Relevant bibliographies by topics / Topographic map reading skills

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Topographic map reading skills'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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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 understandings and International Corporation, 3 Disaster prevention and ESD. Maps and GIS are fundamental skills for learning geography. Map reading is very important and there are several researches of the geography classes with paper maps, especially topographical maps (Ito, 2005). GIS education is also important for students to understand how to use the maps (Tani etal., 2002). In Japan, there are few high schools and teachers to use GIS on geography class. With curriculum reformation, every student will have to learn GIS, and teachers will have to teach GIS in the geography class, too. It is big problem.</p><p>Students learn topographical map reading technique on geography class as indoor activity. There are few activities to match the real landscape and topographical map. This skill is important for student to understand the map function and meaning of landscape. Fieldwork education is not popular among schools. Teachers have poor skills to do it. AR could build up the lessons to combine GIS, map and fieldwork education. It is not easy to match the topographical map and landscape. AR technology supports for students to do the tasks. The aim of this paper to check the effectiveness of AR support for map readings. We did three periods geography experimental classes in National Institution of Technology, Toyama College 1st grade. 1st period class content was physical geography especially on coastal geomorphology. 2nd period was understanding the lagoon with topographical map (Fig. 1). 3rd period was topographical map and landscape with AR.</p><p>In the 3rd period practice, they used tablet and smartphone to identify the landscape. They watched the landscape with air tags (Fig.2), and they tried to match the landscape and map (Fig.3). Students checked the worksheet and maps on the activities (Fig.4).</p><p>Students understood how to match the landscape and maps with AR air tags. It is adequate tasks for students to understand how to match between landscape and maps. They did these tasks in this class and they became to do it with no difficulties.</p><p>There were several technological problems. Digital compass is not accurate when the tablets were started. We should adjust the compass before the class. Next problem is air tags. If the tags are on same direction, the tags are overlapped. There problems are easy to get over. With this trial class, topographical maps and landscape education with GIS with AR is effective for students. Maps education with Geographical Information technology has important role for next generation. We should make textbook for teachers to do this method.</p>
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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 (November 19, 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 controls (PC) without any intervention, (d) PC-1 and (e) PC-2. Results: All students, except for PC-2, improved their knowledge of contour lines. Nevertheless, performing corporal figures (in TI-1) and employing pointing and tracing gestures (in TI-2) helped students to correctly resolve a broader range of tasks. Conclusions: The results highlighted the benefits of teaching proposals that favor movement and the experience of the body.
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Henty, Neil. "Map reading skills not required here." Early Years Educator 18, no. 3 (July 2, 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 (November 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 (October 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 (August 28, 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-reading skills could be reflected in three selected eye movement metrics, namely, the measure of first fixation, the measure of processing, and the measure of search. The model fitted well for all five tasks, and the scores generated by the model reflected the accuracy and efficiency of the participants’ performance. This study might provide a new approach to facilitate the quantitative assessment of map-reading skills based on eye tracking.
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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 (December 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 (January 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 in order to assure the adequate communication of phenomenon being represented on it. In this context, the present work aims at testing which evaluation factors influence the reading of maps, the understanding of space and reasoning of the map user, in particular national topographic maps. The assessment was through internet considering official map representation from Brazil and Poland and questionnaires. The results shown that conventional topographic maps on the same scale are not capable of producing the correct interpretation of the user from another culture. This means that formal training has a direct influence on the quality of the interpretation and spatial reasoning. Those results indicate that high levels of formal training positively influence the reading and interpretation results of the map and that there is no evidence that the specialists with the symbology of their own country have significantly positive results, when compared to those used maps with systematic mapping from another country.
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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 (June 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 using a concept map, and link main ideas or compare information about a topic from reading results. The second is the level of evaluation which is oriented towards students' ability to check or determine errors in writing letters, vocabulary, language rules, and punctuation in a text, and criticize, refute, conclude, provide reviews or reasons, and communicate reading results with different expressions. Third, the level of creation is oriented towards the ability of students to formulate a statement sentence into a question, or vice versa, reconstruct a reading text into a conversation, and produce reading results by developing thoughts or opinions into ideas or notions.
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Dissertations / Theses on the topic "Topographic map reading skills"

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Stevens, Lacey Annette. "Using Higher-Level Inquiry to Improve Spatial Ability in an Introductory Geology Course." Bowling Green State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1435003572.

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Greene, Wilmot McRae. "Using sound variables to expedite topographic map reading." 2000. http://purl.galileo.usg.edu/uga%5Fetd/greene%5Fwilmot%5Fm%5F200005%5Fms.

