The ability of elementary school children to analyse general reference and thematic maps

Michaelidou, EC; Nakos, BP; Filippakopoulou, VP

dc.contributor.author	Michaelidou, EC	en
dc.contributor.author	Nakos, BP	en
dc.contributor.author	Filippakopoulou, VP	en
dc.date.accessioned	2014-03-01T01:21:36Z
dc.date.available	2014-03-01T01:21:36Z
dc.date.issued	2004	en
dc.identifier.issn	03177173	en
dc.identifier.uri	https://dspace.lib.ntua.gr/xmlui/handle/123456789/16268
dc.subject	Cartography	en
dc.subject	Children	en
dc.subject	Map analysis	en
dc.subject	Map use	en
dc.subject	Spatial relationships	en
dc.subject.other	cartography	en
dc.subject.other	geography education	en
dc.subject.other	perception	en
dc.title	The ability of elementary school children to analyse general reference and thematic maps	en
heal.type	journalArticle	en
heal.identifier.primary	10.3138/K63J-1260-8416-863W	en
heal.identifier.secondary	http://dx.doi.org/10.3138/K63J-1260-8416-863W	en
heal.publicationDate	2004	en
heal.abstract	Physical maps with hypsometric tints, political maps with a monochromatic background, large-scale maps for younger students, and small-scale maps for older students, as well as maps with a limited number of thematic layers, are the predominant map forms found in elementary school textbooks in both Greece and Cyprus. The ability of elementary school children between Grade 3 and Grade 6 to analyse map content on these types of maps is investigated in a series of tests. The variables considered are map scale, complexity of background, number of thematic layers, and representation of landforms. Results indicate the need for strategic use of different map forms in order to help students to develop the ability to analyse map content.	en
heal.journalName	Cartographica	en
dc.identifier.doi	10.3138/K63J-1260-8416-863W	en
dc.identifier.volume	39	en
dc.identifier.issue	4	en
dc.identifier.spage	65	en
dc.identifier.epage	84	en