What do fifth-year mind maps reveal? A case study with elementary school students
Keywords:
School cartography, School geography, Teaching-learning.Abstract
This paper presents reflections about the teaching of school geography, focusing on the learning of cartographic knowledge. The main goal was to verify the understanding of cartographic views of fifth-year elementary school students, through the cartographic language present in representations of selected students. The analysis was based on Kozel (2001) to examine mental maps with regard to its graphic representations, such as the form of representation, distribution and specificity of the elements and, finally, the proportion observed between the real and represented elements. By observing these elements in the representations, it is observed the importance of working, in the initial years, with activities that develop the cartographic knowledge within the teaching-learning process of Geography.
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