the work of Commission members and all engaged in current education and training of students of cartography around the world.</p><p> The nature and development of cartography as an academic and professional discipline has been discussed through many presentations, both conceptual and applied, and in various arenas and communities, over the past half century. As cartographic practice became standardised in the 20th century, so educational and instructional materials describing and analysing the discipline conveyed a relatively uniform message, ensuring that the audience of learners were educated and trained positively to an agreed agenda. In effect, a subtle, as yet unwritten, ‘Body of Knowledge’ was developed and elucidated in educational materials, notably textbooks on cartography, in the last few decades of the last century (Kessler, 2018).</p><p> It was during these years, however, that cartography developed as a discipline far beyond its initial roots as a map-making technology. The technology of map-making certainly changed completely, and a host of other aspects were incorporated, from metrical analysis of historical map documents to gender-oriented investigations of mapping activity; from the integration and importance of cartography in contemporary geospatial data handling to the role of volunteer map-making; from the psychology of map interaction and decision making to the mathematics of map projections and multi-dimensional data representation; and many, many other activities and issues which must be included in educational programmes in cartography.</p><p> It is the establishment, adoption and maintenance of a Body of Knowledge (BoK) which is one of the main <strong>challenges</strong> (this paper presents 11, in <strong>bold</strong> below) and, if successfully met, it can assist in ensuring that cartographic education and training develops as required in the next few decades (Fairbairn, 2017). The further challenges highlighted in this paper can form the basis for further investigation by the CET in the future. This listing of issues is informed by a number of contemporary changes in technology, by closer integration of cartography with other geospatial sciences, by research achievements and investigations in the field, by advances in educational praxis, by demands on cartography by a host of other activities, and by consequent recognition of the discipline by learned and professional bodies.</p><p> One of the main purposes in developing a <strong>Body of Knowledge</strong> is to encompass and facilitate curriculum design. As the widening scope of cartography will be reflected in the developing BoK (most notably in cartography’s contribution to GIS), <strong>curriculum design</strong> must be flexible and innovative enough to cope with more numerous and wider, though focussed and integrated, topics. The admirable, existing BoK in Geographic Information Science and Technology, already being reviewed and enhanced, but omitting many <strong>specific cartographic principles</strong>, is a possible framework for incorporating these. Alternatively there are sound arguments for a uniquely cartographic BoK, and this enterprise is certainly an ICA-approved pursuit.</p><p> Also within the BoK, the <strong>theoretical foundations for the study of cartography</strong> must be elucidated and moved from the research agenda to the educational curriculum. A revised <i>Research Agenda</i> developed under ICA auspices and a focussed <i>Body of Knowledge</i> are synergistic documents, with interdependent content in one directing content in the other. Such documents may be perceived by many to be overly conceptual, un-related to everyday mapping activity. In terms of cartographic production in the past 50 years, we have moved far from the standardised methods mentioned earlier, applied by every commercial and governmental mapping organisation. The activity of map-making has adopted a host of alternative methods, and artefacts, data-sets and representations are created and ‘mashed-up’ by an increasingly wide range of individuals and groups with highly variable experiences, expertise and understanding of cartographic procedures. In terms of ‘organised’ cartography in multi-employee companies, government and non-government agencies, academic and research groups, and associated industrial and environmental companies, a further challenge is <strong>understanding what employers want from graduates in cartography and GIS</strong>. The delivery of education in cartography is an academic activity, but it must be done in a manner which demonstrates relevance to the community which relies on the skills of an educated workforce.</p><p> In some cases the cartographic community, notably its educators, may have to direct their attention outside the classroom and convince the fragmenting industry that cartographic principles are vital for effective management and communication of information, and that the products of cartographic education (the graduates from educational programmes) are serious and informed potential employees with much to offer a wide range of human activity. Such recognition by those outside the academy can be encouraged by seeking and receiving <strong>professional accreditation</strong> from awarding bodies such as industry associations, learned societies, educational authorities and public bodies. The landscape of professional recognition in the disciplines of cartography and GIS is highly varied, geographically, institutionally, legally, and pedagogically. The fluid nature of the disciplines, and in particular their fuzzy distinction from a host of other geomatics, geospatial, engineering, environmental, and social activities means that cartographic education must acknowledge and address its interaction with education in many other sciences. <strong>Linking cartographic education and its principles with related education in other closely related geo-disciplines</strong> is particularly important. Common messages must be presented stressing cartography’s importance and relevance.</p><p> At the possible wider levels mentioned above, experiences and <strong>lessons learned from teaching cartography and GIS to a broad range of non-specialists</strong> must be documented: cartographic principles must be shown to be important and relevant to all those engaged in handling maps and mapping data. Stressing the importance of such principles is especially vital when education is done at a distance: the Commission has long been interested in those activities which <strong>develop on-line educational resources</strong> and look at innovative ways of delivering education widely to large audiences outside formal educational establishments. We already have reports on mature and effective resources in the form of MOOCs, distance learning courses, and online training modules (e.g. Robinson and Nelson, 2015). Such methods of delivery for cartographic education have proven popular and efficient: educators must ensure continued relevance, update, and diligence, in managing these activities.</p><p> In addition to content development and assessment frameworks, it is technical requirements which are often perceived as major blocks to effective use of in-line educational resources. <strong>Technical support requirements</strong> are critical in every form of cartographic education: in the past replication of map reproduction labs was prohibitive for most educational establishments; today it is the acquisition of a full range of software which mitigates against full exposure to the varied range of cartographic and geospatial data handling activity as practised in the ‘real world’. The generosity of some software providers is widely acknowledged in educational institutions, and many of the software products are generic enough to be able to demonstrate the required cartographic principles in a non-partisan manner. However, in many cases employers are seeking specific training skills in particular packages and this can be difficult to provide within a formal educational programme.</p><p> Recent additions to the ‘wish-list’ of employers, however, have been related to abilities in coding and computer programming. Luckily, the most commonly sought skill is ability to write code in Python or Javascript. These are open source, rather than a commercial, products, and hence can be acquired by any educational establishment. The <strong>use of open source software and datasets in geospatial and cartographic education</strong> is becoming increasingly important, and their effective integration with traditional (and indeed contemporary) curricula in cartographic education is clearly a further challenge.</p><p> This paper has outlined a number of challenges facing cartographic education. Like the wider discipline, education in cartography is delivered by capable and dedicated individuals, each with interests in the development of the discipline in an increasingly diverse and varied educational arena. The Commission is intent on addressing the challenges outlined, promoting effective and high-quality cartographic education.</p>
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Gartner, Georg, Menno-Jan Kraak, Dirk Burghardt, Liqiu Meng, Juliane Cron, Corné van Elzakker, and Britta Ricker. "Envisioning the future of academic cartographic education." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-89-2019.
