Mapping Mineral Resources: A Comparative Study of Symbology in School Atlases Over Seven Decades

Abstract. The paper examines the evolution of symbology in mineral resource maps within Czech school atlases from 1952 to 2025. By analyzing changes in map content and symbology, the research aims to identify trends and variations in the depiction of mineral resources. The methodology includes statistical analysis of symbology, and user testing among students aged 12 to 15. The study selected atlases that represent all editions using unified symbology for mineral resource maps, focusing on eight different symbologies across 19 maps from 9 atlases. Findings reveal significant differences in symbology detail, scope, and consistency among the atlases. User testing indicated that students found chemical symbols challenging and preferred two symbologies for their comprehensibility. The research highlights the importance of systematic incorporation of map symbols into the curriculum and the crucial role of teachers in facilitating students' understanding of maps. Recommendations include improving the readability and comprehensibility of map symbols, adopting interdisciplinary approaches, and supporting inclusive education for students with learning disabilities. This study provides valuable insights into the development of map symbology in educational materials and offers practical suggestions for enhancing the effectiveness of school atlases. The findings contribute to a deeper understanding of how different approaches to map symbols influence their perception and comprehension, emphasizing the need for standardization and intuitive design in cartographic representation.