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Table 8.6 Structure of spatial representations according to Lynch's matrix for the pupils from
Cracow (9-10 years old) with previous experience of “discovery classes” (before and after school
trip)
Mental map structure
Frequency before
school trip
Percent before
school trip (%)
Frequency after
school trip
Percent after
school trip (%)
Non structure
4
23.5
1
5.9
Structure of positions
6
35.3
6
35.3
Flexible structure
6
35.3
6
35.3
Rigid structure
1
5.9
4
23.5
Total
17
100
17
100
Table 8.7 Structure of spatial representations according to Lynch's matrix for the pupils from
Cracow (9-10 years old) without previous experience of “discovery classes” (before and after
school trip)
Mental map structure
Frequency before
school trip
Percent before
school trip (%)
Frequency after
school trip
Percent after
school trip (%)
Non answer
1
5.9
1
5.9
Non structure
8
47.1
7
41.2
Structure of positions
4
23.5
2
11.8
Flexible structure
2
11.8
6
35.3
Rigid structure
2
11.8
1
5.9
Total
17
100
17
100
Many pupils without previous experience of “discovery classes”, have “non
structure” spatial representations (47.1% before and 41.2% after school trip). The
principal change concerns the “flexible structure” after the “green school”. “Struc-
ture of positions” and “rigid structure” change a little (Table 8.7 ).
8.4 Conclusions
The main conclusions show:
• Indication of personal experience: Urban spatial representations are more
structured for those pupils who go on holidays at least three times a year.
• Indication of “discovery classes” experience: School trips modify the level of the
pupils' spatial structure differently according to the pupils' personal or school
experiences of mobility.
This study permits us to evaluate the effects of “discovery classes” as a spatial
learning experience, together with the family background. The analysis brings more
concrete elements to the global problem of “spatial capital” (L´vy and Lussault
2003 ) and its individual transmission and development.
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