HyperAtlas at school dr. Boštjan Rogelj, mag. Lea Nemec 1

Participants 19 participants; age 17 (year of birth 1996) 3rd year of High school; Geography; 2

Workshop 1 Two workshops in two days; 1st workshop (one hour): Introduction; What are disparities and how do we measure them? How do we calculate GDP/HDI? What are NUTS? What do pupiles know about disaparities in Europe? 3

Workshop 2 2nd workshop (one hour): Introduction to Hyperatlas; Building the maps; Mapping exercise; 4

Problems Not all pupils from the class participated in the workshop; Two separate workshops (lack of time); Insufficient pre-knowledge of the pupils (NUTS, HDI); Workshop leadership; 5

Results 1 Q1: Choose indicators for assessing social and economic development in EU? unemployment, GDP; Q2: What are NUTS? Pupils didn‘t know what NUTS are. Q3: Reasons for differences? location; size; history, education. 6

Results 2 Q4: Identifying regions Northern and Central Europe; Western and Southwestern Europe; Eastern and Southeastern Europe Q5: NUTS 2: differences in big countries; capital cities are more developed as other regions; 7

Results 3 Q6: Identify regional changes: Western Europe Countries not regions were identify; Q7: Changes in your country: Were identify correctly; Q8: Preposition as policymaker; financial help, sending advisiors; non personal answers; Q9: map 8

Analysis of the results Methodology: What is(are) our research question(s) ? What kind of analysis are we doing? Qualitative or quantitative analysis? What was the purpus of using Hyperatlas? 9

Analysis of the results Is ther only one proper way of reading spatial information? Q4 Does the student read properly spatial information? Q4 Does the student have identified discontinuities ? 10