{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-M63WKXHR/94a788dc-314b-4bc7-8aee-3d4daf4eb72d/PDF","dcterms:extent":"204 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-M63WKXHR/d4e27989-6f3a-4329-85dd-7b457e538885/TEXT","dcterms:extent":"0 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2025","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2025"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-M63WKXHR","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-8USLDTJD"},{"@xml:lang":"sl","#text":"Revija za geografijo"}],"dcterms:issued":"2020","dc:creator":"Kolnik, Karmen","dc:format":[{"@xml:lang":"sl","#text":"številka:1"},{"@xml:lang":"sl","#text":"letnik:15"},{"@xml:lang":"sl","#text":"str. 25-41"}],"dc:identifier":["ISSN:1854-665X","COBISSID_HOST:52140291","URN:URN:NBN:SI:doc-M63WKXHR"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Univerza v Mariboru, Filozofska fakulteta"},"dc:subject":[{"@xml:lang":"en","#text":"cartographic literacy"},{"@xml:lang":"sl","#text":"geografija"},{"@xml:lang":"en","#text":"geography"},{"@xml:lang":"sl","#text":"kartografsko opismenjevanje"},{"@xml:lang":"en","#text":"magazine Geography in school"},{"@xml:lang":"en","#text":"pupils"},{"@xml:lang":"sl","#text":"revija Geografija v šoli"},{"@xml:lang":"en","#text":"teachers"},{"@xml:lang":"en","#text":"teaching tools"},{"@xml:lang":"sl","#text":"učenci"},{"@xml:lang":"sl","#text":"učitelji"},{"@xml:lang":"sl","#text":"učni pripomočki"}],"dcterms:temporal":{"@rdf:resource":"2006-2025"},"dc:title":{"@xml:lang":"sl","#text":"Od peskovnika do več dimenzionalnih virtualnih kartografskih prikazov| kako skrbimo za razvoj prostorske kognicije osnovnošolcev|"},"dc:description":[{"@xml:lang":"sl","#text":"The process of learning about space, from concrete examples to the abstract level of conception, is a demanding learning objective that will be successfully realized when we will be able to connect, according to appropriate pupil's age diverse perceptual world with the appropriate choice of learning methods and forms and of course learning tools.In the first part of the paper we used a descriptive method to study and present recent trends in the development of spatial cognition of preschool and primary school children and the factors of cartographic literacy, with special emphasis on teaching aids that support the development of sense of perspective and its cartographic illustration. In the following, the inclusion of cartographic contents and the numerical representation of cartographically supported articles published in the journal Geography in school (Geografija v šoli) between 2010 and 2020, as the central Slovenian journal in the field of geography teaching, were analysed by quantitative and qualitative analysis"},{"@xml:lang":"sl","#text":"Proces spoznavanja prostora, od konkretnih primerov do abstraktne stopnje pojmovanja je zahteven učni cilj, ki bo uspešno realiziran takrat, ko bomo starosti otrok primerno znali povezati učenčev raznolik zaznavni svet z ustreznim izborom učnih metod in oblik dela ter seveda samih učnih sredstev. V prvem delu prispevka smo z deskriptivno metodo proučili in predstavili novejše trende proučevanja razvoja prostorske kognicije predšolskih in osnovnošolskih otrok ter dejavnike kartografskega opismenjevanja, s posebnim poudarkom na učnih sredstvih, ki podpirajo razvoj občutka perspektive ter njeno kartografsko ponazarjanje. S kvantitativno in kvalitativno analizo pa smo proučili vključenost kartografskih vsebin in številčne zastopanosti kartografsko podprtih člankov, objavljenih v reviji Geografija v šoli, med leti 2010 in 2020, kot osrednji slovenski reviji s področja pouka geografije"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-M63WKXHR","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-M63WKXHR"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-M63WKXHR/94a788dc-314b-4bc7-8aee-3d4daf4eb72d/PDF"},"edm:rights":{"@rdf:resource":"http://creativecommons.org/licenses/by/4.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Univerza v Mariboru, Filozofska fakulteta"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-M63WKXHR/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-M63WKXHR"}}}}