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Chen, Hsiu-Yen, and 陳秀燕. "Pre-Study of The Cloud Concept Map in Relation to Students' Reading Comprehension Skills." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/76206918641243250276.

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碩士
國立臺北教育大學
教育傳播與科技研究所
101
The observational of the reading teaching scene is still for improving effects, and through the enriched content to lead the reading motivation of the students. In this study, concept maps may help students understand related concepts, to enable students to the clear, specific cognitive contents to help students in expressing their ability for organizational thinking. In this study, in order to the fifth-grade Kang Hsuan version Chinese textbook for the reading text, implementation of the iPad as a teaching tool for the pre-study of the cloud concept map teaching strategies in reading comprehension.By using PIRLS to explore the effectiveness of the students reading comprehension and make recommendations on the teaching process. The conclusions as following below: 1.Through preview cloud concept map teaching, the "extract information" and "inference messages"of reading comprehension in experimental group shows no significant difference, but better than control group in ability of "explain integration “and "comparative assessment " 2.Through experiments, the higher learning effectiveness of experimental group students show no significant difference in "inference messages" with lower learning effectiveness students, but better than lower learning effectiveness students in ability of "extract information","explain integration “and "comparative assessment "
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Mercer, David John. "An examination of the design and appropriate depiction of topographic information on instrument approach charts /." 1996. http://collections.mun.ca/u?/theses,29573.

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Hsiao, Yi-Shuan, and 蕭宜萱. "Using learner- or expert-generated concept map to assist science reading comprehension: Do skills of self-regulated learning matter?" Thesis, 2019. http://ndltd.ncl.edu.tw/handle/9659ru.

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碩士
國立交通大學
教育研究所
107
Concept mapping can externalize inner knowledge structure and, therefore, is a common aid in science learning. Doing concept mapping can be demanding, and yet the extent to which self-regulated learning (SRL) influences effectiveness of concept mapping is unexplored. This study explored influence of SRL skills on effectiveness of using learner- or expert-generated concept map to assist reading comprehension. This study is a mixed method study. Four classes were randomly assigned into one of the two conditions: using learner-generated or expert-generated concept map to assist reading comprehension. Participants of each class were categorized into high or low SRL groups based on their source of a SRL survey. All students received a 30-minute instruction about concept mapping, followed by a 45-minute task on reading an explanatory text about blood circulation. Three students of the high and of the low SRL groups from each class were invited to think-aloud during the task. Their strategies of SRL and of concept mapping, as well as process of reading comprehension were analyzed. Quantitative results showed that learner- or expert-generated concept map has similar effects on conceptual understanding, graph-text integrations, and mental model construction. The effects did not varied for the high and the low SRL students. Data of more in-depth analyses suggested that expert-generated map better assisted high SRL students for achieving textbase understanding and situation model. On the other hand, learner-generated map was more suitable for textbase understanding of the low SRL students. Either concept mapping condition was not helpful for mental model construction for the low SRL group. For case studies, numbers of synthesized propositions and demonstrated SRL strategies were compared for the high and the low SRL groups and for both concept mapping conditions. Characteristics for using concept mapping to assist reading comprehension were summarized for cross-group comparisons. Our qualitative findings support the quantitative results. This study provides evidence for the role that concept mapping plays in reading comprehension and for explaining how SRL skills influence effectiveness of learner- or expert-generated concept mapping on facilitating reading comprehension. This study has implications on designing concept mapping instructions and scaffolds for students with high and low SRL skills.
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Books on the topic "Topographic map reading skills"

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Map it: A kid's guide to map skills and symbols. New York, NY: Rosen Pub. Group, 2006.

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Reading topographic maps. New York: Rosen Pub. Group's PowerKids Press, 2007.

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Burgh, Dana Van. How to teach with topographic maps. Arlington, Va: National Science Teachers Association, 1994.

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Douglas, Day E. E., Frid Bradley R, and Kirman Joseph M, eds. The Canadian landscape: Map and air photo interpretation. 3rd ed. Toronto: Copp Clark Pitman, 1990.

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Martin, Stephen. You are here: A guide to everyday maps, plans, and diagrams. Rochelle Park, NJ: Peoples Publishing Group, 1990.

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Walsum, Edith van. Geographic skills: A training manual for Mnazi Bay Ruvuma Estuary Marine Park. Nairobi: IUCN, 2004.

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Kleeman, Grant. Topographic Mapping Skills for Secondary Students. University of Cambridge ESOL Examinations, 2001.

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Topographic Mapping Skills for Secondary Students: Skills in Senior Geography. 2nd ed. Cambridge University Press, 2005.

