Development and evaluation of a self-instruction method for analysing spatial information

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.

Grantor dc:publisher.institution

Department of Environmental and Geographical Science

Year dc:date.issued

2009

Author dc:creator

• Innes, Lorraine Mary

Language dc:language.iso

eng

Handle dc:identifier.uri

http://hdl.handle.net/11427/11872

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/11872