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Journal articles on the topic 'Geography and map skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 24 January 2023

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1

ARTVİNLİ, EYÜP, and LEYLA DÖNMEZ. "How Do Geography Textbooks Deal with Map Skills? A Comparison of Turkey and England." Romanian Review of Geographical Education 9, no. 2 (2020): 23–45. http://dx.doi.org/10.23741/rrge220202.

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The skills used in all areas and stages of education are important also in geographical education. The concept of skill is important for the individual’s life at all stages of Education. Geographical skills contribute to the abilit y of individuals to think critically and solve problems. They also enable the individual to think at a metacognitive level. In this study, it was aimed to show the degree to which secondary geography textbooks gain the level of use of map skills. Maps are communication tools that show where and how positional information is found. One of the most important materials
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Bendová, Petra, Jiří Rypl, and Michal Staněk. "Map Skills As a Base for Teaching Regional Geography." Geografické informácie 24, no. 1 (2020): 71–85. http://dx.doi.org/10.17846/gi.2020.24.1.71-85.

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NAZARENKO, Tetiana, Oleh TOPUZOV, Olena CHASNIKOVA, and Iryna DUBROVINA. "Role of geography teacher in forming the pupils’ cartographic competence." Prace i Studia Geograficzne 66, no. 2 (2021): 43–53. http://dx.doi.org/10.48128/pisg/2021-66.2-03.

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Cartographiccompetence has been determined as a very important one in the list of subject geographical competencies recorded in the State Standard of Secondary Basic Education of Ukraine. Since a geographic map is a system of landmarks with specific information based on field studies, aerial photographs and satellite images, and other cartographic sources, statistics and literature, the task of a geography teacher is to instil in pupils the necessary skills, which will result in cartographic competencies. Since it is impossible to study geography without a geographic map as a forming factor fo
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Komlenovic, Djurdjica. "Knowledge of geographical map at the end of primary school education in Serbia." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 526–41. http://dx.doi.org/10.2298/zipi0902526k.

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The paper presents the results of one part of empirical research conducted for the purpose of conceiving the proposal of educational standards for the subject Geography at the end of primary school education. The goal was to determine the extent to which the students were trained to orient themselves and use cartographic method in the process of using geographical map. Research comprised the representative sample of 919 students of the final grade in 159 Serbian primary schools. Achievement Test served for studying the levels of students' knowledge and skills in the field of Geographic Skills.
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As'ari, Ruli, and Erni Mulyanie. "The Use of Local Landscape as a Field Laboratory for Geography of Education." Jurnal SPATIAL Wahana Komunikasi dan Informasi Geografi 19, no. 2 (2019): 1–7. http://dx.doi.org/10.21009/spatial.192.1.

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Geographical skills that need to be shared by each geographer in general are map skills, field skills, and satellite image interpretation skills. To achieve field skills competency, a location is needed to be used as material for practicum studies for each subject. The Geography Education Field Laboratory can be studied in depth based on an analysis of the level of learning needs. The basis of the lab location requirements as a laboratory is seen from the laboratory function as an area to carry out careful and accurate testing and measurement of the phenomenon under study. The study was carrie
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van Dijk, Henk, Joop van der Schee, Henk Trimp, and Teatske van der Zijpp. "Map skills and geographical knowledge." International Research in Geographical and Environmental Education 3, no. 1 (1994): 68–80. http://dx.doi.org/10.1080/10382046.1994.9964928.

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7

Hanus, Martin, and Miroslav Marada. "Map skills: definition and research." Geografie 119, no. 4 (2014): 406–22. http://dx.doi.org/10.37040/geografie2014119040406.

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Although the acquisition of map skills is one of the primary objectives of geographic education, sufficient attention is yet to been paid to this topic in the Czech academic community. This lack of attention causes not only discrepancy in the definition of map skills, but also inconsistency in the classification of categories of map skills. This study aims to contribute to the discussion on the definition of map skil ls, its incorporation into the educational framework of skills. Furthermore, the article intends to improve the systematization of this group of skills. In order to achieve this a
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Purnomo, Dony. "UTILIZATION OF GEOSPASIAL INFORMATION TO IMPROVE MAKING MAP SKILL IN GEOGRAPHY LEARNING." GeoEco 5, no. 2 (2019): 112. http://dx.doi.org/10.20961/ge.v5i2.29100.

