Risanje zemljevidov učencev od 1. do 4. razreda : magistrsko delo

Premrl, Eva (author), Umek, Maja (mentor)

V magistrskem delu so predstavljena teoretična izhodišča začetnega kartografskega opismenjevanja: pojem zemljevid, vpliv uporabe zemljevida na razumevanje prostora, kartografska pismenost ter dejavniki, ki vplivajo na njeno uspešnost. Poudarek je na sestavinah kartografske pismenosti: perspektiva, merilo, orientacija, znaki in relief. Za vsako sestavino je bil opravljen pregled znanstvenih ugotovitev, podrobneje pa so predstavljena spoznanja Piageta in Catlinga, ki sta se ukvarjala z otrokovim razumevanjem prostora in upodobitvijo prostora na papir. Magistrska raziskava temelji na analizi risb zemljevidov šole z neposredno okolico učencev od 1. do 4. razreda devetletne osnovne šole. S starostjo se izboljšujejo rezultati oz. kartografska pismenost in predstave o prostoru. Med prvošolci se pojavljajo velike razlike v predstavah o zemljevidu in upodabljanju prostora, je pa za zajete v raziskavo značilno, da prvošolci še ne zavzemajo perspektive drugih, ne rišejo s perspektive tlorisa in v zelo majhnem deležu uporabljajo pri risanju stavb znake. Velik preskok v upodabljanju prostora s perspektive tlorisa in v uporabi znakov je že iz prvega v drugi razred, ko se pojavi tudi legenda. Pri razporeditvi elementov se kaže največji napredek na prehodu iz drugega v tretji razred, iz tretjega v četrti razred pa je največji napredek v uporabi znakov in boljšega poznavanja sestavin zemljevida. Največ težav imajo učenci pri upoštevanju razdalj in velikosti. Kartografska pismenost je del splošne pismenosti. Poznavanje njenega razvoja nam omogoča, da bolje razumemo, zakaj ima posameznik na določeni stopnji težave, s tem pa pred nas postavlja nove izzive, kaj storiti oz. kako predstaviti in približati določene sestavine kartografske pismenosti posamezniku, da bo napredoval. Zaradi številnih elementov, ki jih vsebujejo zemljevidi, je kartografsko opismenjevanje zahtevna umska dejavnost in zato dolgotrajen proces.

• Language: Slovenian
• Keywords: kartografsko opismenjevanje, razredna stopnja, prostorska predstavljivost
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: [E. Premrl]
• Year: 2017
• Number of pages: 60 str.
• PID: 20.500.12556/RUL-92408
• UDC: 528.9:373.3(043.2)
• COBISS.SI-ID: 11552329
• Publication date in RUL: 24.08.2017

Secondary language

• Language: English
• Title: Map drawing of pupils from the 1st to the 4th grade of primary school

Abstract

This master’s thesis first introduces the theoretical basis of achieving basic cartographic literacy: the notion of map, the influence of map use on the perception of space, cartographic literacy and the factors that influence its success. The emphasis is placed on the constituents of cartographic literacy: perspective, scale, orientation, markers, and relief. For each of the constituents, an overview of scientific findings has been made, with the findings of Piaget and Catling, who studied children’s perception of space and how the space is depicted on paper, represented in more detail. The basis of this thesis is the analysis of maps drawn by children from grades 1-4 (ages 6-10) of a 9-year primary school, displaying the school and its immediate surroundings. The results, i.e. cartographic literacy and spatial perception improve with age. While there are considerable differences between the first-year students when it comes to the notion of maps and space representation, the children included in this research typically did not assume the perspective of others, did not draw from a ground-view perspective and only used few markers when drawing buildings. A huge leap in space representation and the use of markers occurs between the first and second grades, which is also when the legend appears. When it comes to the placing of elements, the greatest progress has been observed between the second and third grades. The greatest progress in the use of markers and the knowledge of map features has been observed between the third and fourth grades. Children have the most difficulties with distances and sizes. Cartographic literacy is part of general literacy. The knowledge of its development enables a better understanding of the reasons for the difficulties an individual can have at a certain stage. This brings new challenges: what should be done and how certain constituents of cartographic literacy should be presented and made familiar to an individual in order to ensure his or her progress. Since maps contain a large number of elements, achieving cartographic literacy is a demanding mental activity and therefore a long-lasting process.

• Keywords: primary education, cartography, map, osnovnošolski pouk, kartografija, zemljevid