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<p><strong>Abstract.</strong> Why do we teach cartography? The need for cartographic education:</p><p>In our day to day life, on an individual or societal level there is a continual need or even demand for geospatial information. On an individual level this need is expressed by questions like: Where am I?, How far away is my new doctor’s office?, Which route should I take to get to my destination based on current traffic patterns? Other questions may include: What is the spatial extent of my land parcel? What do I have permission to build on my parcel? On a societal level questions include: What cities suffer from high unemployment? What are the most efficient spots to build a new wind farm? Where is the optimal place to build a new road without fragmenting important species habitats? To offer answers to these questions, geographic information systems (GIS) including tools and instruments have been developed. The most important communication tool to foster decision making, as part of a GIS, is the map. Reality is too complex to comprehend with the naked eye. Therefore patterns are often missed, maps and other cartographic models are an interface between humans and the reality used to abstract, symbolized, a simplify view of the world. These maps then allow us to view spatial patterns and relationships between objects in the world. The world cannot do without maps. Why? Because they tell us about spatial issues on both local and global scale that influence our lives. How? Maps are the most effective and the most efficient tools to into and overview of geographical data which help us answer spatio-temporal questions and to provide new insight.</p><p> </p><p>What is ongoing in our world? Trends in our domain: yesterday, today and tomorrow:</p><p>Looking at the timeline of our domain, cartography, we could argue that after a long period where maps where seen as artifacts, maps are now considered to be interactive and dynamic (web) services, and in the near future we move to human centered cognitive map displays that are immersive and ubiquitous. Yesterday, the map could be considered an artifact, a static object, on paper or on a screen. The map stores the information and can no longer be changed. The user did not play a prominent role in map design. Today, with the internet, there has been a huge increase in data access and generation resulting in maps being produced and used especial to satisfy individual location-based queries such as ’Where am I right now’ and ‘How-do-I-get-there?’ questions. Societal questions are answered by maps available via automated services accessible via dedicated portals. Today maps are no longer artifacts, but provided as a digital map services. However, tomorrow the map will yet again be different. We are able to sense and monitor the world real time and ubiquitously, including human users’ spatial abilities, emotions, needs and requirements. With developments in interface design including more opportunities for 3d/4d/Virtual Reality/Augmented Reality Human-Computer-Interfaces are becoming even "closer" to our human processing system. Maps will increasingly become human-centered, highly interactive, dynamic and adjustable visual displays.</p><p> </p><p>Purpose: What are the cartographic consequences of these developments? Required cartographic competences:</p><p> The above developments have resulted in the expansion of what define the existing established cartographic method: making geospatial data and information accessible for users to foster discovery and insight into and overview of spatiotemporal data. Map design, including fundamentals such as projection, scale, generalization and symbolization, remain core to cartography. Yesterday, cartographic education was focused on how to optimally create fixed graphical representations at a defined scale constrained by the media, but with an eye for syntactical as well as graphical/aesthetical quality. Today knowledge and skills cartographers require have expanded, and they include an understanding of Spatial Data Infrastructures (SDI) that house Big Data and Data Science, Web Services, Programming, Style Definitions, Algorithms, Semantic web and Linked Data and Interactivity and other relevant technological skills. Increasingly, more attention has also been, and will have to be, paid to use and user (requirement) analysis and usability assessment. Users will simple not use cartographic services that are not enjoyable and do not help them meet their goals. We will continue to conduct usability evaluations in new sensing and map display environments. Based on technological advances and social uptake thereof, tomorrow will yet again ask for an adaption of the cartographic education and research dealing more and more with the "human" embodied experience.</p><p> Figure 1a shows the relation among the current skills and competences a cartographer needs. In the center of the triangle the map and the cartographic method. Data, Media and Users are found around. Knowledge and skills about data handling refer to selection, integration and abstraction, as well as analysis. Media skills and knowledge are about the interface, interaction, adapted design, technology and coding. Users refers to usability (enjoyment), cognition, perception, sensors (robots) and requirements. In Figure 1b the changing paradigm of the map as interface between human and reality as seen yesterday, today and tomorrow.</p><p> How do we do it? Our MSc Cartography:</p><p>The Erasmus Mundus Master of Science in Cartography program is characterized by its worldwide unique profile and comprehensive and in-depth cartographic lectures and lab works. All four partner universities (see involved authors) jointly developed and defined the learning outcomes after intensive cooperation and consultation. The program takes all theoretical as well as practical aspects of the broad and interdisciplinary field of cartography into account. Graduates of the program are able to meet the variety of requirements placed on a cartographer today. </p><p>An obvious strength of this program is the clear research-driven orientation of selected lectures, e.g. visual analytics, web and mobile cartography and the close binding of M.Sc. topics to ongoing research projects. Students in the Cartography program learn how to develop and evaluate cartographic tools on the basis of firmly established theories and methods. The focus lays in developing and applying scientific methods and techniques to improve geo-information services for a diverse range of heterogeneous users.</p><p> Another added value of the program is its educational execution in locations across Europe, a historic center of excellence in the field of cartography, integrating it within interdisciplinary fields. Excellently educated students from this program will fill the gaps not only in the cartographic research community and geosciences, but also in other related research fields that address the global challenges as defined by bodies like the United Nations or the European Union.</p>
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Malhotra, Rakesh, Terry McNeill, Carrie Francis, and Tim Mulrooney. "Cartographic Presentation as the Central Theme for Geospatial Education." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-237-2019.
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<p><strong>Abstract.</strong> North Carolina Central University is committed to student education and training in cartography and geospatial sciences. This paper demonstrates the importance of applying cartographic principles to train students to convert historical deed records into geospatial data. Students were required to take text information from the 1960s and input this information it into a spatial database. The historical information was recorded on typed deeds in COGO (direction-distance) and the historic coordinate system of 1927 in the 1960s. Students applied cartographic principles that were used to identify contextual and spatial variations and anomalies to flag areas and records that didn’t meet project specifications and to trouble shoot conflicting information.</p><p>This paper demonstrates the usefulness of using cartography as a tool to educate students in allied aspects of geospatial sciences such as creating and managing spatial data. For example, students used tools such as markers and color coding to identify areas of overlap and areas of mismatched records (Figure 1). The authors found that using cartography helped enhance the spatial understanding of the project for students.</p><p>Education is the foundation of projects at North Carolina Central University and cartography has demonstrated appeal at the university level. Various geospatial aspects such as datums and projections, overlays, gaps, overlaps, and converting written information to spatial (geometric) information lend themselves well to cartographic principles. Cartography is an essential element that supports learning and teaching of spatial information as demonstrated by this project. Students were in a better position to understand and detect spatial anomalies with help from cartography than they were without using cartography and relying solely of written information. This enhanced their understanding and use of spatial data.</p>
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McGrath, Gerald. "THE CARTOGRAPHIC ENTERPRISE AND MARKETING IN CARTOGRAPHIC EDUCATION." Canadian Surveyor 41, no. 3 (September 1987): 347–58. http://dx.doi.org/10.1139/tcs-1987-0024.
