Abstract
The chapter presents two studies on the integration of map projections in Greek geography curriculum. Perceptions and misconceptions about world maps of 6th grade elementary school students were investigated and analyzed by qualitative and quantitative methods. Through inquiry-based methods, students learnt about the distortions in distance, shape, and size of areas that are caused by transformation of the spherical Earth into a flat surface. Didactic interventions were carried out where students attained knowledge about 1) world map projections and 2) the overseas flightpaths and the measurements of the distance between two points in the Mercator projection. Through guided research, comparisons, experimentation on digital world maps, and experiential actions, students found that 1) all world maps are wrong and 2) the shortest distance between two points in Mercator projection can be a curved line (great circle) and not a straight line (rhumb line).
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