Academic literature on the topic 'Topographic map reading skills'

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Journal articles on the topic "Topographic map reading skills"

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Ohnishi, Koji, Hiroaki Akimoto, Yoshihiro Ugawa, and Satoru Itoh. "Geography education by the combination use of GIS and AR – Practices in National Institution of Technology, Toyama College." Abstracts of the ICA 1 (July 15, 2019): 1–2. http://dx.doi.org/10.5194/ica-abs-1-277-2019.

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<p><strong>Abstract.</strong> AR technology on the landscape is useful for people to identify the places with air tags. There are many people who cannot match landscapes and maps. For Map reading skill building, AR supports for people to match the landscape and maps. This paper tried to measure the effectiveness of AR technology to map reading skill building in high school geography education.</p><p>In Japan, Geography will be compulsory subject from high school from 2022. The compulsory Geography as school subject has three themes, 1 Maps and GIS, 2 International
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Bores-Calle, Nicolás Julio, Ana Escudero, and Daniel Bores-García. "Teaching Approaches to Learn Theoretical Contents in Physical Education: A Study about Contour Lines." International Journal of Environmental Research and Public Health 17, no. 22 (2020): 8599. http://dx.doi.org/10.3390/ijerph17228599.

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Purpose: Fostering student’s map reading skills, specifically understanding contour lines, is a challenging area of the Physical Education curriculum. Method: 238 students in their first year of secondary education (Mage = 13.1) were randomly assigned to one of these experimental conditions in physical education classes: (a) Teaching intervention 1 (TI-1): integrating the concept of contour lines into practical sessions of acrobatic gymnastics; (b) TI-2: theoretical sessions regarding contour lines; (c) Active control (AC): reading an introductory text about topographic maps; and two passive c
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Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (2016): 5. http://dx.doi.org/10.12968/eyed.2016.18.3.5.

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Muir, Sharon Pray. "Understanding and Improving Students' Map Reading Skills." Elementary School Journal 86, no. 2 (1985): 207–16. http://dx.doi.org/10.1086/461444.

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Perrin, F., O. Bertrand, M. H. Giard, and J. Pernier. "Precautions in Topographic Mapping and in Evoked Potential Map Reading." Journal of Clinical Neurophysiology 7, no. 4 (1990): 498–506. http://dx.doi.org/10.1097/00004691-199010000-00005.

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Dong, Weihua, Yuhao Jiang, Liangyu Zheng, Bing Liu, and Liqiu Meng. "Assessing Map-Reading Skills Using Eye Tracking and Bayesian Structural Equation Modelling." Sustainability 10, no. 9 (2018): 3050. http://dx.doi.org/10.3390/su10093050.

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Map reading is an important skill for acquiring spatial information. Previous studies have mainly used results-based assessments to learn about map-reading skills. However, how to model the relationship between map-reading skills and eye movement metrics is not well documented. In this paper, we propose a novel method to assess map-reading skills using eye movement metrics and Bayesian structural equation modelling. We recruited 258 participants to complete five map-reading tasks, which included map visualization, topology, navigation, and spatial association. The results indicated that map-re
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Edler, Dennis, and Frank Dickmann. "Elevating Streets in Urban Topographic Maps Improves the Speed of Map-Reading." Cartographica: The International Journal for Geographic Information and Geovisualization 50, no. 4 (2015): 217–23. http://dx.doi.org/10.3138/cart.50.4.3131.

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Teck, Liaw Beng. "Effects of Practical Experience and Sequential Skills in Map Reading." Singapore Journal of Education 10, no. 1 (1989): 55–59. http://dx.doi.org/10.1080/02188798908547652.

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Schmidt, Marcio Augusto Reolon, André Luiz de Alencar Mendonça, and Małgorzata Wieczorek. "Preliminary Assessment of the Impact of Culture on Understanding Cartographic Representations." Proceedings of the ICA 1 (May 16, 2018): 1–6. http://dx.doi.org/10.5194/ica-proc-1-99-2018.

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When users read a topographic map, they have to decode the represented information. This decoding passes through various processes in order to perceive, interpret, and understand the reported information. This set of processes is intrinsically a question that is influenced by culture. In particular, when one thinks of maps distributed across the internet or representations of audiences from different origins, the chance of efficient communication is reduced or at least influenced. Therefore, there should be some degree of common visual communication, which the symbology of maps can be applied
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Ilmiani, Aulia Mustika, and Delima Delima. "Innovation in Learning Arabic Reading Skills using Higher Order Thinking Skills." Al-Ta'rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya 9, no. 1 (2021): 99–110. http://dx.doi.org/10.23971/altarib.v9i1.2603.

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This study aims to describe Arabic Reading Skills learning activities with the HOTS (Higher Order Thinking Skill) system. The research method used is a qualitative method based on text analysis. This study indicates that HOTS-based Arabic Reading Skills learning activities categorized into three levels: Level of Analysis, Level of Evaluation, and Level of Creation. First, the Level of Analysis is oriented towards the ability of students to distinguish the form of the word Isim or fi'il from a text, distinguish and classify the position of fi'il, fa'il, or maf'ul, describe the content text usin
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