In western society, map learn and map use “emerge early in the life of children” (Carswell, 1976; Kulhavy and Stock, 1996). As consequence, six years old children can accomplish map reading tasks for navigating through the space (Kulhavy and Stock, 1996; Uttal, 2000). According to Petchenik (1977), map reading is “more than just the cumulation of a number of simple perceptual comparisons of symbol size or value”, it is a complex process where map readers acquire information and start to construct knowledge (MacEachren, 1991; Nyeger, 1991; Kulhavy and Stock, 1996; Elzakker, 2004). In this context, Olson (1976) has firstly defined basic tasks for the map reading process. Olson (1976) proposed a “hierarchical structure” in which map reading tasks …show more content…
Within the level one people are concerned to compare the characteristics of individual symbols. In other hand, the level two involves the task of recognizing properties of symbol groups on the map. The level three “is that of using the map as a decisionmaking or content-knowledge-building device through integration of the symbols with other information”. Similarly, Board (1978) has proposed a set of tasks that individuals usually perform while reading maps. Board (1978) has indicated three types of map use purposes that triggers different types of map reading tasks: navigation, measurement, and visualization. Executing these different types of map use purposes demands different mental efforts and skills, because, in the first case, maps are used to “facilitated movement from one place to another”, and in the last two cases, map users are involved in “acquiring information on the geographical environment”. As maps are graphical tools (Arnheim, 1976; Bertin, 1983; Shirreffs, 1992) and read them depends on several motor and cognitive skills, the map reading tasks can vary in terms of motor and mental effort demanded (Olson, 1976; Board, 1978; Elzakker and Griffin, …show more content…
Most of these “produsers” have often not received any cartographic training, even so they can produce geoinformation within crowdsourcing platforms (Goodchild, 2007; Budhathoki et al, 2008; Heipke, 2010; Haklay et al, 2008; Ooms et al 2015). Within this context, users are sharing, generating, trusting and commenting geoinformation (Goodchild, 2007; Budhathoki et al, 2008; Flanagin & Metzger, 2008). Furthermore, individuals collaborating with VGI platforms have several types of motivation (Coleman et al, 2009). These different motivations drive to a different set of tasks they accomplish within these platforms. However, the main difference between the traditional map use research and the crowdsourcing map use context is given by the possibility of individuals without education in Cartography generate geoinformation. As a consequence, “listen to the map user” (Ooms et al, 2015) within a user-generated content perspective, such as VGI platforms, is a research framework under development. Therefore, there is no such attempt on doing a primer discussion about the new map reading tasks associated with the purpose of creating geoinformation. Even so, individuals still creating
Until the 1950s, Atlases were mostly comprised of maps that simply show space and place. However in 1953, the World Geo-Graphic Atlas, published by Walter Paepcke’s Container Corporation of America (CCA) with Herbert Bayer, changed people’s notion of what maps look like and what information they contain. Bayer believed, that maps were “a record of time and perhaps even a tool of prognostication.” By the use of Isotypes (International System of Typographic Picture Education), Bayer created an atlas that is universal, therefore allowed viewers to understand complex data more clearly and easily.
Mel Levine’s book, A Mind at a Time, describes many aspects of cognitive psychology and attempts to apply them to the educational system for young children. This book also makes suggestions for parents that have children with cognitive difficulties. The chapters in this book are designated to various aspects of cognitive psychology as they pertain to children. This paper focuses on chapter six in A Mind at a Time, which is titled “Making Arrangements: Our Spatial and Sequential Ordering Systems.” This is a very interesting chapter because it incorporates many aspects of cognitive psychology. In this chapter, Levine focuses on how children organize their world in terms of learning, thinking, and remembering.
Historical geographer JB Harley wrote an essay on Map Deconstruction in 1989, in which Harley argues that a map is more than just a geographical representation of an area, his theory is that we need to look at a map not just as a geographical image but in its entire context. Harley points out that by an examination of the social structures that have influenced map making, that we may gain more knowledge about the world. The maps social construction is made from debate about what it should show. Harley broke away from the traditional argument about maps and examined the biases that govern the map and the map makers, by looking at what the maps included or excluded. Harley’s “basic argument within this essay is that we should encourage an epistemological shift in the way we interpret the nature of cartography.” Therefore Harley’s aim within his essay on ‘Deconstructing the Map’ was to break down the assumed ideas of a map being a purely scientific creation.
