CV-28 - Lesson Design in Cartography Education
This entry describes six general variables of lesson design in cartography education and offers some practical advice for the development of materials for teaching cartography. First, a lesson’s scope concerns the set of ideas included in a lesson and helps identify different types of lessons based on the kinds of knowledge that they contain. Second, learning objectives concern the things that students should be able to do following a lesson and relate to different cognitive processes of learning. Third, a lesson’s scheme deals with the organizational framework for delivering content. Fourth, a lesson’s guidance concerns the amount and quality of supportive information provided. Fifth, a lesson’s sequence may involve one or more strategies for ordering content. Sixth, a lesson’s activity concerns what students do during a lesson and is often associated with different learning outcomes. These six variables help differentiate traditions for teaching cartography, elucidate some of the recurring challenges in cartography education, and offer strategies for designing lessons to foster meaningful learning outcomes.
FC-04 - Perception and Cognitive Processing of Geographic Phenomena: a Choropleth Map Case Study
The near ubiquity of maps has created a population the is well adept at reading and understanding maps. But, while maps are familiar, understanding how the human brain processes that information is less known. Discussing the processing of geographic phenomena could take different avenues: specific geospatial thinking skills, general perception and cognition processes, or even different parts of the human brain that are invoked when thinking geographically. This entry focuses on tracing the processing of geographic phenomena using a choropleth map case study, beginning from perception — the moment the phenomena enter the human brain via our senses, to cognition — how meaning and understanding are generated.