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Molochko, Mykola Anatoliyovych, Anatoliy Mykolayovych Molochko, and Viktoriia Valeriivna Molochko. "THE ESSENCE OF THE MAP SEMÌOTICS PROVISIONS OF THE CARTOGRAPHIC MODELLING IN EDUCATION." GEOGRAPHY AND TOURISM, no. 47 (2019): 96–117. http://dx.doi.org/10.17721/2308-135x.2019.47.96-117.
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Purpose. Highlight the essence of the cartosemiotic positions of cartographic modeling in education. Methods. Based on fundamental scientific positions and general and concrete scientific methods, systems approach, analysis and synthesis, abstract, concrete and generalized, historical and chronological, comparative geographical, cartographic modeling and carto-semiological analysis. Results. Cartosemiotics was formed at the junction of cartography and semiotics, linguistic science, which explores the properties of signs and sign systems as language formations. The importance of considering its provisions in education is associated with the existing bilateral relations between people who create, transmit and perceive cartographic signs and these signs. Scientific novelty. Without organizing the development of the rules of this language and using its means of displaying reality, it is impossible for extended reproduction in society of acquired cartographic knowledge and the use of their promising possibilities, the requirements for which are constantly increasing. The practical significance. Due to the wide use of the object language of maps in various spheres of public activity, in particular in education.
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Cahyono, Ari, Bowo Susilo, and Niken Wirasanti. "A preliminary study of geographical names research: Review of cartography education & research in Indonesia." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-34-2019.
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<p><strong>Abstract.</strong> Geographical names research could be used to reveal the condition of the landscape. Many studies in the geographical names are arranged geographically, surveying geographical names in an area by compiling and analyzing historical spelling sequences to build the origin of etymological geographical names. The geographical names is inherent in human life from birth to death. The trend of geographical names research influenced by cartographic education. This paper aims to review cartographic education in Indonesia in order to reveal how geographical names research influenced by cartographic education.</p><p> We reviewed many universities that held cartographic, geography, and geospatial education. A paper of geographical names research and cartographic research in Indonesia also examined.</p><p> We concluded that cartographic education in Indonesia mixed in geography and geomatic study. The development of cartographic courses in universities influences the interest in geographical names study. Based on articles examined, the study of it in Indonesia is dominated by linguistics discipline. They used qualitative methods in their research. Though some of the articles based on the geographical perspective. On the other hand, the trend of geospatial research tends to the technological aspect rather than the concept of cartography. Thus geographical names research is rarely involved. However, with the implementation of geospatial information laws, One Map Policy, and government regulations regarding the geographical names would facilitate the rising of geographical names research. Several universities also opened a new study programme relate to the geospatial field.</p>
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Gold, Chris. "CARTOGRAPHIC EDUCATION IN CANADA." Canadian Surveyor 41, no. 3 (September 1987): 466–76. http://dx.doi.org/10.1139/tcs-1987-0032.
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Williams, Brian J. "Cartographic education in Australia." Cartography 16, sup1 (August 1987): 56. http://dx.doi.org/10.1080/00690805.1987.10438386.
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Prates Macedo, Daniele, and Rosangela Lurdes Spironello. "PARA COMPOR ESTRATÉGIAS CARTOGRÁFICAS PÓS-REPRESENTACIONAIS NA EDUCAÇÃO GEOGRÁFICA." Revista Brasileira de Educação em Geografia 10, no. 20 (December 31, 2020): 241–57. http://dx.doi.org/10.46789/edugeo.v10i20.796.
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O presente artigo tem por finalidade apresentar uma interpretação de produções teóricas brasileiras, pertinentes a temática cartográfica voltada para a Educação Geográfica. Olhares que convergem para estratégias pós-representacionais, ou seja, que compreendem o mapa como espaço de ação política que se abre para múltiplas espacialidades. A metodologia utilizada para a realização deste artigo é a revisão bibliográfica, onde evidenciamos os mecanismos de buscas e filtros do Google Acadêmico e Portal de Periódicos CAPES que nos conduziram a determinados referenciais. Quanto aos resultados e discussões que se apresentam a partir desta revisão, evidenciam-se três perspectivas que envolvem a noção de cartografia, que são: a cartografia com base na filosofia de Deleuze e Guattari, a Cartografia Geográfica que trabalha com a subversão da linguagem cartográfica e a Nova Cartografia Social que se manifesta no cenário dos conflitos territoriais. A partir da nossa interpretação, considera-se a necessidade de investigação e inclusão de tais cartografias nos processos educativos formais dos profissionais da área de Geografia, assim como, compreender como tais práticas influenciam a construção de um entendimento sobre o espaço. PALAVRAS-CHAVE Educação Geográfica, Cartografia pós-representacional, Rizoma, Cartografia Geográfica, Cartografia Social. TO COMPOSE POST-REPRESENTATIONAL CARTOGRAPHIC STRATEGIES IN GEOGRAPHICAL EDUCATION ABSTRACT The purpose of this article is to present an interpretation of Brazilian theoretical productions relevant for Geographical Education that converge for post-representational strategys cartographic, in other words, that understand the map as a space of political action that opens to multiple spatialitys. A methodology used is bibliographical review, where it is evidenced the search mechanisms and the filters of Google Scholar and CAPES's Portal of Periodical that led us to certain references. These are the Cartography based on the philosophy of Deleuze and Guattari; Geographical Cartography that works with a subversion of the cartographic language; and the New Social Cartography connected of the territorial conflicts. Based on our interpretation, we consider the need to research and include such cartographies in the educational of professionals in the area of Geography, and understand how this practical can influence the construction of space. KEYWORDS Geographic education, Post-representational cartography, Rhizome, Geographic Cartography, Social Cartography.
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Almeida, Tiago, and Luciano Bedin Costa. "cartografia infantil: enfoques metodológicos seguidos de experiências com crianças e jovens de portugal e brasil." childhood & philosophy 17 (February 27, 2021): 01–24. http://dx.doi.org/10.12957/childphilo.2021.56968.
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This article has a double objective that aims to situate, theoretically and empirically, children's cartography as a research methodology. In a first movement, we will situate children's cartography in its epistemological and philosophical bases, having as inspiration the cartographic conceptions of the philosophy of Deleuze & Guattari and his commentators. The introduction of cartography with children shifts our research perspectives to include dimensions that were once imperceptible or relegated to a plane of lesser value: it maps, not just what children see, but what they say, and chronicles the coexistence of children and the world in ways not previously available to adult-organized research vehicles. We illustrate by chronicling two cartographic experiences carried out with children and young people from Portugal and Brazil, and finish with a reflection on how researchers might configure mapping experiences that act to open the worlds of adults and children to each other.
Dissertations / Theses on the topic "Cartographic education"
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Passos, Felipe Garcia. "A cartografia digital na geografia escolar brasileira: contexto, características e proposições." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-16102017-105903/.
