FROM DRAWINGS TO MAPS: LINKS BETWEEN DRAWING CATEGORIES AND SPATIAL ERROR IN STUDENTS’ MENTAL MAPS OF THE DESERT BIOME

Spatial error in the mental maps of lower secondary school students regarding the desert biome is investigated, focusing on the accuracy of desert conceptualisation and location. The aim of the study was to assess the status quo in children’s conceptions of deserts among lower secondary school students, while focusing on the spatial aspects of these conceptions. A total of 592 lower secondary school students took part in the study. Students were categorized using the children's drawings method into one of six categories according to the predominant elements contained in their drawings. In the second stage, students plotted the locations of deserts worldwide in an outline map; these maps were subsequently processed to produce aggregated mental maps. The study has shown that students have rather simplified perception of deserts as areas covered with sand with minimal rainfall and specific flora and fauna. Students tend to overestimate the area of deserts significantly; they locate most deserts in Africa and central Australia, and a relatively large proportion of students incorrectly locate deserts also in Amazonia. Keywords: children’s conception, desert biome, spatial error, mental mapping, children’s drawings method