The aim of the diploma thesis (Perception of Symbology for School Atlases of the World) was to analyse the symbology in school atlases of the world with the focus on the perception of the aspects of cartographic signs by atlas users. For this purpose, atlases from the book stock of the Department of Geoinformatics were selected. The thesis aims to find out whether or not the samples presented are accurately interpreted by the respondents, and if they are able to gain required information from the samples.

Atlases published in various European countries were selected in the total quantity of fourteen publications from thirteen countries – Austria, Belgium, the Czech Republic, Estonia, Hungary, Lithuania, the Netherlands, Norway, Serbia, Spain, Sweden, Switzerland, and the United Kingdom. The initial idea was to use school atlases from various countries of the world, however, this intention had to be abandoned as it turned out that non-European atlases of comparable content and extent were not available. Another reason was great time intensity of translation, especially in case of atlases written in other than Latin characters (e.g. the Japanese and Arabian atlases).

Eleven atlases were subsequently analysed. It was determined that the atlases vary not only as to the structure of their content but also as to their methods of expression. Most atlases proceed from the maps of the homeland (regional maps) through the maps of continents to the maps of the world. This approach also seems to be the most suitable as this way, the students get acquainted with their native country first, and only then with more distant territories. Furthermore, the symbology used was analysed. All the main methods of cartographic representation of thematic content were found in the selected atlases, albeit their distribution varied. After comparing the number of methods used in a single atlas, the Swiss atlas appeared to be the richest one, while the Serbian one was the poorest. However, none of the selected atlases was entirely different in its approach in comparison with the remaining ones.

The perception itself was tested using an online web questionnaire distributed to various respondents. The questionnaire focused not only on the main group of atlas users (elementary and high school students and teachers) but also on other respondents who have used school atlases before. The results are based on the responses of 441 respondents. The responses received were furthermore assessed using statistical methods (Pearson’s Chi-squared Test; Correspondence Analysis) and commented upon.

The original partial objective, i.e. to verify whether or not the language of the maps is internationally comprehensible, could not be attained with the selected group of respondents. To verify this notion precisely, it would be necessary to use atlases from all parts of the world and also to address international respondents. Nevertheless, the thesis confirmed that Czech users were capable of understanding cartographic methods used in European school atlases.

Next, the relationship between the perception of symbology and the age of the respondents was assessed. Using statistical calculations, it was determined that older respondents were more successful in the reading of, and retrieval of information from, the maps. This confirmed the assumption that cartographic literacy increases with age and knowledge gained. The survey also showed that the use of cartographic products during free-time activities is beneficial for deepening the ability to read maps in respondents across age groups.