Abstrakt
We live in a visual era where society prefers data presented in a visual form rather than as a text. As a result, the use of maps, i.e., visual representations of spatial information, increases.
Given that, maps are (also due to the development of cartography) widely used not only by geographers but also by the general public. While the general public not only works with maps but, thanks to the availability of user-friendly GIS apps, also creates them.
The frequency with which maps are used (and also misused), as well as the fact that their authors are no longer only trained and professionally skilled cartographers, then bring the necessity of a higher accent on the development of map skills, especially in geography lessons at secondary school. To fully use the potential of maps, it is necessary to develop not only map reading but also cognitively more demanding skills of map analysis and interpretation.
While bearing in mind during their development that there can be significant individual differences among students. However, previous empirical studies revealed that such development of map use is considered challenging and that secondary teachers would welcome more methodological and practical tools.
To address this, an online educational application based on the adaptive learning system was developed by the research group from the Centre for Geographical and Environmental Education, Faculty of Science, Charles University. The paper will focus on the presentation of the application and its theoretical (adaptive testing principles; cognitive levels of map skills) and methodological (use in the geography lessons) frameworks that could ensure that users will develop not only their map skills, but also their geographical thinking.