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Ordnance Survey Map Skills Book. Nelson Thornes Ltd, 1991.

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Map Reading Skills An Introduction To Map Reading And Basic Navigation. Crimson Publishing, 2007.

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Book chapters on the topic "Topographic map reading skills"

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Reber, Paul J., Evan Grandoit, Kevin D. Schmidt, Thomas C. Dixon, and Caelie P. McRobert. "Learning the Cognitive Skill of Topographic Map Reading Through Adaptive, High-Repetition Training." In Adaptive Instructional Systems. Design and Evaluation, 88–104. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77857-6_6.

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Xie, Ming, Steven Reader, and H. L. Vacher. "Knowledge and Skills for Reading Thematic Maps." In Rethinking Map Literacy, 79–105. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68594-2_7.

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Xie, Ming, Steven Reader, and H. L. Vacher. "Knowledge and Skills for Reading Reference Maps." In Rethinking Map Literacy, 63–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68594-2_6.

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Pick, H. L., M. R. Heinrichs, D. R. Montello, K. Smith, C. N. Sullivan, and W. B. Thompson. "Topographic Map Reading." In Local Applications of the Ecological Approach to Human-Machine Systems, 255–84. CRC Press, 2018. http://dx.doi.org/10.1201/9780203748749-9.

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Apostolopoulou, Aikaterini. "Story Mapping in Primary Education." In Handbook of Research on Educational Design and Cloud Computing in Modern Classroom Settings, 363–75. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-3053-4.ch017.

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According to the twenty-first century skills framework and the outcomes of the School on the Cloud European Network, education engages new dynamic learning environments with the use of Web2.0 tools and Cloud Computing. This chapter presents the implementation of a story mapping project in geography classes during the last year of Primary School. Sixth grade pupils worked in groups and created an online map with ArcGIS Online of the major straits and seas of the world. They selected a web mapping application and created a map journal embedding presentations with narrative texts and images. The purpose of the project was the development of map reading abilities and spatial thinking and the creation of content selecting appropriate web tools. The strong engagement of pupils in the project and the produced maps indicate that online story mapping is a useful tool in geography education that combines and promotes spatial and digital literacy.
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"Vicariance, Complexity, Space." In A Simplex Approach to Learning, Cognition, and Spatial Navigation, 53–68. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-2455-7.ch006.

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The peculiar topic of this research - perspective taking and spatial navigation - has naturally led to cross over the course of the journey other spatial navigation comprehensions. Specifically, during prototype testing, there were several comparisons with another game, Catching Features1, an orienteering game that tackles the theme of space navigation from a different point of view. The point of view is that of Orienteering, a sports orientation course that consists in making a predefined path with the exclusive help of a compass and a topographic map that represents the details of the territory to be covered. The experimental path of this research has shown that cognitive processes involved in peculiar orienteering activities (map reading, spatial thinking) are also involved in the management of intersubjective relations, and make orienteering a sporting practice with considerable educational potential. This chapter develops by introducing the concept of vicariance, quickly describing orienteering as a sport activity, emphasizing links with Italian national guidelines for the first cycle of education, and, basing on revision of the scientific literature on cognitive processes involved in space navigation and the management of spatial reference systems, provides a proposal for the spread of orientation as an effective didactic practice in a training context aimed at inclusion of pupils Present Special Educational Needs. Paragraph 6.6 discusses the link between autism, empathy and perception – action process, according to neuroscientific evidences.
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Mirzaei, Maryam Sadat, and Kourosh Meshgi. "Learner-adaptive partial and synchronized captions for L2 listening skill development." In CALL and complexity – short papers from EUROCALL 2019, 291–96. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1025.

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Many language learners have difficulty practicing listening skills using authentic materials, and thus use captions to map text with speech, and they benefit from reading along while listening to comprehend content. However, many learners over-rely on reading the text and many have difficulty in dividing their attention to the multimodal input. We have proposed a captioning tool, Partial and Synchronized Captions (PSC), which detects the useful words to be shown in the caption for addressing learners’ listening difficulties. To handle individual learner demands, PSC should adapt its word selection criteria. This study proposes an Adaptive PSC (APSC), which improves its word selection and retrains itself on-the-fly by applying learner feedback on the generated caption to provide individualized and effective assistance that satisfies the learners’ requirements. Preliminary results revealed that the system was relatively successful to adapt itself to the demand of the L2 learner, which raised learner satisfaction on the resultant captions.
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Bricken, William, and Geoffrey Coco. "VEOS: The Virtual Environment Operating Shell." In Virtual Environments and Advanced Interface Design. Oxford University Press, 1995. http://dx.doi.org/10.1093/oso/9780195075557.003.0011.

