Maps and virtual geo-presentations in contemporary instruction

This paper analyses the basic questions regarding cartographic visualization in instruction, where traditional maps, atlases and globes were considered only as simple visual aids belonging together with original objects and pictures, while cartographers elevated them to a higher cognitive level, labelling them 'eye of geography', 'sediment of the entire knowledge', 'philosopher's stone', or the very 'foundation' of geography. Maps were always required to be correct, comprehensive, clear, understandable, legible, to have nice appearance and format, which suggests the 'invariability' of maps, although the technique and technology change. Contemporary computer technology changed the cartographic picture in the form of virtual geo-presentations and geographic information systems. Through mutual comparison with traditional maps it is easier to discern all the aspects of their application in contemporary instruction. This paper particularly analyses epistemological, semiotic, methodological and didactic-methodical aspects of maps and virtual geo-presentations, with the emphasis on their perceptive possibilities. By introducing the teacher with the aforementioned aspects, they are demystified, didactic process is elevated and a wider application in contemporary instruction opens up, either with respect to content presentation or application of direct mapping through exercises, workshops, seminar or graduation papers. Knowledge adopted in this way influences creation of a higher level of creative thinking, that is, visual thinking