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Ao considerarmos o mapa como linguagem, admitimos que haja implicações no processo de comunicação dependentes do suporte no qual as representações tomam forma. Assim, conforme se avolumam experiências pedagógicas com produtos da cartografia no meio digital, torna-se pertinente a análise dos condicionantes da relação humano-mapa nesse novo contexto. No primeiro capítulo da dissertação, tendo como referência as possibilidades de comunicações ensejadas pelos mapas interativos, é apresentada uma aproximação ao estágio atual da produção intelectual de estudantes, professores e pesquisadores sobre as práticas didáticas com recursos cartográficos digitais no ensino escolar de Geografia no Brasil. Ao final do capítulo, concluímos que, em geral, o uso didático desses recursos não contempla conceitual e metodologicamente as características exclusivas dos mapas interativos. Diante do cenário inicial, procuramos responder duas questões: quais são as propriedades exclusivas do sistema de comunicação nos mapas interativos e por meio de qual concepção de uso didático elas podem potencializar os processos de ensino e de aprendizagem. Para isso, no segundo capítulo são procuradas e descritas as diferenças essenciais da comunicação com os conteúdos no meio digital. Esse trabalho é feito por meio dos conceitos de interatividade e de visualização cartográfica, os quais permitem uma nova condição do estudante diante do mapa. A nova condição, de participação ativa do usuário no processo de comunicação cartográfica, altera o sistema clássico cartógrafo mapa leitor , implicando na necessidade de atualização conceitual e metodológica das práticas cartográficas. A partir do contraste entre as duas partes iniciais, propomos uma apropriação pedagógica do conceito de visualização cartográfica. Tal proposta de apropriação foi usada para desenvolver uma situação de aprendizagem baseada nos princípios teórico-metodológicos da Atividade Orientadora de Ensino, que são descritos no início do terceiro capítulo. Para elaborar a situação de aprendizagem, definimos seu conteúdo de ensino (conceito de orientação espacial) e avaliamos as características do software usado (Google Earth). A escolhe desses elementos se deu a partir do trabalho de observação feito em dois 6º anos, cada um em uma escola municipal de São Paulo. Ao final do terceiro capítulo descrevemos a experiência do pré-teste em uma das escolas, o que nos levou, depois de ajustes, a uma versão final da situação de aprendizagem. No quarto capítulo analisamos qualitativamente o diálogo e uma representação gráfica de um grupo de estudantes. Nossa análise mostra como características próprias de ambientes cartográficos interativos, quando congruentes com uma metodologia fundamentada em princípios dos estudos psicopedagógicos, podem contribuir para que o aluno se aproprie de conteúdos da Geografia escolar.When considering the map as a language we admit that there are implications for the communication process which depend on the means through which the representations take shape. Therefore, as pedagogical experiences pile up with cartography products in digital medium, the analysis of the limitations of digital media in the relationship between human being and map becomes pertinent. The first chapter presents an approach to the current stage of intellectual production of students, teachers and researchers about the didactic practices with digital cartography resources in scholar teaching of geography in Brazil. The possibilities of communications created by interactive maps are taken as a refence in this analysis. At the end of the chapter, we conclude that in general, didactic uses of such resources do not contemplate conceptually and methodologically the exclusive characteristics of interactive maps. Given this scenario, we intended to investigate two themes in the research: a) what the unique properties of the communication system in the interactive maps are, and b) through which concept of didactic use such properties may contribute to the teaching and the learning processes. Towards that aim, in the second chapter, the essential differences of communication with the map contents in the digital medium are sought and described. Concepts of interactivity and cartographic visualization which allow a new condition of the student in front of the map are drawn upon at this stage. The new conditions of the active participation of the user in the cartographic communication process break up with the conventional system cartographer map reader and this break implies a conceptual and methodological update of the cartographic practices. From the contrast between the two initial parts we propose a pedagogical appropriation of cartographic visualization concept. That proposed appropriation was used to develop a learning situation based on the theoretical-methodological principles of the Activity Guide in teaching. These principles are described at the beginning of the third chapter. To develop the learning situation, we define the learning content (concept of spatial orientation) and evaluate the characteristics of the software used (Google Earth). The choice of these elements spawned from the observation of two 6th year classes each from a different school in São Paulo city. At the end of the third chapter we describe the experience of pre-testing of the didactic situation at one of the schools. The final version of the learning situation was developed from the pre-testing and its adjustment. In the fourth chapter we analyze qualitatively the dialogue and graphic representation from a group of students. Our analysis shows how characteristics of interactive maps, when congruent with a methodology based on the principles of psycho-pedagogical studies can help the student to appropriate of the geographic school content.
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Turner, Erin. "Undergraduate cartographic and Geomatics/GIScience education at North American universities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0018/MQ57691.pdf.
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Turner, Erin Carleton University Dissertation Geography. "Undergraduate cartographic (and geomatics/giscience) education at North American universities." Ottawa, 2000.
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Niane, Mamadou 1961. "ARCVIEW tutorial and database development based on a Senegalese local community cartographic model: Ross-Bethio rural community." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/278624.
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Through this work a database and an ARCVIEW tutorial based on a Senegalese local community cartographic model is developed. The Ross-Bethio rural community model was selected as an example of solving methodological problems in natural resources management at the scale of a rural local community. The tutorial developed will also support Geographic Information Systems Instruction for natural resources management in Senegal using a local known database model. The process of solving the problems identified are based mostly on natural resources management concerns of the local community council and will help users to learn and understand the use of ARCVIEW GIS for spatial analysis. A solution is provided that will help the instructors to evaluate their results with these in this study. However, the tutorial is not a self-taught one for ARCVIEW GIS, but an instructional supervised one.
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Abreu, e. Silva Paulo Roberto Florencio de. "Cartografando a construção do conhecimento cartográfico no ensino da geografia." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2013. http://hdl.handle.net/10183/76845.
