Abstract
The study seeks to explain how evidence-based knowledge about learning from visual material can be utilized by way of improving the visuals used in geography education. The aim of this narrative review is to find out: a) the theoretical foundations of learning from visuals, b) how to operationalize geographical visuals in a way that would facilitate research on school instruction and inform the production of textbooks and atlases, c) to identify (based on the state of the art) some domain specific recommendations contributing
to more understandable and pupil-friendly static visualization of geographical phenomena. The methodology is based on the review of literature related to the domains of cognitive psychology, educational science, and geography education. In the concluding part, it is suggested how the findings of our study may contribute to the improvement of visuals in geography education.
References
Ainsworth, S. (1999). The functions of multiple representations. Computers and Education, 33(2–3), 131–152.
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198.
Aumont, J. (2011). L’Image. Paris: Armand Colin.
Ballstaedt, S.P. (1997). Wissensvermittlung: Die Gestaltung von Lernmaterial. Weinheim: Beltz.
Benedek, A. & Nyíri, K. (2012). Theiconicturnineducation. Frankfurt am Main: Peter Lang.
Bertin, J. (1967). Sémiologie graphique: Les diagrammes – les réseaux – les cartes.Paris: Mouton.
Bláha, J.D. 2010. Various ways of assessment of cartographic works. In G. Gartner & F.Ortag(Eds.), Cartography in Central and Eastern Europe. Lecture notes in geoinformation and cartography (211–229). Berlin, Heidelberg: Springer.
Bresciani, S. & Eppler, M.J. (2015). The pitfalls of visual representations. Sage Open, 5(4), 1–14.
Češková, T. (2017). Výukové situace rozvíjející kompetenci k řešení problémů: teoretický model jako východisko pro jejich analýzu. Pedagogika, 66(5), 530–548.
Chi, M.T., Feltovich, P.J. & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices.
Cognitive Science, 5(2), 121–152.
Claval, P. (1998). An introduction to regional geography. Oxford: Wiley-Blackwell.
Davies, P. (2000). The relevance of systematic reviews to educational policy and practice. Oxford Review of Education, 26(3–4), 365–378.
Davis, T.J. & Keller, C.P. (1997). Modelling uncertainty in natural resource analysis using fuzzy sets and Monte Carlo simulation: slope stability prediction. International Journal of Geographical Information Science, 11(5), 409–434.
de Saussure, F. (1916). Cours de linguistique générale. Paris: Payot.
Deitrick, S. & Edsall, R. (2008). Making uncertainty usable: Approaches for visualizing uncertainty information. In M. Dodge, McDerby & M. Turner (Eds.), Geographic visualization. Concepts, tools and applications (277–292). Chichester: Wiley & Sons.
Dodge, M., McDerby, M. & Turner, M. (2008). The power of geographical visualuzations. In M. Dodge, M. McDerby & M. Turner (Eds.), Geographic visualization. Concepts, tools and applications (1–10). Chichester: Wiley & Sons.
Eco, U. (1976). Theory of semiotics. Bloomington: Indiana University Press.
Gates, S. (2004): Visual literacy in science and its importance to pupils and teachers. In A. Peacock & A. Cleghorn (Eds.),
Missing the meaning (223–237). New York: Palgrave Macmillan.
Giddens, A. (1979). Central problems in social theory: Action, structure and contradiction in social analysis. Berkeley: University of California Press.
Gregory, D. (2009). Geography. In D. Gregory, et al., The dictionary of human geography (287–295). Malden: Blackwell.
Haggett, P. (1990). The geographer’s art. Camebridge: Blackwell.
Halverson, L.H. (1968). Geography via pictures. Do it this way. Illinois: National Council for Geographic Education.
Hampl, M. (1998). Realita, společnost a geografická organizace: hledání integrálního řádu. Praha: Karolinum.
Harrower, M. & Fabrikant, S. (2008). The role of map animation for geographic visualization. In M. Dodge, M. McDerby & M. Turner (Eds.), Geographic visualization. Concepts, tools and applications (49–65). Chichester: Wiley & Sons.
Havelková, L. (2016). Vliv kartografické vyjadřovací metody na úroveň mapových dovedností žáků. Diplomová práce. Praha: PřF UK.
Hübelová, D., Najvarová, V. & Chárová, D. (2008). Uplatnění didaktických prostředků a médií ve výuce zeměpisu. In P. Knecht & T. Janík (Eds.), Učebnice z pohledu pedagogického výzkumu (147–163). Brno: Paido.
