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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Searching... | 30000010138654 | GA102.5 W53 2006 | Open Access Book | Book | Searching... |
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Summary
Summary
A comprehensive and authoritative account of how primary school children and teachers can use maps to enhance learning and deepen understanding of this essential skill. It includes all aspects of map use, such as reading and interpreting maps and using maps to find the way, covering maps of all scales, including globes and atlases. The text is extensively illustrated with examples, including maps made by children themselves using conventional materials as well as computer software.
A particular feature of the book is the integration of digital and conventional mapping, and Internet and CD-ROM cartography together with simple applications of Geographic Information Systems (GIS) appropriate to the needs of children right through primary and secondary education.
This book will be of great use to all primary teachers and subject teachers in secondary school as well as non-specialist geography teachers, and will enable children to use all types of maps in new, compelling and thoughtful ways.
Author Notes
Patrick Wiegand is Reader in Geography Education at the University of Leeds and Chair of the Cartography and Children Commission of the International Cartographic Association. He is a Fellow of the British Cartographic Society, a member of the UK Committee for Cartography and recently held a Leverhulme Research Fellowship in GIS in Education. He is editorial adviser on atlases for Oxford University Press.
Table of Contents
List of colour plates | p. viii |
List of figures | p. ix |
Acknowledgements | p. xi |
1 Introduction | p. 1 |
Research in cartography and children | p. 2 |
Part 1 Understanding maps | p. 5 |
2 Cartography and geo-information science | p. 7 |
The 'cartographic revolution' | p. 8 |
How maps work | p. 9 |
3 How children learn with maps | p. 12 |
Is map learning innate? | p. 12 |
Map learning as the personal construction of knowledge | p. 13 |
Map learning as the social construction of knowledge | p. 20 |
Perspectives from an information processing approach | p. 22 |
4 Models, aerial photographs and large scale plans | p. 26 |
Understanding that models can represent space | p. 26 |
Understanding that aerial photographs can represent space | p. 27 |
Understanding that maps can represent space | p. 29 |
Using maps to find a location | p. 30 |
Understanding the map's alignment and viewing angle | p. 33 |
Understanding scale | p. 34 |
Using coordinates | p. 36 |
Understanding symbols and text on large scale maps | p. 37 |
5 Using maps to find the way | p. 39 |
A life skill we don't teach | p. 39 |
Using maps to identify a route | p. 40 |
Navigating small spaces | p. 41 |
Navigating in the real world | p. 42 |
6 Children's neighbourhood maps | p. 45 |
Recreating the view from above | p. 45 |
Children's maps of their home area | p. 45 |
Assessing children's maps | p. 46 |
Using mapping software | p. 50 |
7 Understanding topographic and thematic maps | p. 51 |
Some learning difficulties with scale | p. 51 |
Generalisation | p. 53 |
Understanding conventional symbols on topographic maps | p. 53 |
Visualising relief | p. 55 |
Contours | p. 59 |
Reading and understanding text on small scale maps | p. 61 |
Understanding picture maps | p. 62 |
Understanding thematic maps | p. 63 |
8 World maps, globes and atlases | p. 67 |
Understanding the Earth | p. 67 |
Development of world place knowledge | p. 69 |
Children's maps of the world | p. 69 |
Map projections | p. 74 |
Understanding the spherical Earth | p. 77 |
Children's maps of their own country | p. 79 |
Understanding nested spatial hierarchies | p. 80 |
School atlases | p. 83 |
Electronic atlases | p. 85 |
Part 2 Better teaching with maps | p. 89 |
9 Planning a map and GIScience curriculum | p. 91 |
Map skills | p. 91 |
Progression | p. 92 |
Evaluating map teaching strategies | p. 96 |
Gender differences | p. 97 |
Maps and special users | p. 98 |
10 Practical map activities: up to age 7 | p. 100 |
Direct and indirect environmental experience | p. 100 |
Learning with models, photographs and large scale plans | p. 102 |
Learning with atlases and globes | p. 104 |
11 Practical map activities: age 7 to 11 | p. 106 |
Developing map numeracy | p. 106 |
Developing map literacy | p. 109 |
Learning with large scale maps | p. 110 |
Map making | p. 112 |
Learning with atlases and globes | p. 114 |
12 Practical map activities: age 11 to 14 | p. 116 |
Map numeracy | p. 116 |
Map literacy | p. 118 |
Developing map and atlas skills | p. 119 |
Learning to use GISystems | p. 121 |
Beyond age 14 | p. 122 |
13 Making better maps for children | p. 124 |
Putting maps on the page | p. 124 |
Graticules and grids | p. 127 |
Showing scale information | p. 128 |
How much detail to show? | p. 128 |
Symbology and legends | p. 128 |
Supporting map reading through type | p. 130 |
Labelling geographical names | p. 133 |
14 Conclusion | p. 136 |
Appendix | p. 139 |
Bibliography | p. 141 |
Index | p. 152 |