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The limits of GIS implementation in education: A systematic review / Veronika Bernhäuserová in ISPRS International journal of geo-information, vol 11 n° 12 (December 2022)  

Public [article]  inISPRS International journal of geo-information > vol 11 n° 12 (December 2022) . - n° 592 Titre : The limits of GIS implementation in education: A systematic review Type de document : Article/Communication Auteurs : Veronika Bernhäuserová, Auteur ; Lenka Havelková, Auteur ; Kateřina Hátlová, Auteur ; et al., Auteur Année de publication : 2022 Article en page(s) : n° 592 Note générale : bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Systèmes d'information géographique [Termes IGN] apprentissage (cognition) [Termes IGN] formation [Termes IGN] géographie [Termes IGN] géomatique [Termes IGN] implémentation (informatique) [Termes IGN] système d'information géographique [Termes IGN] terminologie Résumé : (auteur) Despite the extensive discussion on the educational potential of GIS and the changes made in the curricula in many countries, the implementation of GIS in classrooms has still been relatively slow. This is because of variables limiting the process of GIS implementation in lessons. Although research into the limits of GIS implementation has been carried out quite extensively, there is a need for knowledge systematisation in the field. Therefore, the presented systematic review of 34 empirical studies addresses this need and pays attention to the methodological approaches used to research the limits, the identified limits of GIS implementation, their categorisation, and any temporal trends in their occurrence. Altogether, the analysed studies identified 68 limits of GIS implementation in education using mainly quantitative methodology (especially the questionnaire), with utmost attention paid to teachers as participants. These limits then formed complex categorisation that distinguishes elementarily between the limits related to humans and resources. The most frequent and variable category of limits was teachers followed by technology, while both kept their positions in all periods. The systematisation of the research enables the formulation of implications for educational and geoinformatics practice and recommendations for future research. Numéro de notice : A2022-875 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article DOI : 10.3390/ijgi11120592 Date de publication en ligne : 26/11/2022 En ligne : https://doi.org/10.3390/ijgi11120592 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=102174 [article]

The impact of map type on the level of student map skills / Lenka Havelková in Cartographica, vol 53 n° 3 (Fall 2018)  

Public [article]  inCartographica > vol 53 n° 3 (Fall 2018) . - pp 149 - 170 Titre : The impact of map type on the level of student map skills Type de document : Article/Communication Auteurs : Lenka Havelková, Auteur ; Martin Hanus, Auteur Année de publication : 2018 Article en page(s) : pp 149 - 170 Note générale : Bibliographie Langues : Anglais (eng) Descripteur : [Vedettes matières IGN] Cartographie thématique [Termes IGN] carte choroplèthe [Termes IGN] cartographie des flux [Termes IGN] conception cartographique [Termes IGN] diagramme [Termes IGN] enseignement secondaire [Termes IGN] enseignement supérieur [Termes IGN] lecture de carte [Termes IGN] République Tchèque [Termes IGN] sémiologie graphique [Termes IGN] utilisateur civil Résumé : (Auteur) Thematic maps are becoming increasingly important in the current information age, and therefore they have become part of the everyday life of the wider public. Given the number of mapping methods used in thematic cartography, the question arises of what extent the utilized method influences a user’s map use level. For this reason, research has been undertaken with 392 students in the 17–20 age group with the aim of identifying and clarifying the influence of the mapping methods used (specifically choropleth mapping, diagram mapping, qualitative and quantitative line symbols, and area shading). The results have shown that the students were less successful with maps that used quantitative mapping methods than with maps using qualitative or both qualitative and quantitative mapping methods. The differences were most significant in the case of the cognitively demanding map interpretation skill, especially due to the students’ problematic understanding of the very essence of the quantitative methods. The different natures of the tested mapping methods also probably accounted for the identification of various factors explaining the differences in the levels of the work with the given thematic maps among the individual tested students. Numéro de notice : A2018-674 Affiliation des auteurs : non IGN Thématique : GEOMATIQUE Nature : Article nature-HAL : ArtAvecCL-RevueIntern DOI : 10.3138/cart.53.3.2017-0014 Date de publication en ligne : 01/10/2018 En ligne : https://doi.org/10.3138/cart.53.3.2017-0014 Format de la ressource électronique : URL article Permalink : https://documentation.ensg.eu/index.php?lvl=notice_display&id=91203 [article]

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