Janko, T. (2012). Nonverbální prvky v učebnicích zeměpisu jako nástroj didaktické transformace. Brno: MU.
Janko, T. (2015). Srovnávací analýza typů nonverbálních prvků v současných českých a německých učebnicích školní geografie. Pedagogická orientace, 25(2), 225–248.
Jewitt, C. (2008). The visual in learning and creativity: A review of the literature. London: Creative Partnership.
Johnston, R.J. (1986). Philosophy and human geography: An introduction to contemporary approaches. London: Edward Arnold.
Jones, C.E., Haklay, M., Griffiths, S. & Vaughan, L. (2009). A less is more approach to geovisualization – enhancing knowledge construction across multidisciplinary teams. International Journal of Geographical Information Science, 23(8), 1077–1093.
Koláčný, A. (1969). Cartographic information – a fundamental concept and term in modern cartography. The Cartographic Journal, 6(1), 47–49.
Kraak, M.J. (2008). Visualization and time. New opportunities for the space-time cube. In M. Dodge, M. McDerby & M. Turner (Eds.), Geographic visualization. Concepts, tools and applications (293–306). Chichester: Wiley & Sons.
Larkin, J.H. & Simon, H.A. (1987). Why a diagram is (sometimes) worth ten thousand words. Cognitive Science, 11(1), 65–99.
Lefebvre, H. (1991). The production of space. Oxford: Blackwell.
Leitner, H. & Miller, B. (2007). Scale and the limitations of ontological debate: A commentary on Marston, Jones and Woodward. Transactions of the Institute of British Geographers, 32(1), 116–125.
Lloyd, R., Hodgson, M.E. & Stokes, A. (2002). Visual categorization with aerial photographs. Annals of the Association of American Geographers, 92(2), 241–266.
Lowe, R.K. (1999). Extracting information from an animation during complex visual learning. European Journal of Psychology of Education, 14(2), 225–244.
MacEachren, A.M., Gahegan, M., Pike, W., Brewer, I., Cai, G., Lengerich, E. & Hardistry, F. (2004). Geovisualization for knowledge construction and decision support. Computer Graphics and Applications IEEE, 24(1), 13–17.
Marada, M. & Hanus, M. (2014). Mapové dovednosti: vymezení a výzkum. Geografie, 119(4), 406–422.
Mareš, J. (2013a). Pedagogická psychologie. Praha: Portál.
Mareš, J. (2013b). Přehledové studie: jejich typologie, funkce a způsob vytváření. Pedagogická orientace, 23(4), 427–454.
Mayer, R.E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1–19.
Mayer, R.E. (2011). Instruction based on visualisations. In R.E. Mayer & P.A. Alexander (Eds.), Handbook of research on learning and instruction (427–445). New York: Routledge.
Mayer, R.E. (2013). Fostering learning with visual displays. In G. Schraw, M.T. McCrudden & D. Robinson (Eds.),
Learning through visual displays (47–73). Charlotte: Information Age Publishing.
Mayer, R.E. (2014). Cognitive theory of multimedia learning. In R.E. Mayer (Ed.), Multimedia learning (43–71). New York: Cambridge.
McTigue, E.M. & Coleman, J.M. (2013). Theory, practice, and challenges for teaching visual literacy in science. In K.D. Finson & J.E. Pedersen (Eds.), Visual data and their use in science education (281–307). Charlotte: Information Age Publishing.
Mrázková, K. (2013). Kartografické dovednosti ve výuce zeměpisu (Disertační práce). Brno: PdF MU.
Osman, R. & Matoušek, R. (2014). Úvod obratem. In R. Matoušek & R. Osman (Eds.), Prostor(y) geografie (9–18). Praha: Karolinum.
Paasi, A. (1986): The institutionalization of regions: a theoretical framework for understanding the emergence of regions and the constitution of regional identity. Fennia, 164(1), 105–146.
Paasi, A. (2004). Place and region: Looking through the prism of scale. Progress in Human Geography, 28(4), 536–564.
Paivio, A. (1971). Imagery and mental processes. New York: Holt, Rinehart and Winston.
Paivio, A. (2014). Mind and its evolution: A dual coding theoretical approach. New York: Psychology Press.
Peirce, Ch.S. (1997). Sémiotika. Praha: Karolinum.