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<p><em>The aim of this reseach are:</em><em> (1) To describe the use of geospatial information in improving the skills of students in making maps, (2) To improve the skills of students in making maps. This class action research uses two cycles with research subjects in class XI IPS 4 at SMAN 1 Purwantoro academic year 2018/2019. The indicator of success in this study is the classical completeness of students above 70% and there is an increase in student learning outcomes. The results of this study are (1) Utilization of geospatial information in improving map-making ski
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Ohnishi, Koji, Hiroaki Akimoto, Yoshihiro Ugawa, and Satoru Itoh. "Geography education by the combination use of GIS and AR – Practices in National Institution of Technology, Toyama College." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-277-2019.

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<p><strong>Abstract.</strong> AR technology on the landscape is useful for people to identify the places with air tags. There are many people who cannot match landscapes and maps. For Map reading skill building, AR supports for people to match the landscape and maps. This paper tried to measure the effectiveness of AR technology to map reading skill building in high school geography education.</p><p>In Japan, Geography will be compulsory subject from high school from 2022. The compulsory Geography as school subject has three themes, 1 Maps and GIS, 2 International
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Zisi, Christina, Aikaterini Klonari, Nikolaos Soulakellis, and Georgios Tataris. "Introducing Geography and Reading Map Skills to Kindergarten Children by using Large-Scale Giant Maps." International Journal of Education (IJE) 9, no. 4 (2021): 1–17. http://dx.doi.org/10.5121/ije.2021.9401.

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The construction of space in children develops gradually, as they grow up and is related both to their environment and to their spatial and/or geographical experiences. According to previous studies, spatial thinking is malleable, and can be developed with the use of appropriate teaching interventions and educational material. Geospatial thinking and reading map skills required to decode map symbols are a relatively new and very interesting topic in kindergarten’s education. Significance of this study is the creation of two large-scale giant maps, laminated, and appropriate to accompany teachi
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Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (2018): 3050. http://dx.doi.org/10.3390/su10093050.

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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-re
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Anderson, Jeremy. "Teaching Map Skills: An Inductive ApproachPart Three." Journal of Geography 84, no. 3 (1985): 117–22. http://dx.doi.org/10.1080/00221348508979043.

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Anderson, Jeremy. "Teaching Map Skills: An Inductive Approach: Pat? One." Journal of Geography 84, no. 1 (1985): 25–32. http://dx.doi.org/10.1080/00221348508979265.

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Anderson, Jeremy. "Teaching Map Skills: An Inductive Approach Part Two." Journal of Geography 84, no. 2 (1985): 72–78. http://dx.doi.org/10.1080/00221348508979280.

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Anderson, Jeremy. "Teaching Map Skills: An Inductive Approach Part Four." Journal of Geography 84, no. 4 (1985): 169–76. http://dx.doi.org/10.1080/00221348508979387.

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Trussell, Margaret Edith. "Teaching Basic Geographical Skills: Map and Compass Activities." Journal of Geography 85, no. 4 (1986): 169–73. http://dx.doi.org/10.1080/00221348608979414.

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17

Kobayashi, Taketo. "Orienteering in Geography Education in Japanese High School." Proceedings of the ICA 2 (July 10, 2019): 1–8. http://dx.doi.org/10.5194/ica-proc-2-63-2019.

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<p><strong>Abstract.</strong> Orienteering, a map activity, has been described as effective in learning geography in school education. When dealing with orienteering in school education, it is learning outdoors different from ordinary classroom lessons. Also, the environment surrounding school education differs from country to country. From this, it is important to show the practice of orienteering in school education in each country. In this research, I described the practice of orienteering in geography education of Japanese high schools in the following three viewpoints. T
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IIZUKA, Kouji. "Map Skill Instruction in Primary Geography in England." New Geography 50, no. 2 (2002): 1–12. http://dx.doi.org/10.5996/newgeo.50.2_1.

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19

Roche, Stéphane. "Geographic information science III." Progress in Human Geography 41, no. 5 (2016): 657–66. http://dx.doi.org/10.1177/0309132516650352.

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This third report examines interfaces as a key element enabling spatial skills, and development of new forms of digital spatialities for smart cities. Digital technology is becoming consubstantial to urban materiality, but map interfaces are particularly central tools for indexing (geographic) knowledge and expertise, accessing informational components of digital cities, and actively engaging digital dimensions of urban places.
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Castellar, Sonia Maria Vanzella, and Paula Cristiane Strina Juliasz. "Mental map and spatial thinking." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-18-2018.

