Cognitive Aspects of Map Symbology in the World School Atlases

Abstract

The paper deals with analysing t he symbology in school atlases of the world with t he focus on the cognitive aspects of cartographic signs by atlas users – pupils – to answer How symbology in school atlases from different countries is perceived by pupils. The authors aimed to find out whether or not the samples presented are accurately interpreted by the respondents, and if they are able to gain required information from the samples. Eleven school at lases were subsequently analysed. The perception itself was tested using an online web questionnaire distributed to various respondent s. T he questionnaire focused not only on t he main group of atlas users and also on other respondents who have used school atlases before. The results come from 441 responses. The responses received were furthermore assessed using statistical methods. The research proved that older respondents were more successful in reading of, and retrieval of information from, the maps. This confirmed the assumption that cartographic literacy increases with age and knowledge gained. The survey also showed that the use of cartographic products during free-time activities is beneficial for deepening the ability to read maps in respondents across age groups. After comparing the number of methods used in a single atlas, the Swiss atlas appeared to be the richest one, while the Serbian one was the poorest. However, none of the selected atlases was entirely different in its approach in comparison with the remaining ones.