A WEBSITE ABOUT MAP HISTORY FOR HUNGARIAN PUPILS

This site was developed in interest of presenting basic concepts related to GIS for pupils of Elementary and High Schools in Hungary. This homepage is the second member of a set formed by three sites about history of maps, GIS and multimedia cartography. The research was divided in two main parts: first a theoretical study, second the design and making of the site. The theoretical research was initiated with the study of curricula, text-and workbooks of different subjects (Mathematics, Informatics, etc) to define what kind of content related to GIS can be presented for the pupils. This research also included the study of international experiences designing GIS websites for pupils and the their abilities to read thematic maps. Later was determined the structure of the content, dividing the chosen GIS themes in chapters and selecting the illustrations and examples to be included. Simultaneously was prepared the design and planned the structure of the homepage. This site was presented for the Hungarian teachers and pupils during the 2005 GIS Day celebrated at the Eötvös University in Budapest.

The first website in Hungarian language dedicated to the presentation of basic cartographic concepts for children and young people was made in 2000, preceded by a study about the basic map concepts learnt by Hungarian pupils in Elementary and Secondary Schools. After more than 10 years from the publication of the original website, the time has arrived to update the website, considering that Internet and in particular the Web has had notable changes along this period of time and also considering possible changes in the teaching of the map concepts in the Hungarian Educational System. This decision implied not only the possible revision of the themes presented in the original website, but also the analysis of compulsory changes in the structure of the website, namely, which new programming and design tools can be used to develop the new site and which new graphic tools can be added to develop a new Web based environment.

BIULETYN, 2007

The Cartographic Journal

The first part of this article is dedicated to the history of Hungarian school atlases to the end of the 1st World War. Although the first maps included in a Hungarian textbook were probably made in 1751, the publication of atlases for schools is dated almost 50 years later, when professor Ézsáiás Budai created his "New School Atlas for elementary pupils" in 1800. This was followed by a long period of 90 years, when the school atlases were mostly translations and adaptations of foreign atlases, the majority of which were made in German-speaking countries. In those years, a school atlas made by a Hungarian astronomer, Antal Vállas, should be highlighted as a prominent independent piece of work. In 1890, a talented cartographer, Manó Kogutowicz founded the Hungarian Geographical Institute, which was the institution responsible for producing school atlases for the different types of schools in Hungary. The professional quality of the school atlases published by his institute was also recognized beyond the Hungarian borders by prizes won in international exhibitions. Kogutowicz laid the foundations of the current Hungarian school cartography: this statement is confirmed in the second part of this article, when three of his school atlases are presented in more detail to give examples of how the pupils were introduced to the basic cartographic and astronomic concepts as well as how different innovative solutions were used on the maps.

The authors present a content analysis of the selected textbooks for teaching the natural science in the Polish primary school in the scope of cartography and topography. Two series of textbooks edited by the Nowa Era publishing house and approved by the Ministry of National Education are used by the authors. The main aim of this analysis is to determine whether the textbooks meet the requirements of the new core curriculum. The psychological aspects that may cause the difficulties in learning the natural science for students of grades 4 through 6 of the primary school are also discussed. The contents of textbooks are absorbed by the students in varying degrees. It is important, therefore, to take into account the psychological aspects of the students’ learning process and draw attention to the difficulties that may arise in the course of grade 4–6 instruction. Among them there are, inter alia, the difficulties in using a map scale, some problems with imagining the actual distances and areas, a height above the sea level and the relative heights, as well as the issues related to the students’ abilities to read a drawing of contour lines. In the process of natural science education in the primary school, it is very important to develop the children’s abstract thinking, which causes the stimulation of their spatial imagination. The various types of teaching aids, which can be helpful for the both groups, as for the teachers, so for the students, are discussed in this article. These are the atlases, models, interactive teaching aids, books and educational games. The analysis introduced in this article allows for a critical evaluation of the textbooks for primary school from the point of view of their content complacencies on cartography and topography with the new core curriculum. Teaching the bases of cartography and topography from an early age is very important, but developing the ability to use a map requires the continuous exercises. Working with a map helps to develop not only the practical skills, but also the students’ attitudes having a positive impact on the development of such qualities as conscientiousness, accuracy and patience; it also has an invaluable impact on the students’ spatial imagination.