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The spatial thinking is a central concept in our researches at the Faculty of Education of University of São Paulo (FE-USP). The cartography is fundamental to this kind of thinking, because it contributes to the development of the representation of space. The spatial representations are the drawings – mental maps – maps, chart, aerial photos, satellite images, graphics and diagrams. To think spatially – including the contents and concepts geographical and their representations – also corresponds to reason, defined by the skills the indivi
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Kariuki, Robert Kariuki. "Influence of Geography on Various Career Choices in Africa. A Critical Literature Review." Journal of Applied Geographical Studies 2, no. 1 (2022): 20–30. http://dx.doi.org/10.47941/jags.1134.

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Purpose: Education and training should therefore consider the role of geography in instilling learners with basic foundation skills to tackle the various challenges faced in the society. The overall objective of this study was to examine influence of influence of Geography on various career choices in Africa. A critical literature review
 Methodology: The paper used a desk study review methodology where relevant empirical literature was reviewed to identify main themes and to extract knowledge gaps.
 Findings: The findings of the study indicate that a large percentage of students asp
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Shin, Eui-Kyung. "Using Geographic Information System (GIS) to Improve Fourth Graders' Geographic Content Knowledge and Map Skills." Journal of Geography 105, no. 3 (2006): 109–20. http://dx.doi.org/10.1080/00221340608978672.

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23

FEDІI, O., L. VISHNIKIN, and A. SHUKANOVA. "APPLICATION OF GEOGRAPHICAL INFORMATION SYSTEM IN THE TRAINING OF FUTURE GEOGRAPHY TEACHERS." ТHE SOURCES OF PEDAGOGICAL SKILLS, no. 29 (September 10, 2022): 236–40. http://dx.doi.org/10.33989/2075-146x.2022.29.264357.

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The most important condition for training specialists in modern higher education institutions is the possession of information systems and technologies. The article highlights the relevance of training future teachers of geography via using modern geographic information systems. Informatization of society ensures the future development of science, education, production, forms a reality.
 For future teachers of geography it is important to be able to apply modern methods of information processing, use databases to develop projects based on modern geographical information systems.
 The
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Šmída, Jiří. "Map skills as a basis for building digital competencies in geography education under the Czech national curriculum." Abstracts of the ICA 5 (September 14, 2022): 1–2. http://dx.doi.org/10.5194/ica-abs-5-25-2022.

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Григорович, Михаил Александрович. "TECHNOLOGY OF CRITERIA-ORIENTED EDUCATION AT THE LESSONS OF GEOGRAPHY (BASED ON THE «MAP OF CONCEPTS» TECHNOLOGY)." Вестник Тверского государственного университета. Серия: География и геоэкология, no. 2(30) (October 30, 2020): 79–89. http://dx.doi.org/10.26456/2226-7719-2020-2-79-89.

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Показано назначение и сущность одной из популярных педагогических технологий в школьной географии. На примере темы «Литосфера -каменная оболочка Земли» разработана взаимосвязанная система умений и знаний. The purpose and essence of one of the popular pedagogical technologies in school geography is shown. Using the theme «Lithosphere - the stone shell of the Earth» as an example, an interconnected system of skills and knowledge has been developed.
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Fan, Jingting. "Internal Geography, Labor Mobility, and the Distributional Impacts of Trade." American Economic Journal: Macroeconomics 11, no. 3 (2019): 252–88. http://dx.doi.org/10.1257/mac.20150055.

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I develop a spatial-equilibrium model to quantify the distributional impacts of international trade in an economy with intranational trade and migration costs. Focusing on China, I find that international trade increases both between-region inequality among workers with similar skills and within-region inequality between skilled and unskilled workers, with the former accounting for 75 percent of the overall inequality increase. Ignoring spatial frictions will underestimate trade’s impact on the overall inequality and overestimate its impact on the aggregate skill premium. I further study how i
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Schee, J. A. Van Der, and H. Van Dijk. "The Effect of Student Freedom of Choice in Learning Map Skills." International Research in Geographical and Environmental Education 8, no. 3 (1999): 256–67. http://dx.doi.org/10.1080/10382049908667615.

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Engel, Brian Patrick. "Developing Map Use Skills for Planners and Implementers of Land Reform in South Africa." GeoJournal 60, no. 2 (2004): 183–89. http://dx.doi.org/10.1023/b:gejo.0000033580.83768.f7.

