No abstract

Digital interactive maps include a set of metadata, which show the purpose the user can use the map. Metadata in digital interactive world maps inform users about important information, such as the map projection. This research examines whether the educational and teaching use of the metadata of digital interactive maps construct a tool in the approach to the issue of map projection in Elementary School. The research was carried out in 17 Elementary Schools of Thessaloniki, Greece, where 6th-grade students (Ν = 655) were engaged in a series of activities related to metadata and map projections. ArcGIS Online was used as a didactic tool. Results showed that metadata of digital interactive maps have a great pedagogical value. The identification of the different information in the metadata, i.e., the map projection, and the students’ decision of what they can and cannot study with each map, is an important finding regarding their educational relevance.

The aim of this investigation was the classification of East Rhodope mountain ridge area and the surrounding hills and plains into mapping units by visual interpretation of 1:500,000 paper print enlargements of MSS false colour composites (bands 1, 2 and 4) of LANDSAT-4 and MSS (band 7) of LANDSAT-1, supported by limited field observation and background information available from earlier surveys and maps. The basic mapping units used in the present study was the land systems (developed by CSIRO in Australia) because they are easily recognizable on LANDSAT images by their destinctive combination of physiography, soils and vegetation.The twenty various land systems occurring in the study area, such as high/low mountains with smooth/sharp summits, nearly flat/undulated plains, slightly/strongly dissected hills etc., were defined and mapped on small scale of 1:500,000. They are of considerable interest because they provide the framework for production of the same scale geological and geomorphological maps, erosion studies, soil, vegetation and other thematic mapping for natural resources surveys, because LANDSAT images reveal details of terrain and microrelief that can never be reproduced on a topographic map. Also this land system map may modify or add to earlier small scale thematic maps (geology, soils and vegetation/forestry maps ) produced in the past by other techniques.

The chapter presents two studies on the integration of map projections in Greek geography curriculum. Perceptions and misconceptions about world maps of 6th grade elementary school students were investigated and analyzed by qualitative and quantitative methods. Through inquiry-based methods, students learnt about the distortions in distance, shape, and size of areas that are caused by transformation of the spherical Earth into a flat surface. Didactic interventions were carried out where students attained knowledge about 1) world map projections and 2) the overseas flightpaths and the measurements of the distance between two points in the Mercator projection. Through guided research, comparisons, experimentation on digital world maps, and experiential actions, students found that 1) all world maps are wrong and 2) the shortest distance between two points in Mercator projection can be a curved line (great circle) and not a straight line (rhumb line).