The visual learners prefer to use pictures, images, maps, colors, and spatial intelligence, which assist them to arrange their information, interact with others and give them a great sense of direction. They are great at accumulating information, curious and inquisitive due to the fact that without adequate information, the portrait of what they are learning will be imperfect. They are also enthusiastic about theory and facts; system diagram helps them to visualize the connection between parts of a system; story method assists them to learn by heart the content that cannot be seen easily. (Garner, 2012)
Concrete operations (ages 7-11) – As a child accumulates experience with the physical world, he/she begins to conceptualize to explain those experiences. Abstract thought is also emerging.
The Visual Information Analysis (Todd 1999) incorporates areas related to the cognitive skills used for receiving and organizing visual information from the surrounding environment. The visual information
Ways of effectively communicating information to the use can be accomplished by different methods (verbal, images, tactile). Directions should be legible by having contrast between essential information and nonessential infor...
Jean Piaget was a swiss expert whose theories on the nature of children’s thinking and learning have been extremely influential since the 1960s. In his theory, there are five key stages in relation to children of a young age. The first key stage was the ‘Stages of development’. Piaget argued that there was a natural path in which the development of thought, of a child, would follow. This was known as ‘genetic epistemology’. A child would have to be at certain stages of the development to learn new ideas and information. Therefore, Piaget identified four stages within this process. These stages of development were split into four sections; the Sensorimotor, Preoperational, Concrete operational, and Formal operations stages. The Sensorimotor stage was all about a child’s first two years of life. This is where a child would a toddler’s knowledge mainly came from physical action, from their senses. The toddler would become aware of object permanence. The Preoperational stage included children from the ages two to seven. In this stage, the child would learn to manipulate the environment around them and begin to identify different objects were words. The Concrete operational stage includes children from the ages of seven to eleven, this is whereby logical thoughts start to develop. They’re able to
Swiss psychologist Jean Piaget’s theory of cognitive development describes his belief that children try to actively make sense of the world rather than simply absorbing knowledge as previously thought. Piaget’s theory claims that as children grow and develop they experience four different cognitive stages of life. As a child grows through each stage they not only learn new information but the way he or she thinks also changes. “In other words, each new stage represents a fundamental shift in how the child thinks and understands the world” (Hockenbury, page 368).The first stage of Piaget’s theory, known as the sensorimotor stage, begins at birth and continues on until about age 2. As the name suggest, this stage is when children begin to discover
Piaget was biologist and psychologist that is known for “constructing a highly influential model for child development and learning”. Piaget’s theory is based on the premise that the developing child “builds cognitive structures”. These structures are things like mental maps, “schemes, or networked concepts for understanding and responding to physical experiences within a child’s environment.” Piaget further demonstrates that a child’s “cognitive structure increases in sophis...
The claim being discussed here is that the only way a map or a way of representing things can be useful is if it simplifies the knowledge that the actual territory gives, that is, if it reduces the salient i...
The students are building on the knowledge they have gather from their daily routine, and are able to more easily grasp the concept of place value. Furthermore, in Piaget theory “children need many objects to explore so that they can later incorporate these into their symbolic thinking” (Gordon, & Browne, 2010, p. 106). The teacher gave students a variety of materials to understand the lesson in a pleasurable way. Equally important, the students’ scheduling was derived from Piaget as the students had “plenty of time to explore” (Gordon, & Browne, 2010, p.
Geographers plan new communities, decide where new highways should be placed, and establish evacuation plans. Computerized mapping and data analysis is known as Geographic Information Systems (GIS), a new frontier in geography. Spatial data is gathered on a variety of subjects and input onto a computer. GIS users can create an infinite number of maps by requesting portions of the data to plot.
The concept map made me better understand the social issue that I chose in many different ways. When using the concept map, I was able to view the social issue from different angles and different ways. Some people wanted school prayer in the schools because
Taking a close look at a text takes much more than looking at words or fining word and phrases to answer questions. Close reading is define as the mindful, disciplined reading of an object with a view to deeper understanding of its meaning (Cummins, 2013). According to Fisher & Frey (2012), the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading. Therefore, teachers need to foster this skill on students in early stages of literacy skill to become proficient in comprehension. In order for students to examine complex text, teachers need to model and guide them through various strategies that would support their understanding