Includes abstract. / Includes bibliographical references (p. 247-269). / 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.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uct/oai:localhost:11427/11872 |
| Date | January 2009 |
| Creators | Innes, Lorraine Mary |
| Publisher | University of Cape Town, Faculty of Science, Department of Environmental and Geographical Science |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Doctoral Thesis, Doctoral, PhD |
| Format | application/pdf |
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