Middle Grade Students' Interpretations of Contour Maps

Abstract

This study examined eighth graders' approach to three tasks implemented to assist students with learning to interpret contour maps. Students' approach to and interpretation of these three tasks were analyzed qualitatively. When students were rank ordered according to their scores on a standardized test of spatial ability, the Minnesota Paper Form Board Task (Likert & Quasha, 1948), evidence emerged that spatial ability was related to how students interpreted the tasks. Students with the relatively lowest spatial ability scores had difficulty picking out the relevant features of the representations used for instruction and despite scaffolding attempts by peers remained unclear about their interpretation. Students with relatively higher spatial ability were able to pick out salient features of the representations used for instruction which resulted in their learning to read and interpret contour maps.

3D Creative Teaching-Learning Strategy in Surveying Engineering Education

“…Numerous researchers have studied the difficulties of students in the interpretation of cartographic relief: Boardman (1989) detected problems in the interpretation of contour lines; Carter et al (2005) concluded that students have difficulties in the transition between 2D representations and their interpretation; Lanca (1998) studied the ability of students to create transverse 3D representations of topographical maps, suggesting the need to go deeper into specific strategies for the understanding of topographical maps.…”

Fabricación digital de maquetas para la mejora de la interpretación cartográfica y el fomento de la competencia creativa = Digital manufacturing of 3D DTM models to enhance cartographic interpretation & creative competence

“…Numerosos investigadores han estudiado las dificultades de los estudiantes en la interpretación del relieve cartográfico: Boardman [3] detectó problemas en la interpretación de curvas de nivel; Carter, Patrick, Wiebe, Park y Butler [4] concluyeron que los estudiantes tienen dificultades en la transición entre las representaciones 2D y su interpretación 3D; Lanca [5] estudió la capacidad de los alumnos para crear representaciones transversales 3D de mapas topográficos, sugiriendo la necesidad de profundizar en estrategias específicas para la comprensión de mapas topográficos.…”