{"id":{"repo_id":"cape-town","oai_identifier":"oai:open.uct.ac.za:11427/11872"},"canonical_url":"https://search.dev.ndltd.org/etd/cape-town/oai:open.uct.ac.za:11427/11872","repository":{"repo_id":"cape-town","name":"University of Cape Town","base_url":"https://open.uct.ac.za/oai/request"},"display":{"title":"Development and evaluation of a self-instruction method for analysing spatial information","abstract":"The extent and consequences of problems related to analysis of spatial information at secondary school in South Africa, arising from historic inadequacies of human and material resources, are investigated. The post-apartheid education policy revision provides for improved spatial competence but a search for practical teaching guidelines in the outcomes-based education curriculum documents was unsuccessful. Theories of spatial cognition, cartographic communication and 'real world' comprehension are related to the development of spatial competence. The potential for geographic information systems (GIS) to enhance spatial concept development through visualisation of spatial data is identified. A postal opinion survey confirmed that a self-instruction programme for map reading (MapTrix, Innes, 2001) is effective. Using the test-intervention-test method, the importance of mathematics instruction for improving map analysis is recognised.","abstract_html":"The extent and consequences of problems related to analysis of spatial information at secondary school in South Africa, arising from historic inadequacies of human and material resources, are investigated. The post-apartheid education policy revision provides for improved spatial competence but a search for practical teaching guidelines in the outcomes-based education curriculum documents was unsuccessful. Theories of spatial cognition, cartographic communication and 'real world' comprehension are related to the development of spatial competence. The potential for geographic information systems (GIS) to enhance spatial concept development through visualisation of spatial data is identified. A postal opinion survey confirmed that a self-instruction programme for map reading (MapTrix, Innes, 2001) is effective. Using the test-intervention-test method, the importance of mathematics instruction for improving map analysis is recognised.","abstract_has_math":false,"creators":["Innes, Lorraine Mary"],"institution":"Department of Environmental and Geographical Science","degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2009,"date_issued":"2009","date_published":"2009","updated_at":"2026-07-22T22:23:00Z","subjects":[],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11427/11872","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Innes, Lorraine Mary"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2015-01-10T06:42:24Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2015-01-10T06:42:24Z"]},{"key":"dc:date.issued","label":"Date","values":["2009"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Department of Environmental and Geographical Science"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Cape Town"]},{"key":"dc:type","label":"Dc Type","values":["Doctoral Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["Doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["PhD"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/11427/11872"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Includes abstract.","Includes bibliographical references (p. 247-269)."]},{"key":"dc:description.abstract","label":"Abstract","values":["The extent and consequences of problems related to analysis of spatial information at secondary school in South Africa, arising from historic inadequacies of human and material resources, are investigated. The post-apartheid education policy revision provides for improved spatial competence but a search for practical teaching guidelines in the outcomes-based education curriculum documents was unsuccessful. Theories of spatial cognition, cartographic communication and 'real world' comprehension are related to the development of spatial competence. The potential for geographic information systems (GIS) to enhance spatial concept development through visualisation of spatial data is identified. A postal opinion survey confirmed that a self-instruction programme for map reading (MapTrix, Innes, 2001) is effective. Using the test-intervention-test method, the importance of mathematics instruction for improving map analysis is recognised."]},{"key":"dc:title","label":"Title","values":["Development and evaluation of a self-instruction method for analysing spatial information"]}]}],"canonical_facts":{"dc:creator":["Innes, Lorraine Mary"],"dc:date.accessioned":["2015-01-10T06:42:24Z"],"dc:date.available":["2015-01-10T06:42:24Z"],"dc:date.issued":["2009"],"dc:description":["Includes abstract.","Includes bibliographical references (p. 247-269)."],"dc:description.abstract":["The extent and consequences of problems related to analysis of spatial information at secondary school in South Africa, arising from historic inadequacies of human and material resources, are investigated. The post-apartheid education policy revision provides for improved spatial competence but a search for practical teaching guidelines in the outcomes-based education curriculum documents was unsuccessful. Theories of spatial cognition, cartographic communication and 'real world' comprehension are related to the development of spatial competence. The potential for geographic information systems (GIS) to enhance spatial concept development through visualisation of spatial data is identified. A postal opinion survey confirmed that a self-instruction programme for map reading (MapTrix, Innes, 2001) is effective. 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