Map Reading and Abuse

Muehrcke, Phillip C.

doi:10.1080/00221347408980285

Cited by 7 publications

(10 citation statements)

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“…Perceptual processes interact with the symbol system of the map to help organise the information on the map in ways that predispose the person to interpret it in a particular way (Winn, 1991). Thus, users of maps first sort out what actually is a symbol and what is not (Liben & Downs, 1989;Muehrcke, 1974).…”

Section: Processing Spatial Informationmentioning

confidence: 98%

Strategies for geographic memory: Oh, what a state we're in!

Gregg

Stainton

Leinhardt

1997

International Research in Geographical and Environmental Educat

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This study used protocol analysis to find differences in strategy use and reasoning among five groups of subjects who were given a blank map of the United States and asked to locate states. The subjects were both children (in 5th and 11th grades) and adults (3 levels of education). For all subjects, boundaries influenced the recall, with land-water boundaries most salient and states located along a national boundary more memorable than states bounded only by other states. Three phases of geographic information use were found. In Phase 1, subjects rapidly accessed directly stored and generally correct information. In Phase 2, subjects reasoned about state names and locations using three categories of information: visual-perceptual, experiential, or content-based. In Phase 3, subjects used processes of elimination to finish the task.

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Section: Processing Spatial Informationmentioning

confidence: 98%

Strategies for geographic memory: Oh, what a state we're in!

Gregg

Stainton

Leinhardt

1997

International Research in Geographical and Environmental Educat

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“…Symbols stand for relations and abstractions among objects (Blaut & Stea, 1971;Brown et al, 1970;Gilmartin, 1982;Muehrcke, 1974). Developmental studies have considered how people come to learn that symbols represent multidimensional, simultaneous phenomena that can only be understood in their spatial context, not in isolation (Bluestein & Acredolo, 1979;Liben & Downs, 1989b;Meyer, 1973).…”

Section: Developmental Studiesmentioning

confidence: 99%

“…A map user must learn to interpret the level of generalization of the symbol system on the map to be able to use the map correctly. In part, symbols present difficulty to some map users because of the generalization process used to categorize information on the map (Brown, Bowyer, Edwards, Giffard, & Honeybone, 1970;Muehrcke, 1974).…”

Section: Developmental Studiesmentioning

confidence: 99%

“…This information is important in solving problems in which time or travel costs require decision making. As archives of information, maps aid decision making, geographic thinking, and memory (Gauvain, 1991;Gilmartin, 1982;Muehrcke, 1974;Sandford, 1982).…”

Section: Figure 2 Conic Projection Mapmentioning

confidence: 99%

“…One way to understand a map is as a particular type of graphic data structure, a schema to organize information (Anderson, 1985;Muehrcke, 1974;Winn, 1991). Maps are scaled, visual displays which represent information using a notational system that retains the structural ele-ments of the information represented.…”

Section: Mapsmentioning

confidence: 99%

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Mapping Out Geography: An Example of Epistemology and Education

Gregg

Leinhardt

1994

Review of Educational Research

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Geography has recently emerged as a topic of considerable interest among educators, but there is little consensus about either content or pedagogy in the precollegiate geography curriculum. However, geography education is essential if students are to develop a sense of (( geographic literacy" and an ability to reason spatially. A major problem is that many teachers who never studied geography are now being asked to teach it. This literature review discusses the epistemology of geography and the rationale for including it in the curriculum. Research about geography learning and teaching is then reviewed. Finally, a previous, unsuccessful attempt to reinstate geography into the high school curriculum is examined in the light of today's geography education reform efforts. Without an understanding of both the core epistemological themes and concepts of geography and the problems that students face as learners, the five themes currently being proposed for use in the K-12 curriculum are of limited use.at Bobst Library, New York University on June 25, 2015 http://rer.aera.net Downloaded from Mapping Out GeographyBiology, geology, meteorology, political science, economics, and anthropology developed separate disciplinary identities, and, consequently, geography seemed to be stripped of its content, until all that was left was the study of regions and places (Tuason, 1987). Such study was thought to lack the rigor and complexity of these other subjects. Once the exploration of the land masses of the planet had been substantially accomplished, many people thought that there was little need to formally study a subject that focused on faraway people living in exotic lands (Cirrincione & Decaroli, 1977).A second major reason why geography was phased out of the curriculum is that educational policymakers of the early twentieth century decided that an integrated social studies curriculum would better answer the needs of American students (English, 1989; James, 1962). 1 Theorists who continue to support the integrated approach believe that geography's main value is to help people reason about current events and historical phenomena (Green, 1984;Salter, 1989). In their view, therefore, instruction in geography should be situated in the integrated social studies curriculum (Libbee & Stoltman, 1988; Savage & Armstrong, 1987; Vuicich & Stoltman, 1975). The assumption made by those who promote the integrated curriculum today is that all of the important and relevant knowledge that students need to learn about cultural geography (as well as other fields such as history, economics, or political science) can be acquired as a consequence of studying particular topics within social studies. They likewise assume that physical geography knowledge will be acquired as students learn about the earth in science class. Although the social studies have been criticized since the 1960s for failing to teach challenging and substantive content (Vining, 1990), social studies still continues to be the primary vehicle of instruction for geography at the...

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Mapping the Deep Blue Oceans

Winther

2019

Springer Geography

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Map Reading and Abuse

Cited by 7 publications

References 0 publications

Strategies for geographic memory: Oh, what a state we're in!

Strategies for geographic memory: Oh, what a state we're in!

Mapping Out Geography: An Example of Epistemology and Education

Mapping the Deep Blue Oceans

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