Enhancing Map Comprehension Via Symbols: Developing Symbols For Thematic Maps Based On Children’s Cognitive Development

Yıl 2023, , 88 - 110, 31.12.2023

Edmond Jonuzi , Hüseyin Zahit Selvi

https://doi.org/10.47112/neufmbd.2023.12

Öz

The compilation and design of materials and products targeted towards children, such as maps, symbols, and atlases, necessitate meticulous attention and a high level of responsibility. The central emphasis and primary concern in this endeavor should revolve around the cognitive development of children, their educational level, their mode and level of perception of various geographical phenomena, and the objects that encompass the localities in which they reside. This research was undertaken as part of a project aimed at compiling and designing an atlas specifically tailored for primary school pupils in the Republic of North Macedonia, known as the "Atlas of North Macedonia for Primary School". Within the framework of this project, appropriate symbols have been meticulously compiled and designed to cater to the cognitive needs and developmental stage of pupils ranging from 6 to 10 years of age. A total of 567 pupils, aged between 6 and 10 years old, from four distinct municipal primary schools were included in the administration of the test designed for the symbols. The overall results derived from the test indicate a positive outcome. Nevertheless, certain symbols were erroneously interpreted by the pupils, resulting in varied and divergent naming conventions. For this purpose, the symbols that exhibited lower performance among pupils and those that elicited suboptimal responses have been subjected to modifications and enhancements.

Anahtar Kelimeler

Cartographic design, Cartography education, Symbols, Children's maps

İşaretler Aracılığıyla Harita Anlama Yeteneğini Artırma: Çocukların Bilişsel Gelişimine Dayalı Tematik Haritalar İçin İşaretler Geliştirme

Öz

Çocuklara yönelik haritalar, işaretler ve atlaslar gibi malzemelerin derlenmesi ve tasarlanması titizlik dikkat ve yüksek düzeyde sorumluluk gerektiren bir süreçtir. Bu çaba içerisinde merkezi vurgu ve birincil endişe çocukların bilişsel gelişimi, eğitim seviyeleri, çeşitli coğrafi olguları algılama şekilleri ve düzeyleri, ikamet ettikleri bölgeleri kapsayan nesneler etrafında şekillenmelidir. Bu araştırma, Kuzey Makedonya Cumhuriyeti'nde ilkokul öğrencileri için özel olarak tasarlanmış olan "İlkokul Öğrencileri için Kuzey Makedonya Atlası" adlı bir atlasın derlenmesi ve tasarlanması amacıyla bir proje kapsamında yürütülmüştür. Bu proje çerçevesinde, 6 ila 10 yaş arasındaki öğrencilerin bilişsel ihtiyaçlarına ve gelişim aşamasına uygun işaretler titizlikle derlenmiş ve tasarlanmıştır. Dört farklı devlet ilkokulundan toplamda 567 öğrenci, tasarlanan işaretlerin algılanmasını ölçen bir teste tabi tutulmuştur. Testten elde edilen genel sonuçlar olumlu bir sonuç göstermektedir. Bununla birlikte, bazı işaretler öğrenciler tarafından yanlış yorumlanmış ve farklı isimlendirme standartları ortaya çıkmıştır. Bu nedenle, öğrenciler arasında düşük performans gösteren ve yetersiz yanıtlar alan işaretler değişikliklere ve geliştirmelere tabi tutulmuştur.

Anahtar Kelimeler

Kartografik tasarım, Haritacılık eğitimi, İşaretler, Çocuk haritaları

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