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Oksana, Braslavska, and Nataliia Barvinok. "FORMATION OF CARTOGRAPHIC COMPETENCE OF FUTURE TEACHERS OF GEOGRAPHY IN STUDYING DISCIPLINES OF FUNDAMENTAL TRAINING." Psychological and Pedagogical Problems of Modern School, no. 1(5) (May 27, 2021): 5–14. http://dx.doi.org/10.31499/2706-6258.1(5).2021.234755.

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The article presents the needs of modern society in a competent teacher of geography, the need for future teachers of geography to master the methods of their subject, which combines physical and economic geography, knowledge of geography and related sciences. It has been proven that a geography teacher must be deeply acquainted with the world around him and connect the teaching of the subject with the present, and use all possible means of information to do so. The importance of forming stable skills to work with maps, acquire new knowledge for further training and professional activity is ou
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Graham, J. S. "Finding Our Way: A Book of Map and Globe Skills - Student Book." New Zealand Journal of Geography 97, no. 1 (2008): 33. http://dx.doi.org/10.1111/j.0028-8292.1994.tb00347.x.

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Shinkarenko, Ulyana, Daria Rashevska, and Oleg Grinyuk. "DEVELOPMENT OF A TWO-DAY TRAINING PEDESTRIAN ROUTE BY THE SVIDOVITSKY MASSIVE." GEOGRAPHY AND TOURISM, no. 59 (2020): 36–44. http://dx.doi.org/10.17721/2308-135x.2020.59.36-44.

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Goal. Development of a two-day educational hike with student youth along one of the most visited ranges of the Carpathians - the Svidovets massif. Training in a competent approach to the organization and conduct of mountain hiking, trouble-free passage of routes. Advanced training in the field of travel, students who master the curriculum within the Faculty of Geography. Where training is provided for tourist sections, clubs, tour operators and other tourist organizations. The research methodology is based on the application of the methodology for the development of hiking tourist routes. Meth
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Pedersen, Paula, Pat Farrell, and Eric McPhee. "Paper versus Pixel: Effectiveness of Paper versus Electronic Maps To Teach Map Reading Skills in an Introductory Physical Geography Course." Journal of Geography 104, no. 5 (2005): 195–202. http://dx.doi.org/10.1080/00221340508978984.

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KIM, Hyunjin, and Barbara MUHIČ. "A study of children’s environmental awareness and discovery of hidden geographies based on the award-winning maps from the Asahikawa environmental map contest." European Journal of Geography 11, no. 2 (2020): 19–32. http://dx.doi.org/10.48088/ejg.h.kim.11.2.19.32.

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In this paper, we explored children’s environmental awareness and their discovering of hidden geographies. We employed a secondary data analysis using the 2018 and 2019 award-winning maps from the Asahikawa Environmental Map Contest, and an earlier study on the 2009 award-winning maps. Recently, most of the maps submitted to the contest have explored the cultural environment, whereas the number of maps related to the natural environment and environmental problems have decreased in comparison with the contest 10 years ago. This indicates that the natural environment is not so familiar to childr
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Aljojo, Nahla, Ameen Banjar, Mashael Khayyat, et al. "Kids’ Atlas application to Learn about Geography and Maps." ADCAIJ: Advances in Distributed Computing and Artificial Intelligence Journal 9, no. 2 (2020): 33–48. http://dx.doi.org/10.14201/adcaij2020923348.

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Geography is the study of local and spatial variations in physical and human events on Earth. Studies of the world's geography have grown together with human developments and revolutions. Atlases often present geographic features and boundaries of areas; an atlas is a compilation of different Earth maps or Earth regions, such as the Middle East, and the continents of Asia, and North America. Most teachers still use classical methods of teaching. Geographical concepts and map-reading skills are the most common aspects of learning that early-stage students find challenging. Hence, the objective
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Hsu, Hsiao-Ping, Bor-Wen Tsai, and Che-Ming Chen. "Teaching Topographic Map Skills and Geomorphology Concepts with Google Earth in a One-Computer Classroom." Journal of Geography 117, no. 1 (2017): 29–39. http://dx.doi.org/10.1080/00221341.2017.1346138.

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Bernardo, Marcello, and Francesco De Pascale. "A Study on Memory Sites Perception in Primary School for Promoting the Urban Sustainability Education: A Learning Module in Calabria (Southern Italy)." Sustainability 11, no. 22 (2019): 6379. http://dx.doi.org/10.3390/su11226379.