Pettersson, R. (1992). The use of visuals in oral representations. Educational Technology Research and Development, 40(2), 109–116.
Priestnall, G. & Hampson, D. (2008). Landscape visualization: Science and art. In M. Dodge, M. McDerby & M. Turner (Eds.),
Geographic visualization. Concepts, tools and applications (241–258). Chichester: Wiley & Sons.
Radinsky, J., Leimberer, J.M. & Rodriguez, C. (2013). Learning to do geospatial data visualizations in science classrooms. I
nK.D.Finson&J.E.Pedersen(Eds.), Visual data and their use in science education (239–260). Charlotte: IAP Publishing.
Rose, G. (1994). Teaching visualized geographies: Towards a methodology for the interpretation of visual materials.
Journal of Geography in Higher Education, 20(3), 281–294.
Rose, G. (2007). Visual Methodologies: An introduction to the interpretation of visual materials. London: SAGE.
Roth, W.M. & Bowen, G.M. (2001). Professionals read graphs: A semiotic analysis. Journal for Research in Mathematics Education, 32, 159–194.
Sadoski, M. & Paivio, A. (2001). Imagery and text: A dual coding theory of reading and writing. Mahwah: Lawrence Erlbaum Associates.
Schnotz, W. (2002). Commentary – Towards an integrated view of learning from text and visual displays. Educational Psychology Review, 14(1), 101–120.
Schnotz, W. (2014). Integrated model of text and picture comprehension. In R.E. Mayer (Ed.), Multimedia learning
(72–103). New York: Cambridge
Schnotz, W. & Bannert, M. (2003). Construction and interference in learning from multiple representation. Learning and Instruction, 13(2) 141–156.
Schnotz, W., Ludewig, U., Ullrich, M., Horz, H., McElvany, N. & Baumert, J. (2014). Strategy shifts during learning from texts and pictures. Journal of Educational Psychology, 106(4), 974–989.
Sheppard, E. & McMaster, R.B. (Eds.). (2004). Scale and geographic inquiry: Nature, society and method. Oxford: Blackwell.
Siwek, T. (2011). Percepce geografického prostoru. Praha: ČGS.
Skupin, A. & Esperbé, A. (2008). Towards high-resolution self-organizing maps of geographic features. In M. Dodge, M. McDerby & M. Turner (Eds.), Geographic visualization. Concepts, tools and applications (49–65). Chichester: Wiley & Sons.
Spiro, R.J. & Jehng, J.C. (1990). Cognitive flexibility and hypertext: Theory and technology for nonlinear and multi-dimensional traversal of complex subject matter. In D. Nix & R.J. Spiro (Eds.), Cognition, education and multi-media: Exploring ideas in high technology (163–205). Hillsdale: LEA.
Svatoňová, H. (2017). Reading satellite images, aerial photos and maps: Development of cartographic and visual literacy. In P. Karvánková, D. Popjaková, M. Vančura &J.Mládek(Eds.), Current Topics in Czech and Central European Geography
Education (187–208). Cham: Springer.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12, 257–285.
Sweller, J. (2005). Implications of cognitive load theory for multimedia learning. In R. Mayer (Ed.), The Cambridge handbook of multimedia learning (19–30). Cambridge: Cambridge University Press.
Swienty, O., Reichenbacher, T., Reppermund, S. & Zihl, J. (2008). The role of relevance and cognition in attention-guiding geovisualisation. The Cartographic Journal, 45(3), 227–238.
Taussig, M. (2011). I swear I saw this: Drawings in fieldwork notebooks, namely my own. Chicago: University of Chicago Press.
Unwin, D.J. (2008). Encounters with geovisualization. In M. Dodge, M. McDerby & M. Turner (Eds.). Geographic visualization. Concepts, tools and applications (xi–xvi). Chichester: Wiley & Sons.
Van Meter, P. (2001). Drawing construction as a strategy for learning from text. Journal of Educational Psychology, 93(1), 129–140.
Vít, L. & Bláha, J.D. (2012). Study of the user friendliness of temporal legends in animated maps.AUC Geographica, 47(2), 53–61.
Wainer, H. (1992). Understanding graphs and tables. Educational Researcher, 21(1), 14–23.
Wiegand, P. (2006). Learning and teaching with maps. London: Routledge.
Wooldridge, S.W. & East, W.G. (1951). The spirit & purpose of geography. London: Hutchinson.