Cognitive Research

Representational Nature and Type

Type of representation is critical to learning with geographical visualizations since there are myriad ways in which geographical information and data are presented, ranging from visible light images, to maps with geo-referenced data values and color contours. The transparency of the representation, i.e., whether or not its representational nature is apparent is a primary factor. Once established, and three questions are of central concern: What helps students grapple with different representations of the same geographical space or data? How does the type of the representation contribute to these efforts? How can visualization tools such as user-controlled overlays in Geographic Information Systems help students work with multiple representations of geographical information?

Findings: Students younger than 10 often do not consider that the representations of place are representations, and treat the contents of satellite images as objective reality, Their older counterparts, by contrast, spontaneously speculate about how the visualization technology, camera distance, lens, or angle contribute to the image's appearance. The data values contained in false color images are often confusing to students under 10, who argue, for example, that green means a forest, not a specific population density. Exposure to and inquiry built on multiple and varied types of representations of the same spatial referents should enhance competencies.