Abstract
The presented study is focused on students' ability to read, analyze and especially to interpret the elevation on the topographic maps, and specifically, on students' misconceptions influencing their ability. Its main aim is to introduce the conceptual test designed for the identification of misconceptions during hypsography (contours) interpretation.
The conceptual test has wide applicability as it is suitable for both secondary and tertiary education and for the identification of specific misconceptions of each student, same as for the assessment of different teaching approaches effectiveness. Furthermore, the results of a pilot study conducted at the Faculty of Science, Charles University with 134 geography majors in their first year of bachelor studies will be presented.
Particular attention will be paid to the most difficult tasks and their interpretation from the perspective of identified misconceptions.