2016

Abstract. Beginning from 1989 the Hungarian cartography is under an intensive process of diversification and significant changes. This paper tries to delineate in a very general way the present structure of the Hungarian cartographic society from the tasks filled by the state cartography to the multifaceted activities of the private map companies. In inter-est of describing all the sectors related to this field are presented also national organiza-tions, our representation in international organizations, periodicals, higher education insti-tutions and the most important public map collections in the country.

COMMUNICATION AND INFORMATION TECHNOLOGY IN SOCIETY. VOL. 3 SOCIAL COMMUNICATION, 2015

Cartographic compilations, in the form of maps and atlases, are one of the forms facilitating commu− nication in a teacher−student relationship in the process of knowledge transfer, especially in the field of geography and history. Spatial information referring to objects, phenomena and events, both nat− ural and socio−economic,occurring today and in the past, is represented on maps in the form of car− tographic signs. After meeting certain conditions geographical and historical maps are an effective communication instrument. These conditions include the conformity of the map content with the curriculum and information capacity of a scale (in which the map is presented) and the elaboration of map graphic in accordance with cartographic semiotics principles. Both conditions – the first one related to the map content and the second related to the graphics – are closely related to the char− acteristics of the user, who, depending on the age, may have different perception and experience. This applies mainly to the recipient of school maps. Separate requirements are imposed by students with vision defects (partially blind or blind). In the first stage of teaching both geography and history, in the process of communication between the map and the student, it is a teacher who plays a key role. He is considered to be the one who teaches how to interpret the map by discussing and ex− plaining its content. However, at the high school level, communicationin school−student relationship no longer requires the participation of the teacher; the map takes a direct dimension.

Proceedings of the International Cartographic Association, 2021

Founded by Romans, Vimercate had an important geographical position in Lombardy. Layers of history are visible throughout the town, yet there is the inconsistency of historical data and neglect of the historical centre in the past decades. Only recently researchers and professors from Politecnico di Milano pointed out the importance of studying layers of history in the built environment. In the past years, Vimercate was used as an example for students from masters and bachelor courses in preservation studios. This is where the idea for the master's thesis was developed which focuses on the collection, digitalisation and investigation of primary historical cartography and then other historical documents. Historical cartography can offer extensive knowledge about the past of this town and it is one of the main sources of information. For the creation of the project was selected free and open-source software QGIS where the selected historical maps were vectorised, compared and investigated. A new understanding of the development of the city was studied and some discoveries appeared. Effective application of the thesis project started in the courses of Architectural preservation studio at Politecnico di Milano. This was followed by the interest of citizens in the project who were actively participated in the creation of the same. Other stakeholders showed interest in involving in future developments. The thesis found its application in didactic activities of students and pupils.

The author presents criteria of evaluation and assumption for early school education maps. Attention was payed to needs and perceptual possibilities of map users and cartographic correctness of maps. Main criteria of map evaluation – content and form of a map – have their unique attributes. In case of the first criterion they are accuracy and remaining up-to-date, classification of content and usability. Second criterion consist of: composition, colours, labels on the map and readability. Materials commissioned by Ministry of National Education were evaluated on the said criteria basis. Evaluation of maps for early school education revealed their flaws, among which absence of a scale can be named. Afterwards assumptions were developed and used to prepare own proposal of a map. Achieving maximum readability was a priority. Other assumptions concerned graphic balance, classification and hierarchy of content, simplicity of elaboration, usage of readable typefaces and adjustment of transmission to the age of users.