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Este trabalho, que denominamos de desafio, é fortalecido por duas epistemologias que lidam com a construção do conhecimento: a complexidade de Edgar Morin que utilizamos como método e a Epistemologia Genética de Jean Piaget, que nos fortaleceu no entendimento da (des) construção do conhecimento Cartográfico no Ensino Escolar. Como objetivo, estudamos a construção do conhecimento da Cartografia na formação do professor de Geografia e as suas implicações no ensino escolar. Procura inicialmente, sustentar algumas inquietações em nossa jornada enquanto professores e pesquisadores. No ambiente escolar existem deficiências na construção do conhecimento cartográfico, ou não? Existe ou não preocupação dos professores de Geografia em desmistificar o paradoxo do analfabetismo cartográfico no ensino escolar? O ir e o vir, da construção da espacialidade da Geografia utilizando a Cartografia como ferramenta, nos impulsionou a sugerir algumas novidades no sentido de mobilizar transformações, como o Cardápio de informações geográficas/cartográficas e a oficina do Parque de diversão, utilizando a espacialidade cartográfica. Através da pesquisa de cunho qualitativo, o movimento foi realizado nas escolas públicas e particulares da região metropolitana do Recife, na Faculdade/Universidade que formam professores de Geografia (FUNESO e UFPE) e no Departamento de Engenharia Cartográfica da UFPE. Assim, alcançou-se a clareza da necessidade de incluir na matriz curricular dos cursos que formam professores de Geografia a disciplina Cartografia Escolar. Este desafio parece poder gerar outros desafios, na construção de novo objeto; e a partir daí, produzir novas mobilizações, novas construções, num movimento recursivo e dialógico.This work, which we call the challenge, is strengthened by two epistemologies that deal with the construction of knowledge: the complexity of Edgar Morin that we used as method and the Genetic Epistemology by Jean Piaget that strengthened us in understanding the (dis) construction of Cartographic knowledge in School Education. As a goal, we study the construction of knowledge of cartography in Geography teacher’s training and its implications in school education. It looks for initially to sustain some concerns on our journey as teachers and researchers. Are there or not the deficiencies in the school environment in the construction of cartographic knowledge? Is there or not concern from Geography teachers in demystifying the paradox of cartographic iliteracy in school education? The come and go of construction of the spatiality of Geography and Cartography as tool motivated us to suggest some new stuff in order to mobilize transformations, such as geographic/cartographic information Menu workshop and the amusement park, using the cartographic spatiality. Through the qualitative research, the motion was held in public and private schools in the metropolitan area of Recife, in the College / University which trains Geography teachers (FUNESO and UFPE) and the Department of Cartographic Engineering UFPE. Thus, it was achieved the clarity of the need to include Cartography School in the curriculum of the courses that train Geography teachers. This challenge seems to generate other challenges in building new object, and then to produce new movements, new constructions, in a recursive and dialogic movement.
Este trabajo, que llamamos Desafío, se ve reforzada por dos epistemologías que tienen que ver con la construcción del conocimiento: la complejidad de Edgar Morin que utilizamos como método y la epistemología genética de Jean Piaget, que hemos reforzado la comprensión de la (de) construcción del conocimiento de Ingeniería Cartográfica en la educación escolar. Como objetivo, se estudia la construcción del conocimiento de cartografía en la capacitación del profesor de geografía y de sus implicaciones para la enseñanza en la escuela. Busca inicialmente sostener algunas preocupaciones en nuestro camino como profesores e investigadores. En el ámbito escolar existen deficiencias en la construcción del conocimiento cartográfico, o no? Existe o no la preocupación de los profesores de Geografía en la desmitificación de la paradoja de la alfabetización cartográfica en la educación escolar? El ir y venir de la construcción de la espacialidad de Geografía y Cartografía con la función, nos llevó a sugerir algunas nuevas transformaciones para movilizar, como el menú de información geográficos/cartográficas y taller de parque de atracciones, con la espacialidad cartográfica. A través de la investigación cualitativa, la moción se llevó a cabo en las escuelas públicas y privadas de la región metropolitana de Recife, en el Colegio / Universidad de capacitación a los profesores de Geografía (FUNESO y UFPE) y en el Departamento de Ingeniería Cartográfica UFPE. Así se logró claramente la necesidad de incluir en el currículo de los cursos de formación de profesores de Geografía la disciplina Cartografía Escolar. Este desafio parece generar otros desafíos en la construcción de nuevos objetos, y de ahí producir nuevas movilizaciones, nueva construcción, en un movimiento recursivo y dialógicas.
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Giehl, Fabiana Cristina. "Contribuições de um programa educacional de introdução à linguagem cartográfica tátil para alunos com cegueira." Universidade Federal de São Carlos, 2015. https://repositorio.ufscar.br/handle/ufscar/3191.
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Based on the understanding that the appropriate use of tactile maps facilitates the interpretation of space and its use for students with visual impairment, this study emphasizes the importance of educational programs towards the reading and interpretation of a map. This study aimed to analyze the contributions of an educational program to introduce the tactile cartographic language to students with visual impairment. In order to perform this research it has carried out a descriptive investigation outlined by a multi case study. The participants of this research were two teachers who assist on Specialized Educational Service (AEE), two teachers from regular school and two students with visual impairment with different ages (seven and ten years old). The research it has developed with the application of the following tools: semi structured interview; questionnaire and pedagogical evaluation. All data were registered in diaries, filming and photography. The content of interviews, pedagogical evaluation and diary were submitted to the theory of content analysis. The educational program has contributed to improve the ability of students with visual impairment to identify the tactile cartographic variable used in maps. In this context, it is suggested that the Tactile Cartography make part of the curriculum of graduation in Geography, Pedagogy and all related graduation courses in order to prepare teachers to work with students with visual impairment.
A partir da compreensão de que a utilização adequada de mapas táteis facilita aos alunos com cegueira a interpretação do espaço e a utilização do mesmo, destaca-se a importância de programas educacionais voltados à leitura e interpretação de mapas. Nesse contexto, nesta pesquisa objetivou analisar as contribuições de um Programa Educacional para a Introdução à Linguagem Cartográfica Tátil para alunos com cegueira. Para tanto, realizou-se pesquisa ação, delineada por Estudo de caso, desenvolvida com enfoque qualitativo. Foram participantes desta pesquisa duas professoras da sala de atendimento educacional especializado (AEE), duas professoras do ensino comum e dois alunos com cegueira com idades distintas (sete e dez anos). A pesquisa de campo desenvolveu-se com a aplicação dos seguintes instrumentos: entrevista semi-estruturada; questionário fechado e avaliação pedagógica. Toda a coleta de dados foi registrada no diário de campo, além de registros em filmagens e fotografias. O conteúdo das entrevistas, das avaliações pedagógicas e do diário de campo foi submetido à análise de conteúdo. O programa educacional em questão contribuiu para o aprimoramento da capacidade dos alunos participantes em identificar as variáveis cartográficas táteis utilizadas em mapas. Nesse contexto, sugere-se que a Cartografia Tátil esteja presente nas matrizes curriculares dos cursos de formação de professores de Geografia, de Pedagogia e demais licenciaturas ou propostas formativas que de alguma forma estejam direcionadas para a preparação de docentes para atuação com alunos com cegueira.
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Hecktheuer, Luiz Felipe Alcantara. "Projetos sociais esportivos: ensaios sobre uma proliferação na cidade do Rio Grande - RS." reponame:Repositório Institucional da FURG, 2012. http://repositorio.furg.br/handle/1/4820.