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This paper constitutes a study on representations of Risorgimento sites of memory in Calabria (southern Italy), analyzing the development of the perceptive skills of primary school children through a learning module. The initial hypothesis wants to demonstrate that some factors identified by the geographer Antoine Bailly influence the perception of children in relation to the single research topics that concern: The possibility to reach and to easily access memory sites and any barriers or difficulties encountered; the aesthetic and functional judgment and the most popular aspects of the sites
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Hanus, Martin, and Lenka Havelková. "Teachers’ Concepts of Map-Skill Development." Journal of Geography 118, no. 3 (2018): 101–16. http://dx.doi.org/10.1080/00221341.2018.1528294.

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Ooms, Kristien, Philippe De Maeyer, Lien Dupont, Nina Van Der Veken, Nico Van de Weghe, and Stephanie Verplaetse. "Education in cartography: what is the status of young people’s map-reading skills?" Cartography and Geographic Information Science 43, no. 2 (2015): 134–53. http://dx.doi.org/10.1080/15230406.2015.1021713.

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Febrianto, Agus Dwi, Purwanto Purwanto, and Listyo Yudha Irawan. "Pengaruh penggunaan media Webgis Inarisk terhadap kemampuan berpikir spasial siswa pada materi mitigasi dan adaptasi bencana." Jurnal Pendidikan Geografi 26, no. 2 (2021): 73–84. http://dx.doi.org/10.17977/um017v26i22021p073.

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Spatial thinking skills is needed in geography learning. Geography learning learns about the geosphere, which need to be studied from the perspective of spatial, environment, and regional complex. This is consistent with the concept of spatial thinking, which involves complex thinking processes from multiple perspectives to study various phenomena. This research aims to determine the effect and effectiveness of using webgis inarisk media towards spatial thinking skills. This research was conducted through a quantitative method with data analysis using T-Test (Independent Sample T-Test) and the
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Zimmermann, Wenke, and Lorenz Hurni. "Swiss World Atlas in Class Room – How to teach with maps." Abstracts of the ICA 1 (July 15, 2019): 1. http://dx.doi.org/10.5194/ica-abs-1-441-2019.

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<p><strong>Abstract.</strong> The latest edition of the SWISS WORLD ATLAS, published in 2017, is coordinated with the didactic structure of the recently introduced geography curriculum on secondary school level in Switzerland. It represents an interdisciplinary tool for teaching and learning in geography lessons.</p><p>During the preparation and distribution phase of the new atlas, the number of enquiries about the conceptional and technical map production as well as didactical background information have increased. As the editorial office understand itself as a c
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de A. Pereira, Gabriel, João Bravo, and Jorge Centeno. "A User Study of a Prototype of a Spatial Augmented Reality System for Education and Interaction with Geographic Data." Big Data and Cognitive Computing 2, no. 3 (2018): 20. http://dx.doi.org/10.3390/bdcc2030020.

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Recent technological advancements in many areas have changed the way that individuals interact with the world. Some daily tasks require visualization skills, especially when in a map-reading context. Augmented Reality systems could provide substantial improvement to geovisualization once it enhances a real scene with virtual information. However, relatively little research has worked on assessing the effective contribution of such systems during map reading. So, this research aims to provide a first look into the usability of an Augmented Reality system prototype for interaction with geoinform
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Chandra, Deded, Ratna Wilis, Hendry Frananda, et al. "Pembuatan Peta Timbul Sebagai Media Pembelajaran Geografi [Making Embossed Maps as Learning Media for Geography]." PEDAGOGIA: Jurnal Pendidikan 8, no. 2 (2019): 211. http://dx.doi.org/10.21070/pedagogia.v8i2.2139.

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This article aims to improve the ability of teachers and students to make media maps arise and improve teacher understanding and ability in terms of understanding pedagogical aspects that can be seen from the process of designing a Learning Implementation Plan (LIP) especially in terms of choosing a model or learning method. This activity was held at SMAN 2 using training methods, question and answer, and practice. In accordance with the objectives of the implementation of the activity, it is expected that teachers and students have an increased ability in terms of mastery to make map media ar
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Livni, Shimshon, and Varda Bar. "A Controlled Experiment in Teaching Physical Map Skills to Grade 4 Pupils in Elementary Schools." International Research in Geographical and Environmental Education 10, no. 2 (2001): 149–67. http://dx.doi.org/10.1080/10382040108667433.

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Diamantis, Kostas, Vasiliki Gerontopoulou, and Maria Pazarli. "Hack the Map 3D Video Game – Escaping your destiny through Rigas’ Charta." European Conference on Games Based Learning 16, no. 1 (2022): 189–98. http://dx.doi.org/10.34190/ecgbl.16.1.573.

