Young Children's Ability to Use Aerial Photographs as Maps

Plester, Beverly; Richards, Jenna; Blades, Mark; Spencer, Christopher

doi:10.1006/jevp.2001.0245

Cited by 43 publications

(32 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…This improvement of spatial comprehension with aerial photographs is similar to that reported in Handmer (1985) and Plester et al (2002). Respondents did not have to decode contours, symbols or false colours and were able to filter their own information.…”

Section: Implications For Emergency Managementsupporting

confidence: 85%

“…Different groups were chosen for the contour and 3D maps as it was thought that once they had filled-in and discussed one map type with the interviewer, their responses could be biased for the next map type. It was hypothesised that the respondents would fare better with the photographs (due in part to the findings by Plester et al (2002), who found that children performed better with maps if they had seen photographs of the area first). Therefore, it was decided to start the interviews with a map, reducing the bias of a respondent orientating themselves on a photograph first.…”

Section: Questionnairementioning

confidence: 97%

See 1 more Smart Citation

Volcanic hazard communication using maps: an evaluation of their effectiveness

2007

View full text Add to dashboard Cite

Hazard maps are considered essential tools in the communication of volcanic risk between scientists, the local authorities and the public. This study investigates the efficacy of such maps for the volcanic island of Montserrat in the West Indies using both quantitative and qualitative research techniques. Normal plan view maps, which have been used on the island over the last 10 years of the crisis, are evaluated against specially produced three-dimensional (3D) maps and perspective photographs. Thirty-two demographically representative respondents of mixed backgrounds, sex, education and location were interviewed and asked to complete a range of tasks and identification on the maps and photographs. The overall results show that ordinary people have problems interpreting their environment as a mapped representation. We found respondents' ability to locate and orientate themselves as well as convey information relating to volcanic hazards was improved when using aerial photographs rather than traditional plan view contour maps. There was a slight improvement in the use of the 3D maps, especially in terms of topographic recognition.However, the most striking increase in effectiveness was found with the perspective photographs, which enabled people to identify features and their orientation much more readily. For Montserrat it appears that well labelled aerial and perspective photographs are the most effective geospatial method of communicating volcanic risks.

show abstract

Section: Implications For Emergency Managementsupporting

confidence: 85%

Section: Questionnairementioning

confidence: 97%

Volcanic hazard communication using maps: an evaluation of their effectiveness

2007

View full text Add to dashboard Cite

show abstract

“…Making sense of position, direction and movement in space embeds scientific practices such as explanation and argumentation (Plummer 2014;NRC 2012). Physical and sensory experience contributes to the formation of mental imagery, that is understanding of spatial representations (such as the globe, geographical maps, or space maps and simulations of the Solar System) (Clements 1998;Gersmehl and Gersmehl 2007;Liben et al 2002;Plester et al 2002;Plummer 2014). Spatial orientation also supports the development of ''spatial association'', which is the ability to recognize the association of features that tend to appear together.…”

Section: Building An Awareness Of the Position Direction And Movementmentioning

confidence: 98%

Astronomy in Early Childhood Education: A Concept-Based Approach

Ampartzaki

Kalogiannakis

2015

Early Childhood Educ J

View full text Add to dashboard Cite

In an attempt to understand the natural world's phenomena, young children form their perceptions of different aspects of the macrocosm, which they contrast with new scientific concepts. This process calls for an early intervention that will provide the stimuli and the tools for the development of new concepts, ideas, and cognitive structures. The purpose of the present article is to present an instructional intervention for young children about the science of celestial bodies, with some reference to the pedagogical content knowledge of astronomy. A concept-based, multidisciplinary approach to developing curriculum activities is adopted and the content of activities places particular emphasis on: (1) Spatial learning and spatial thinking, which are considered as central and fundamental to astronomy education, and (2) the alternation between the Earth-based and space-based perspectives of the shape, position, and movement of celestial bodies.

show abstract

“…Human visual systems do this all the time, as they rather effortlessly decide which colored patches on the retina of an eyeball belong to this tree as opposed to that car or the building behind them both (Gilbert et al 1998). A well-designed geography lesson can help children do the same thing with drawings of the classroom and playground or aerial photographs of the neighborhood (Plester et al 2002). That activity can, in turn, help build a foundation for future interpretation of satellite images and census maps.…”

Section: Regionmentioning

confidence: 99%