The usability of economic maps for students of various age groups: an example for a discussion of a multi-stage concept of teaching aids

Abstract

Economic maps in school atlases are specific types of maps that represent extra-complex maps with multi-layer and fast-developing content over time. The objective of this article is to discuss a multi-stage curriculum in connection with the results of an assessment of the usability of economic maps by lower and upper secondary school students. The survey was conducted using a questionnaire and didactic test on a sample of 120 lower secondary school and 73 upper secondary school students in Czechia. Differing results among two age groups were mainly in the identification of cartographic signs; as a key factor for the correct identification of cartographic signs, a combination of alphanumeric and geometric features has been shown. On the other hand, significant differences were not identified in the question of suitability of colouring cartographic signs. The survey results show that the map key of economic maps should be designed in multiple stages with regard to the appropriateness and comprehensibility of cartographic signs for students of both age groups. This study proves that preparing specific geographic atlases for lower and upper secondary school students can play a key role in the teaching of geography.

Keywords:

• Economic map
• map key
• school atlas
• curriculum
• geography education

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

This work was supported by Grant Agency of Jan Evangelista Purkyně University in Ústí nad Labem (No. UJEP-SGS-2017-43-009-3) and by Technology Agency of the Czech Republic (No. TL02000114).

Notes

1 Similar efforts can be made in other countries with a centralised curriculum (Lam, 2007).

2 The newly designed character key remains abstract for pupils. However, there was a change in the alphanumeric designation of the sign, which more closely follows the continuity of the curriculum within the secondary school (Řezníčková, 2003).