Spatial and conceptual elements of territorial disadvantage in the cognitive maps of secondary school students

The present study aims to assess the role of secondary education in understanding the economic, social and territorial characteristics of lagging regions. With the help of a questionnaire survey, the study explores the general conceptual and topographical knowledge of 160 secondary school students in a county seat and a small town in relation to the disadvantaged areas of Hungary. The study also aims to formulate a methodological proposal that can be used in geography teaching in order to achieve the related curriculum and graduation exam requirements more effectively. Results prove that the discussion of the topic does not play a prominent role in either primary or secondary education. One of the possible methods of alleviating the conceptual and topographical gaps is to treat disadvantaged areas as a separate chapter in the geographical curriculum and to place them more prominently in the system of requirements. During study breaks, professional excursions, field trips and visits to disadvantaged areas would provide additional opportunities for students to gain insight into the territorial characteristics of socio-economic inequalities.

 Keywords: cognitive map, disadvantaged area, geography teaching