지리 학습자료 개발을 위한 지리 정보 시스템(GIS)의 활용 : 제주지역을 사례로 = Developing geography learning materials using geographic information system(GIS) : a case of Jeju region

다국어 초록 (Multilingual Abstract)

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다국어 초록 (Multilingual Abstract)

The development of information and communication today has been influencing even on the education. In geography education, the methods using computer, especially the Geographic Information System have been getting attention. The attention to GIS bases on its integrative and analytical functions which can help students improve their geographical thinking capabilities. In addition, the vivid and colorful digital map can make the learning activities more interesting. It can also play a progressive role in complementing the learning activities using paper map.
However, the GIS education has not been well integrated in school curriculum. Especially, in the middle school, the concept of GIS has not even bee taught yet. It tells us that the middle school curriculum has not received the recent changes of geography learning. In the high school under the recent 7th education curriculum, the basic concepts of GIS have been included in social study and geography subjects, while mostly taught are theoretical parts rather than the learning activities with GIS exercises.
The purpose of this thesis is to portray how to make geographical data and materials using GIS program which can be applicable easily to classes even by teachers who are not trained with the GIS. For this, I have developed some digital maps of Jejudo which has relatively well-organized GIS systems among the domestic local autonomous entities. The works on Jejudo is an illustration to be replicated for other regions.
The current state of GIS education from the analyses of middle and high schools' social studies and geographies textbooks, seems to be attracting students' interests in the examples of GIS being able to be applied to daily life. But the overemphasis on overlap function may lead to misunderstanding of GIS capabilities only working with the overlap analysis. In the textbooks of middle school while there is no direct presentation of GIS, we can extract a lot of applicable contents to practice GIS. For the investigation of local society example, GIS allows to draw thematic maps, compare the change of local society, and learn topography. We can expect the prominent effects from doing such works. In the practical uses of GIS among the geography or social studies teachers in Jejudo, most teachers didn't use the digital maps well, and rarely applied it to the classes. In addition, a few teachers who began to use it are mostly in high schools. It is because the GIS have been regarded very important under the 7th curriculum. However, the longer the teachers' careers are, the less are the degree of their understanding of GIS. Most of the teachers studied and understand GIS on their own, and there is few teachers who take lessons about GIS. There is also few schools which have such an expensive GIS program. It is necessary for real GIS classes to have education programs which should be cheap to be purchased easily and sharing systems of attribute data.
The education of using GIS is more important learning process than any other subjects since it is based on analyzing maps, locations, spatial changes beyond the mere map drawing. It is also helpful to choose small scale region centering around local societies for bringing students' attention and concern. Using the GIS to develop learning materials of geography with the case of Jejudo brings the following results.
First, we can easily show the difference of geographical distribution while making dot map, choropleth map from the census data, basic for understanding the local societies. Second, geographic aspects of fixed spaces are changing as time passes. We can compare and analyze the changes through comparing the differences of maps after inputting the past and the present data into GIS. Third, we need general geographic thoughts to understand where certain industrial facilities or human facilities should be located in and why they should be located in there. GIS is very effective because it can show students the process of choosing best location by overlapping variable elements and also make students improve the objective analysis abilities. Fourth, topographic appearances can be shown only by colors or brightness in paper maps. So we find it difficult to understand them without visiting there on our own. GIS can make 3-Dimension topography in the class and present a cross section automatically if you need it. Therefore, it allows energetic topography learning and teaching practicable.
The presentation of developing geography learning materials using Geographic Information System(GIS) could provide a window of opportunities for teachers and students who are willing to know GIS and use it to geographic inquiry. It is an illustration for the case of Jeju region to be replicated for other regions how to develop local geographic data and materials, and how to use them in practical GIS class.

목차 (Table of Contents)

• 〈국문초록〉 = ⅰ
• 목차 = ⅳ
• Ⅰ. 서론 = 1
• 1. 연구 필요성 및 목적 = 1
• 2. 연구 방법 = 3
• 3. 선행연구 고찰 = 4
• Ⅱ. GIS의 의의 및 활용 = 7
• 1. GIS의 의의 = 7
• 2. GIS 활용의 장단점 = 15
• Ⅲ. 지리 교육에서의 GIS 활용 = 20
• 1. GIS 활용교육의 현황 및 문제점 = 20
• 1) 지리 교육과 GIS = 20
• 2) 지역 학습과 GIS = 31
• 2. 교과서 내용분석 = 33
• 1) 제7차 교육과정에서의 GIS 교육 = 33
• 2) 중학교『사회』교과서의 GIS 요소 = 35
• 3) 고등학교『사회』교과서의 GIS 요소 = 38
• 3. GIS 활용 교육 실태 분석 = 41
• 1) 조사 대상과 조사 방법 = 41
• 2) 실태 분석 결과 = 42
• Ⅳ. 지리 학습자료 개발 = 48
• 1. 제주 지역 GIS 개관 = 48
• 2. 학습 자료 개발 = 51
• 1) 레이어의 추출 및 병합하기 = 52
• 2) 주제도 만들기 = 58
• 3) 지역사회 변화 분석하기 = 70
• 4) 입지 선정하기 = 75
• 5) 관광 경로도 만들기 = 81
• 6) 입체 지형과 단면도 만들기 = 85
• Ⅴ. 결론 및 제언 = 91
• 참고문헌 = 94
• Abstract = 97