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Celebrating the two hundred years from the Greek Revolution of 1821 and the War of Independence, Onassis Library, in collaboration with the Cartographic Heritage Archives of General State Archives of Greece and the Department of Geography of Harokopio University, implemented a series of digital workshops on 3D video game design in order to motivate teenagers to interact with one of the most emblematic maps of the eighteenth century and a major artefact of the Greek cartographic heritage: Rigas Velestinlis’ Charta (map) of Greece (1796–1797).
 In 2020, four (4) school teams consisting of s
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Zaccomer, Gian Pietro, and Maurizia Sigura. "Georeferencing skills and student profile. Results from a multivariate regression model." Proceedings of the ICA 4 (December 3, 2021): 1–6. http://dx.doi.org/10.5194/ica-proc-4-115-2021.

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Abstract. The currently IT tools provides increased opportunities to organize professional and recreational activities by interactive maps easily accessible for users. An experiment was conducted to understand if the great potential offered by new technologies match with the ability to produce good quality spatial data by users. The goal was to assess whether their knowledge of GIS affected the quality of their mapping activity by online map-based survey with maps as part of on line questionnaire. The attention was paid to university students as target of potential users of these tools, consid
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Segara, Nuansa Bayu, Enok Maryani, Nana Supriatna, and Mamat Ruhimat. "INVESTIGATED THE IMPLEMENTATION OF MAP LITERACY LEARNING MODEL." Geosfera Indonesia 3, no. 2 (2018): 146. http://dx.doi.org/10.19184/geosi.v3i2.7808.

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This article presents the results of the first implementation of map literacy learning model in middle school classes - this is the preliminary test. The implementation of this learning model will gain optimal results when it is conducted by following all the component of the model such as the syntax, theoretical framework, social system, teachers' roles, and support system. After the model implementation has been completed, the results showed that there was significantly different in students' spatial thinking skills before and after the treatment. However, the implementation also revealed th
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Varanka, Dalia. "Interpreting Map Art with a Perspective Learned from J.M. Blaut." Cartographic Perspectives, no. 53 (March 1, 2006): 15–23. http://dx.doi.org/10.14714/cp53.359.

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Map art has been mentioned only briefly in geographic or cartographic literature, and has been analyzed almost entirely at the interpretive level. This paper attempts to define and evaluate the cartographic value of contemporary map-like art by placing the body of work as a whole in the theoretical concepts proposed by J.M. Blaut and his colleagues about mapping as a cognitive and cultural universal. This paper discusses how map art resembles mapping characteristics similar to those observed empirically in very young children as described in the publications of Blaut and others. The theory pro
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Trokšiar, David, Lenka Havelková, and Martin Hanus. "Repertoire and Efficiency of Students’ Strategies for General-Reference Maps." ISPRS International Journal of Geo-Information 11, no. 2 (2022): 138. http://dx.doi.org/10.3390/ijgi11020138.

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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 is lacking. Therefore, this study employed an eye-tracking experiment combined with a follow-up questionnaire with 20 upper-secondary students to exa
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Strebe, Daan. "The Impotence of Maps, or Deconstructing the Deconstruction of their Construction." Cartographic Perspectives, no. 73 (September 1, 2012): 31–36. http://dx.doi.org/10.14714/cp73.590.

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As mapmakers we are invested in the importance of our craft. We bemoan the tragic stateof geographic and map literacy, and advocate better education. Names like Robinson,Harley, and Wood have asserted the great power of maps. Are we guilty of seeing everythingas a nail because we make hammers? In this rhetorical presentation, I argue forhumility in our endeavor, recognizing that many people simply do not need maps. Theymeet their wayfinding needs using other efficient, utilitarian skills and devices. Could weimprove our map designs for those who do use maps by disregarding the (non-)needs ofth
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Naxweka, Johanna, and Di Wilmot. "Namibian teachers’ perceptions and practices of teaching mapwork." Journal of Geography Education in Africa 2, no. 1 (2019): 1–14. http://dx.doi.org/10.46622/jogea.v2i1.2479.

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This article addresses the problem of consistently poor learner performance in mapwork in secondary school geography in Namibia from the perspective of teachers. It presents the findings of a qualitative case study focused on understanding geography teachers’ perceptions and pedagogical practices of mapwork. Data were generated through a questionnaire administered to thirty teachers in fifteen secondary schools in the Ohangwena Region of Northern Namibia, and interviews and classroom observations were done with a purposive sample of three teachers. The study draws on Shulman’s ideas of teacher
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