Kartografsko opismenjevanje na primarni stopnji izobraževanja

Hojnik, Tina

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Title:	Kartografsko opismenjevanje na primarni stopnji izobraževanja
Authors:	ID Hojnik, Tina (Author) ID Kolnik, Karmen (Mentor) More about this mentor...
Files:	MAG_Hojnik_Tina_2016.pdf (1,95 MB) MD5: 2512D27445607CF0199238E740AF5961
Language:	Slovenian
Work type:	Master's thesis
Typology:	2.09 - Master's Thesis
Organization:	PEF - Faculty of Education
Abstract:	V magistrskem delu Kartografsko opismenjevanje na primarni stopnji izobraževanja opozarjamo na pomen kartografske pismenosti, ki je del splošne pismenosti in eden osnovnih izobraževalnih ciljev tako pri nas kot v tujini. V teoretičnem delu je bil opravljen obsežen pregled znanstvenih ugotovitev s področja kartografskega opismenjevanja, prostorskih predstav, kartografskih pripomočkov in s tovrstno tematiko povezano informacijsko-komunikacijsko tehnologijo (IKT). Raziskovalni del naloge je bil namenjen analizi in predstavitvi zastopanosti kartografskega opismenjevanja v izbranih učnih načrtih na primarni stopnji obveznega izobraževanja pri nas, na Hrvaškem in v Angliji. Opravili smo tudi primerjalno analizo kartografskega gradiva v izbranih učbenikih in delovnih zvezkih predmetov spoznavanje okolja in družba. V empiričnem delu naloge smo predstavili, kako učitelji razrednega pouka pri nas kartografsko opismenjevanje uresničujejo v izobraževalni praksi. Raziskava je bila opravljena na samostojnem vzorcu učiteljev razrednega pouka, ki poučujejo predmeta spoznavanje okolja in družba. Ugotavljamo, da se snovalci učnih načrtov zavedajo pomembnosti kartografske pismenosti, vendar tovrstne vsebine pri nas uvajajo (pre)pozno. Kartografsko gradivo je v analiziranem izbranem učbeniškem gradivu prilagojeno ciljni starostni stopnji učencev, a je v večini pomanjkljivo opremljeno z legendami, merilom, mrežo, datumi, viri in označenostjo severa. Iz pridobljenih rezultatov empirične raziskave ugotavljamo, da učitelji razrednega pouka razumejo potrebo učencev po kartografski pismenosti, vendar si kljub dobrim ocenam lastne usposobljenosti za poučevanje kartografskega opismenjevanja in vključenosti obravnavanih vsebin v učne načrte ter v pripadajoče učbeniško gradivo, želijo dodatnih izobraževanj. Za uresničevanje ciljev kartografskega opismenjevanja poznajo in tudi uporabljajo raznolike učne pristope, kartografske pripomočke in IKT-je.
Keywords:	kartografsko opismenjevanje, primerjalna analiza, učni načrti, učbeniki, osnovna šola
Place of publishing:	Maribor
Publisher:	[T. Hojnik]
Year of publishing:	2016
PID:	20.500.12556/DKUM-61509
UDC:	37.091.214:91(043.2)
COBISS.SI-ID:	22523656
NUK URN:	URN:SI:UM:DK:NYQ4EBNF
Publication date in DKUM:	13.09.2016
Views:	1903
Downloads:	292
Metadata:
Categories:	PEF
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Secondary language

Language:	English
Title:	Cartographic Literacy at the Primary Level of Education
Abstract:	In this master´s thesis entitled Cartographic Literacy at the Primary Level of Education we call attention to the importance of cartographic literacy as a part of general literacy and one of the basic educational goals in Slovenia and abroad. In the theoretical part of the thesis, an extensive review of scientific findings about cartographic literacy, spatial representation, cartographic tools, and information-communication technology (ICT) connected to this type of subject has been carried out. In the research part of the thesis, analysis and presentation of cartographic literacy in the selected curricula at the primary level of obligatory education in Slovenia, Croatia and in England have been presented. A comparative analysis of cartographic materials in the selected text and workbooks for the Environmental Studies and Social Studies subjects has also been done. The empirical part of the thesis shows how cartographic literacy is being implemented into our educational practice by Slovene primary education teachers. The research has been carried out with an independent sample of primary education teachers who teach Environmental Studies and Social Studies subjects. We have discovered that curriculum makers are being aware of the importance of cartographic literacy, but contents of this type are being introduced (too) late. The cartographic material in the selected analysed workbook set is adjusted to the target pupil´s age level, but is in most cases under-equipped by charts, map scales, grids, date and source of data, and north arrow indicator. According to the results obtained in the empirical research, we have found out that primary education teachers understand the pupils´ need of cartographic literacy. Despite good selfassessment of their own competence in teaching cartographic literacy and integration of this kind of contents into curricula and corresponding textbook set, they wish for additional professional trainings. To achieve the goals of cartographic literacy, teachers know and use diverse methods of teaching, apart from cartographic tools and information-communication technology (ICT).
Keywords:	cartographic literacy, comparative analysis, curricula, textbooks, elementary school

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