Modelling expertise in map reading: Beginnings

Gerber, Rod; Lidstone, John; Nason, Rod

doi:10.1080/10382046.1992.9964879

Cited by 8 publications

(14 citation statements)

References 10 publications

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“…9), they sometimes even had to solve the entire task from the beginning again. As such, their method of task solving can be evaluated as ineffective from this point of view corresponding with behaviour o en ascribed to novice users (Gerber, Lidstone, Nason 1992;Gerace 2001;Dimopoulos, Asimakopoulos 2010;Ooms et al 2012).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…9). When using a bottom-up task-solving method, users do not have a pre-set solution method which they can uniformly apply to tasks of a similar type (Anderson 1983;Gerber, Lidstone, Nason 1992).…”

Section: Discussion Of Resultsmentioning

confidence: 99%

“…Users' empirically ascertained strategies can also be compared with hypothetical strategies (Gerber, Lidstone, Nason 1992;Çöltekin, Fabrikant, Lacayo 2010;Kim et al 2015). Optimal strategies, i.e., the most effective strategies for the successful completion of the given tasks, are most frequently considered.…”

Section: A Spatiotemporal Theory-driven Approachmentioning

confidence: 99%

“…Although a considerable amount has been written about what knowledge is essential in map work (Gerber, Lidstone, Nason 1992), map-related pedagogy is poorly developed, fragmented (Wiegand 2006) and highly dependent on the personal teaching concept of each teacher (Hanus, Havelková 2019). Even though significant progress has been made in research into map work over the last 35 years (Riding, Boardman 1983;van Dijk et al 1994;Postigo, Pozo 1998;Clark et al 2008;Ooms et al 2015;Hanus, Marada 2016), there is still a need for an investigation into the cognitive mechanisms which underlie map work, specifically the strategies used when working with maps.…”

Section: Introductionmentioning

confidence: 99%

“…Even though significant progress has been made in research into map work over the last 35 years (Riding, Boardman 1983;van Dijk et al 1994;Postigo, Pozo 1998;Clark et al 2008;Ooms et al 2015;Hanus, Marada 2016), there is still a need for an investigation into the cognitive mechanisms which underlie map work, specifically the strategies used when working with maps. is kind of exploration will be of significance for the teaching and learning of map work (Gerber, Lidstone, Nason 1992), as different users may interpret and process the same information in different ways (Ooms et al 2012). Understanding the diversity in human behaviour when dealing with maps is therefore critical.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Research into map-analysis strategies: theory- and data-driven approaches

Havelková

Hanuš

2019

Geografie

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This study focuses on the strategies used during an analysis of four types of thematic maps (line symbols, area-shading, choropleths, and diagram maps) on the basis of the use of eyetracking technology. Moreover, it discusses the use of data-driven (spatial and spatiotemporal) and theory-driven (spatiotemporal) methodological approaches to research on the topic and aims to verify their applicability experimentally. The results of the experiment assist in identifying the main merits and limits of these approaches and serve to supplement and expand the results of prior studies. It is apparent that the strategies selected by users, when analyzing maps, are highly individualized and are distinguished by the frequent flitting of the eyes between the individual parts of the task. Among other things, it was discovered that most attention was paid to the task instructions and the map, and that the most frequently utilized sequence of eye movement was: task, map, (scale/north arrow, legend), answers.

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Section: Discussion Of Resultsmentioning

confidence: 99%

Section: Discussion Of Resultsmentioning

confidence: 99%

Section: A Spatiotemporal Theory-driven Approachmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Research into map-analysis strategies: theory- and data-driven approaches

Havelková

Hanuš

2019

Geografie

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GAIA: An Experimental Pedagogical Agent for Exploring Multimodal Interaction

Fenton-Kerr

1999

Computation for Metaphors, Analogy, and Agents

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Upper-Secondary Students’ Strategies for Spatial Tasks

Havelková

Hanuš

2021

Journal of Geography

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Spatial thinking is a crucial aspect of geography education with which all citizens should be equipped. This study employs eye-tracking technology to research strategies (their repertoire, distribution, effectiveness, and adaptiveness) used by upper-secondary students when analyzing spatial patterns with thematic maps. The results show that students have a broad repertoire of strategies and are mostly able to adapt them to the specific task demands. Moreover, the efficiency of students' strategies gradually increases as they get familiar with the task type and the maps analyzed. Based on the findings, how to appropriately develop students' strategies in geography lessons is suggested.

show abstract

Modelling expertise in map reading: Beginnings

Cited by 8 publications

References 10 publications

Research into map-analysis strategies: theory- and data-driven approaches

Research into map-analysis strategies: theory- and data-driven approaches

GAIA: An Experimental Pedagogical Agent for Exploring Multimodal Interaction

Upper-Secondary Students’ Strategies for Spatial Tasks

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