Map Skills in Education: A Systematic Review of Terminology, Methodology and Influencing Factors

Year 2019, Volume: 9 Issue: 2, 361 - 401, 31.08.2019

Lenka Havelková , Martin Hanus

https://doi.org/10.33403/rigeo.591094

Abstract

For a few decades, map skills stay at the forefront of not only geographers’ and geographic educators’ research interest. To identify what has already been accomplished, where the research currently stands and where the potential for future studies lies, a review of the literature was carried out. Specifically, this comprehensive synthesis of map skill research focuses on three perspectives: terminology, methodological approaches, and mainly on investigated factors affecting the map skill level. As non-uniformity in terminology is apparent, an integrative framework of map skill types based on theoretical works and previous studies is proposed. Similarly, methods that can be more suitable and beneficial for future research than now prevailing non-standardized test are presented. These suggestions are mainly based on a variety of identified scarcely used methodological approaches. Furthermore, the synthesis shows that the number of factors which influence on the level of map skills has been tested is substantial. But that, frequently investigated categories of factors are identifiable. In addition, current gaps in map skill research are identified and insufficiently studied, yet potentially important factors are suggested for future studies.

Keywords

Map skill, map reading, map use, geography education, systematic review

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