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Esta tese dedica-se a problematizar, através de diferentes modos de pensar e escrever, a proliferação, no presente, dos projetos sociais esportivos (PSE). Para isto, em termos de empreendimento, foi colocado em curso o que se denominou “operação cartográfica”, que consiste em mapear e ensaiar esses projetos, tomando-os como acontecimento, sendo que, para esta tese, utilizou-se, como delimitação, a cidade do Rio Grande-RS, no período entre 2008 e 2011. Tais projetos têm-se multiplicado na sociedade brasileira; em sua maioria, veiculam pretensões “salvacionistas” em relação aos indivíduos considerados em situação ou estado de vulnerabilidade social. Os indivíduos assim posicionados são visados por intervenções que se utilizam do esporte como meio para tingir seus objetivos. A hipótese que percorre os textos que compõem esta tese articula-se em torno da ideia de que tais projetos, mais do que se dirigirem a esses indivíduos – “vulneráveis sociais”, vulnerabilizam determinados indivíduos, “inventando” populações – de vulneráveis, e segmentando o “social” para fins de governo. O esporte pode ser considerado um segundo delimitador para a investigação, uma vez que, não houve dedicação para tratá-lo em suas entranhas e, sim, como veículo escolhido para colocar as propostas ditas “sociais” em funcionamento. A tese está dividida, para fins de apresentação, em duas partes: Na primeira, é tratado do que foi aqui denominado “lições de método”, seguindo três noções importantes com que o filósofo e professor Michel Foucault nos contempla em seus escritos como “questões de método”. São estas, a crítica aos universais, as noções de práticas e mecanismos estratégicos e a noção de paradoxo tomados como chaves para pensar; além disto, nesta primeira parte, está registrado o solo “teórico-metodológico” que tornou possível que se tenha qualificado o mapeamento da proliferação dos PSE como “cartográfico” – cartografia rizomática, isto porque não é de qualquer mapeamento que se trata; e, descritas algumas minúcias acerca de vinte e nove (29) projetos mapeados e alguns editais que visam colocá-los em funcionamento. A segunda parte ensaia a proliferação dos PSE, tomando-a como problema para o pensamento e a escrita; composta de textos que se pretendem independentes uns dos outros, nos quais são problematizados os modos de funcionamento desses projetos, a “invenção” de uma população para intervenção, a segmentação do “social”, a vulnerabilização dos indivíduos, de maneira que visam “fazê-los viver” e normalizar. Por fim, não se trata de um conjunto de “textos manifesto” contra os projetos sociais, mas algumas possibilidades de pensar esses projetos para além de sua condição necessária, ou seja, pensá-los no nível de seus “arranjos” estratégicos e contingentes explicitados nos documentos, nos quais se articulam mecanismos e técnicas e pensá-los tomando-os como “políticas da vida” que se caracterizam como coisas de educação e governo e, desta maneira, implicados na constituição e posicionamento de sujeitos.
This thesis is dedicated to discuss, through different modes of thinking and writing, the proliferation of social sportive projects (SSP). For this, in terms of development, was put under way the called "cartographic transaction", which is to map and rehearse these projects, taking them as an event, and, for this thesis, was used as the city boundary Rio Grande-RS, in the period between 2008 and 2011. Such projects have multiplied in Brazilian society that mostly conveys claims "Salvationists" in relation to individuals considered in a situation or state of social vulnerability. Individuals are positioned targeted interventions that use sport as a means to achieve their goals. The hypothesis that runs through the texts that comprise this thesis is built around the idea that such projects, rather than approaching these individuals - "vulnerable social" – make vulnerable certain individuals, "inventing" people - the vulnerable – and a segmenting "social" for purposes of government. The sport can be considered a second delimiter for research, since there was no commitment to treat it deeply, but as a vehicle chosen to put the proposed so-called "social" in operation. The thesis is divided, for purposes of presentation in two parts: the first is treated to what was here called "method’s lessons”, following three important concepts that the philosopher and professor Michel Foucault addresses in his writings as "method’s issues ". These are: a critique of the universal, notions of practical and strategic mechanisms and of paradox, taken as the key to thinking. Furthermore, this first part, is recorded the solo "theoretical-methodological" that has allowed us to qualify the mapping of the proliferation of SSP as a "cartographic" - rhizomatic cartography, this is not because of any mapping that it is, just as some details are given about twenty-nine (29) projects mapped and some projects that aim to put these announcements in operation. The second part of the thesis essays the proliferation of SSP, taking it as a problem for thought and writing. Composed of independent texts to each other, which are problematized the modes of operation of these projects, the "invention" of a population for intervention, targeting the "social", the increasing vulnerability of individuals and in ways that aim " make-live "and normalize. Finally, it is not a set of "manifest" against the social projects, but some possibilities to consider these actions as well as its necessary condition, in other words, think of them at the level of your "arrangements" strategic and contingent explained in the documents, which are articulated in the mechanisms and techniques and to think of them taking them as "political life" things that are characterized as education and government and, thus, involved in the creation and placement of subjects.
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Risette, Márcia Cristina Urze. "Pensamento espacial e raciocínio geográfico: uma proposta de indicadores para a alfabetização científica na educação geográfica." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-15022018-103250/.
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Nesta dissertação discorremos sobre o processo de aprendizagem da Geografia. A construção dessa pesquisa se deu a partir da elaboração de atividades organizadas em Sequência Didática, a qual abordava o lugar de vivência dos alunos, apreendido como contexto para o ensino das habilidades cartográficas e dos conceitos geográficos como urbanização, densidade demográfica e infraestrutura urbana. O objetivo desse trabalho foi a proposição de Indicadores da Alfabetização Científica para a Educação Geográfica, elaborando um sistema de avaliação do processo de ensino e de aprendizagem em Geografia. Para tanto, realizamos aproximações teóricas entre Pensamento Espacial, Alfabetização Cartográfica, Raciocínio Geográfico e Alfabetização Científica. O cerne do diálogo entre essas propostas está na preocupação em definir os conceitos e as habilidades que devem ser ensinadas em Geografia. Foi a partir dessa construção que elaboramos os indicadores e os testamos nas atividades da Sequência Didática. A metodologia em que nos baseamos foi a investigação qualitativa e interpretativa, pois, consideramos a ação dos alunos sobre o próprio meio e valorizamos as relações deles com o entorno escolar. Trazer o Lugar de vivência como uma abordagem conceitual e científica para a sala de aula foi uma forma de movimentar o raciocínio dos alunos a respeito das interpretações deles sobre o Lugar onde moram, as características das moradias, as infraestruturas e os serviços urbanos que os cercam. Portanto, a abordagem desenvolvida visou promover a aprendizagem significativa, valorizando de fato a compreensão dos fenômenos e a apreensão das habilidades e das teorias geográficas. Os dados gerados nos possibilitaram verificar os efeitos da pesquisa-ação, avaliar os resultados sobre a aprendizagem dos educandos e realizar reflexões sobre as atividades elaboradas. Essa análise foi estabelecida de acordo com os Indicadores para a Alfabetização Científica na Educação Geográfica (ACEG), possibilitando refletir sobre essa forma de averiguação e considerar a viabilidade do processo de ensinoaprendizagem a partir das teorias de ensino alicerçadas na Alfabetização Científica e Cartográfica e no Pensamento Espacial sob a perspectiva didática do Lugar como contexto.In this dissertation thesis we discuss the process of learning Geography. The construction of this research was based on activities elaboration organized in Didactic Sequence, which approached the students\' living place, understood as context for the teaching of cartographic skills and geographic concepts such as urbanization, demographic density and urban infrastructure. The aim of this work was the proposal of Scientific Literacy Indicators for Geographical Education, elaborating an evaluation system of teaching and learning process in Geography. For that, we perform theoretical approaches between Spatial Thinking, Cartographic Literacy, Geographical Reasoning and Scientific Literacy. The heart of the dialogue between these proposals is the concern to define the concepts and skills that must be taught in Geography. It was from this construction that we elaborated the indicators and tested them on the activities of the Didactic Sequence. The methodology we used was the qualitative and interpretative research, therefore we consider the students\' action on the environment and enhance their relationships with the around school. Bringing the living Place as a conceptual and scientific approach to the classroom was a way of moving students\' reasoning about their interpretations of the Place where they live, the characteristics of the dwelling, the infrastructure and the urban services that surround them. Therefore, the approach developed was aimed at promoting meaningful learning, valuing the understanding of phenomena and the apprehension of skills and geographical theories. The data generated allowed us to verify the effects of the action-research, to evaluate the results about the students\' apprenticeship and to make reflections on the activities elaborated. This analysis was established according to the Indicators of Scientific Literacy for Geographic Education, enabling to ponder on this form of inquiry and to consider the viability of the teaching-learning process from teaching theories based on Scientific and Cartographic Literacy and Spatial Thinking, out of the didactic perspective of the Place as context.