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Computer technology has only recently become advanced enough to solve the problems it creates with its own interface. One solution, virtual reality (VR), immediately raises fundamental issues in both semantics and epistcmology. Broadly, virtual reality is that aspect of reality which people construct from information, a reality which is potentially orthogonal to the reality of mass. Within computer science, VR refers to interaction with computer-generated spatial environments, environments constructed to include and immerse those who enter them. VR affords non-symbolic experience within a symbolic environment Since people evolve in a spatial environment, our knowledge skills are anchored to interactions within spatial environments. VR design techniques, such as scientific visualization, map digital information onto spatial concepts. When our senses are immersed in stimuli from the virtual world, our minds construct a closure to create the experience of inclusion. Participant inclusion is the defining characteristic of VR. (Participation within information is often called immersion.) Inclusion is measured by the degree of presence a participant experiences in a virtual environment. We currently use computers as symbol processors, interacting with them through a layer of symbolic mediation. The computer user, just like the reader of books, must provide cognitive effort to convert the screen’s representations into the user’s meanings. VR systems, in contrast, provide interface tools which support natural behavior as input and direct perceptual recognition of output. The idea is to access digital data in the form most easy for our comprehension; this generally implies using representations that look and feel like the thing they represent. A physical pendulum, for example, might be represented by an accurate three-dimensional digital model of a pendulum which supports direct spatial interaction and dynamically behaves as would an actual pendulum. Immersive environments redefine the relationship between experience and representation, in effect eliminating the syntax-semantics barrier. Reading, writing, and arithmetic are cast out of the computer interface, replaced by direct, non-symbolic environmental experience. Before we can explore the deeper issues of experience in virtual environments, we must develop an infrastructure of hardware and software to support “tricking the senses” into believing that representation is reality. The VEOS project was designed to provide a rapid prototyping infrastructure for exploring virtual environments.
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Conference papers on the topic "Topographic map reading skills"

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Hubáček, Martin, Jaromír Čapek, and Iva Mertová. "Comparison of map reading skills and geographical knowledge of future officers and geography teachers." In 27th edition of the Central European Conference with subtitle (Teaching) of regional geography. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9694-2020-5.

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Map reading is an important skill of the human population which varies from person to person depending on the age, education and many other circumstances. It is expected that some groups of adult population have higher skills in this area. Soldiers, architects, geography teachers and others belong to this group of people. The skills in reading paper maps are disappearing in current digital world. This is also observed in the case of students of the University of Defense in Brno. 228 students were tested in map reading and geographical knowledge of the Czech Republic to verify this fact. The examination of the map reading skills took place over a standard topographic map at a scale of 1 : 25 000 from the production of the Geographic Service of ACR. Testing of geographical knowledge of the Czech Republic was focused on drawing the map of district towns, rivers and geomorphological units of the Czech Republic. The results confirmed the initial assumptions about the decreasing level of these skills. In addition, there were also significant differences between individual groups of students caused mostly because of previous education as well as the currently studied specialization. The same testing was done on students of the Faculty of Education of Masaryk University in Brno to confirm these conclusions. This group of students achieved worse results in map reading, but on the other hand, they have better knowledge of the geography of the Czech Republic.
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Capek, Jaromir, Vladimir Kovarik, Martin Hubacek, and Hana Hubova. "Map reading skills of future officers." In 2021 International Conference on Military Technologies (ICMT). IEEE, 2021. http://dx.doi.org/10.1109/icmt52455.2021.9502739.

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Ryker, Katherine, Karen S. McNeal, Rachel Atkins, Nicole LaDue, and Christine M. Clark. "THE IMPACT OF AN AR SANDBOX ON MAP-READING SKILLS USING A “FREE-PLAY” EXPERIENCE." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-286716.

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Hasanah, Widia, Syahrul Ramadan, and Yasnur Asri. "The Effect of the Use of Mind-Map-Based Quantum Learning Models and Reading Interest on Argumentation Writing Skills for High School Students." In The 3rd International Conference on Language, Literature, and Education (ICLLE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201109.057.

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Sari, Desi Indah, and Siti Imroatul Maslikah. "The influence of the reading concept map number head together (Remap-NHT) learning model on the communication skills students of eleven grade science SMAN 1 sampang." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043403.

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Reports on the topic "Topographic map reading skills"

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Pick, Herbert L., and William B. Thompson. Topographic Map Reading. Fort Belvoir, VA: Defense Technical Information Center, June 1989. http://dx.doi.org/10.21236/ada211269.

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