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
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.
Gibbs, S. (2015, February 8). Google Maps: a decade of transforming the mapping landscape. Retrieved from The Guardian Web Site: https://www.theguardian.com/technology/2015/feb/08/google-maps-10-anniversary-iphone-android-street-view
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.
Maps are used to show movement of the armies during the final battles of the Civil War, the layout of a city, or the route that someone takes over a course of time. There is one map in the novel on page 241, just after the beginning of the fourth part, that showed the position of Booth and Herold over time after the assassination. On the map, there are descriptions of major events as well. However, at the time that this map is placed in the story, nearly all of the events it described hadn’t happened yet. A reader who had not known all the events of his escape yet would be confused looking at the map, and when a reader finished the novel, they would have to go back to the beginning of the fourth part to look at the map. This is the only map or picture in the novel that could have been improved on. Perhaps O’Reilly could have included several maps throughout the course of his escape in the book, and the completed route at the very end. Besides this one flaw, the use of pictures and maps in the writing are very effective and help the novel
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
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.
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)
As applications of geospatial technologies continuously break the disciplinary barrier, the need for books on these technologies to reach diverse audiences is greater than ever. The challenge, however, is to write a book on this complicated subject that incorporates the knowledge of multiple disciplines and makes it valuable for those who may or may not have diverse educational backgrounds, but require using these technologies. Most books on geospatial technologies target a specific audience. Contrary to this, Geographical Information Science tries to target three different audiences (users, students, and engineers) by using formats and languages comfortable to them. While this effort is laudable, maintaining the balance and attractiveness to all the three audiences is challenging. The author, Narayan Panigrahi, has accomplished this balancing act but with mixed outcomes. His computer science background is clearly seen in the structure and contents of the chapters.
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
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...
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...
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...
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
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
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