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Mussoi, Eunice Maria. "PROPOSTA DE DESENVOLVIMENTO DE UM SOFTWARE PARA O ENSINO E APRENDIZAGEM DE GEOGRAFIA NAS SÉRIES INICIAIS." Universidade Federal de Santa Maria, 2006. http://repositorio.ufsm.br/handle/1/9270.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThis work presents a virtual instrument development that is going to support the teaching and learning process in Geography, for the 3rd grade of Elementary School at Public Schools of Santa Maria City RS Brazil. In this educational scenery, one intends to provide an alternative for the cognitive and social-affective development of the students. The proposed software approach the Spacial Orientation, attending to the teachers instrumental necessities. This constitutes an education modality which makes possible the innovation of teaching procedures, the utilization of various eletronic means of interaction, providing practicability in an extra-school education.
Este trabalho apresenta desenvolvimento de um instrumento virtual de apoio ao processo ensino e aprendizagem de geografia, para a 3ª série do ensino fundamental das escolas da Rede Pública Municipal de Santa Maria RS Brasil. Neste cenário educacional, pretende-se proporcionar uma alternativa para o desenvolvimento cognitivo e sócio-afetivo dos alunos. O uso do software proposto aborda o tema orientação espacial, atendendo às necessidades instrumentais dos professores, possibilitando a inovação dos procedimentos de ensino, a utilização de diversos meios eletrônicos de comunicação, viabilizando uma educação extraescolar.
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Silva, Vanessa Oliveira da. "OBJETO DE APRENDIZAGEM: UMA CONTRIBUIÇÃO PARA A ALFABETIZAÇÃO CARTOGRÁFICA NA EJA." Universidade Federal de Santa Maria, 2011. http://repositorio.ufsm.br/handle/1/9344.
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This paper presents the development of a Learning Object (LO) as a resource to
support teaching and learning of cartography in the Education Youth and Adults. To
this end, the research outlined four specific objectives: (a) analyze Cartographic
Literacy considering the mode of teaching adult education through the Vygotskian
perspective, (b) seek the applicability of the theory as sociointeractionists
pedagogical model in production and setting of LO, (c) validate the LO in the EJA (d)
encourage the teaching and learning of cartographic literacy in adult education. The
design of the investigative method and the methodological steps based on the
phenomenology, and the development of LO, followed four different stages:
conception, planning, implementation and evaluation. The research was conducted
with students from Estadual de Ensino Fundamental Marieta D ambrósio and Escola
Estadual de Ensino Fundamental João Belém, located in the district center, Santa
Maria/RS. Was possible to verify, through research, that the educational resource on
the subject matter presents the cartographic through features animated, interactive
and multimedia, enhancing student learning and meeting the needs of teachers,
enabling innovation in the teaching of Geography School through digital learning
materials.Este trabalho apresenta o desenvolvimento de um Objeto de Aprendizagem (OA) como recurso didático de apoio ao processo de ensino e aprendizagem da Cartografia na Educação de Jovens e Adultos. Para tanto, a investigação delineou quatro objetivos específicos: (a) analisar a alfabetização cartográfica considerando a modalidade de ensino EJA por meio da perspectiva Vygotskyana; (b) buscar a aplicabilidade da teoria Sociointeracionista como modelo pedagógico na produção e na configuração do OA; (c) validar o OA na EJA; (d) incentivar o processo de ensino e aprendizagem da alfabetização cartográfica na EJA. A definição do método investigativo e das etapas metodológicas baseou-se na fenomenologia e, para o desenvolvimento do OA, seguiram-se quatro diferentes etapas: concepção, planificação, implementação e avaliação. A pesquisa foi desenvolvida com alunos da Escola Estadual de Ensino Fundamental Marieta D ambrósio e Escola Estadual de Ensino Fundamental João Belém, localizadas no bairro Centro, município de Santa Maria/RS. Constatou-se, através da pesquisa, que o recurso educativo em questão aborda a temática cartográfica por meio de recursos animados, interativos e multimídia, potencializando a aprendizagem dos alunos e atendendo as necessidades dos professores, viabilizando uma inovação nos processos de ensino da Geografia Escolar através de materiais didáticos digitais.
Books on the topic "Cartographic education"
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Akin, Alexander. East Asian Cartographic Print Culture. NL Amsterdam: Amsterdam University Press, 2021. http://dx.doi.org/10.5117/9789463726122.
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Alexander Akin examines how the expansion of publishing in the late Ming dynasty prompted changes in the nature and circulation of cartographic materials in East Asia. Focusing on mass-produced printed maps, East Asian Cartographic Print Culture: The Late Ming Publishing Boom and its Trans-Regional Connections investigates a series of pathbreaking late sixteenth- and early seventeenth-century works in genres including geographical education, military affairs, and history, analysing how maps achieved unprecedented penetration among published materials, even in the absence of major theoretical or technological changes like those that transformed contemporary European cartography. By examining contemporaneous developments in neighboring Chos.n Korea and Japan, this book demonstrates the crucial importance of considering the East Asian sphere in this period as a network of communication and publication, rather than as discrete national units with separate cartographic histories. It also reexamines the Jesuit printing of maps on Ming soil within the broader context of the local cartographic publishing boom and its trans-regional repercussions.
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Masny, Diana, ed. Cartographies of Becoming in Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-170-2.
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Castner, Henry W. Discerning new horizons: A perceptual approach to geographic education. Indiana, Pa: National Council for Geographic Education, 1995.
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Zentai, László, and Jesús Reyes Nunez. Maps for the future: Children, education and internet. Berlin: Springer, 2012.
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Lucy, Holl, ed. De wereld aan de wand: De geschiedenis van de Nederlandse schoolwandkaarten. Zwolle: Waanders, 2010.
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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.
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Castner, Henry W. Seeking new horizons: A perceptual approach to geographic education. Montreal: McGill-Queen's University Press, 1990.
