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Maps are spatial representations of environments and are thus inherently geographical. As such, attaining map skills necessitates fostering students' cartographic- and language-related abilities when using maps, which represent a characteristic role in geography education. However, to our knowledge, there is no empirical research on the cartographic- and language-related abilities required when using maps in geography education classrooms. To gain more profound insights into the linkages between cartographic concept knowledge and language skills regarding maps, a qualitative study among students is conducted. Upper secondary students drew a sketch map using a digital pen of a familiar route in the school area, while simultaneously being recorded thinking aloud. Students' representations of the cartographic concept in their sketch maps and their cartography-specific/-unspecific language use in think-aloud protocols were analyzed qualitatively. Despite the high heterogeneity within the sample, results show linkages between the cartographic concept representation and cartography-specific language use among the participants. In addition, students who use cartography-specific language at a medium or high level paraphrased less and represented cartographic concepts more appropriately.
Heidari et al. (Mon,) studied this question.