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Bandini, Gianfranco, ed. Manuali, sussidi e didattica della geografia. Florence: Firenze University Press, 2012. http://dx.doi.org/10.36253/978-88-8453-958-8.
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This publication is comprised within a recent strand of studies devoted to scholastic culture, understood as an original and complex form of mediation between academic and popular culture. The history of scholastic disciplines is actually one of the most innovative and interesting sectors of the social history of education, and also links up with similar initiatives in other academic sectors, even at international level. These include studies on scholastic and educational publishing, the history of professional associations in the area of geography and cartography (both local and national), and on possible interactions between classical geographical studies and technological applications (digital history and geography). The study of geography teaching, in particular, is extremely useful and significant for analysing: the structure, functioning and changes in scholastic culture; the contribution it made at the time of foundation and consolidation of the Italian State and at other times of political and cultural discontinuity and, finally, the tormented relations of scholastic geography with numerous aspects of an ideological nature and related to the building of Italian identity. From a methodical and historical aspect, the approach of this book is distinctly interdisciplinary: it involves specialists from scientific communities that differ in their origins and current structure, but share the same argument of study and the wish for open exchange. The various contributions seek to highlight the close interrelations between past and present in geography, never severing the links between current and historic study, between the educational and operational concerns of today and those of yesterday. Rather, they underscore the importance and advantages of a historic perspective, which can supply useful keys for interpreting the moments of discontinuity and the (ideal and operational) tensions that have distinguished geographical culture, both scholastic and academic. Rassegna stampa: La Vita Scolastica Rivista n. 5 Dicembre 2013
Book chapters on the topic "Cartographic education"
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Cartwright, William. "Media and Communications Systems in Cartographic Education." In Teaching Geographic Information Science and Technology in Higher Education, 359–82. Chichester, UK: John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781119950592.ch23.
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Fairbairn, David. "Issues in Cartographic Education: How and How Many?" In Cartography from Pole to Pole, 461–70. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-32618-9_33.
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Adsit-Morris, Chessa. "A Cartographic Mapping Practice: Environmental Education, the Material/Discursive, and a New Materialist Praxis." In Restorying Environmental Education, 15–41. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48796-0_2.
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Cole, David R. "Unearthing the Forces of Globalisation in Educational Research Through Guattari’s Cartographic Method." In Super Dimensions in Globalisation and Education, 145–59. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-0312-7_9.
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Svatoňová, Hana. "Reading Satellite Images, Aerial Photos and Maps: Development of Cartographic and Visual Literacy." In Current Topics in Czech and Central European Geography Education, 187–208. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-43614-2_11.
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Masny, Diana. "Cartographies of Becoming in Education." In Cartographies of Becoming in Education, 3–16. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-170-2_1.
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Freundschuh, Scott M., and Wesley Helleviks. "Multimedia Technology in Cartography and Geographic Education." In Multimedia Cartography, 271–80. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/978-3-662-03784-3_25.
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Lines, David. "Deleuze and Music Education." In Cartographies of Becoming in Education, 23–33. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-170-2_3.
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Stromquist, Nelly P. "A Social Cartography of Gender in Education." In Beyond the Comparative, 173–92. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-722-6_10.
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Dixon, Mary. "Pedascapes: New Cartographies of Pedagogy." In Visual Research Methods in Educational Research, 100–115. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137447357_6.
Full textConference papers on the topic "Cartographic education"
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Vondrakova, Alena. "USER ISSUES IN TACTILE CARTOGRAPHIC EDUCATION." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.118.
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Perez - Gomez, Rufino. "MAPPING AND ANALYZING EDUCATION SYSTEMS PERFORMANCE IN SPAIN WITH CARTOGRAPHIC TECHNIQUES." In 15th International Multidisciplinary Scientific GeoConference SGEM2015. Stef92 Technology, 2011. http://dx.doi.org/10.5593/sgem2015/b22/s11.121.
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Teslenok, Kirill S., and Sergej A. Teslenok. "OPPORTUNITIES FOR CREATING AN INTERACTIVE ATLAS “INNOVATION IN AGRICULTURE OF REGIONS OF RUSSIA”." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-211-213.
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The cartographic specifics of interactive maps and atlases, as well as the possibilities for the development and practical implementation of the interactive atlas “Innovations in Agriculture of the Russian Regions” are considered.
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Yakovlev, Ilya G. "THE FEATURES OF AGRARIAN DEVELOPMENT OF THE ORENBURG REGION AND APPROACHES TO AGRICULTURAL ZONING." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-85-86.
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The article discusses the features of agricultural development of the territory of the Orenburg region. Based on the analysis of archival, statistical, and cartographic data, the key stages in the agricultural development of the region are identified and briefly described. On the basis of the selected stages of development, approaches to zoning the territory of the Orenburg region on the studied basis are developed.
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Cuciureanu, Maria-Simona. "IDENTIFICATION OF THE VULNERABLE RURAL ZONES BY USING STATISTIC-CARTOGRAPHIC METHODS. CASE STUDY � BOTOSANI COUNTY, ROMANIA." In 14th SGEM GeoConference on ECOLOGY, ECONOMICS, EDUCATION AND LEGISLATION. Stef92 Technology, 2014. http://dx.doi.org/10.5593/sgem2014/b53/s21.027.
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Alferina, Anastasia V., and Alexander V. Kaverin. "USE OF CARTOGRAPHIC AND STATISTICAL INFORMATION FOR ANALYSIS OF THE AGROCHEMICAL CONDITION OF AGRICULTURAL AGRICULTURAL." In Treshnikov readings – 2021 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2021. http://dx.doi.org/10.33065/978-5-907216-08-2-2021-162-163.
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Using the example of the Ruzayevsky district of the Republic of Mordovia, the article considers the proposal for the use of geographic information systems in the management of agriculture and crop production.
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Tanarro, Luis M., Jose Úbeda, Nuria De Andrés, José M. Fernández-Fernández, Javier De Marcos, Diana Ovaco, Jesús García, and David Palacios. "Design of three-dimensional cartographical didactic materials for Physical Geography teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11195.
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Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.
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"This paper proposes a requirements document for the educational digital game kimera, cities simulator game, whose objective contribute to the cartographic education in public schools in Salvador - Bahia, Brazil." In 2015 International Symposium on Computers in Education (SIIE). IEEE, 2015. http://dx.doi.org/10.1109/siie.2015.7451692.
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Komissarova, Tatyana, Elena Gadzhieva, and Maria Lebedeva. "INFORMATION AND CARTOGRAPHIC APPROACH TO VISUALIZATION OF EDUCATIONAL INFORMATION." In 20th International Multidisciplinary Scientific GeoConference Proceedings SGEM 2020. STEF92 Technology, 2020. http://dx.doi.org/10.5593/sgem2020/5.2/s22.094.
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Artemeva, Olga. "EXPERIENCE OF PROJECT-BASED EDUCATION IN CARTOGRAPHY DOMAIN." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.026.
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