교육 현장의 GIS 관련 상황과 교육적 사용을 위해 고려해야 할 요소 = The Current Status of GIS in the Classroom and Factors to Consider for Increasing the use of GIS

다국어 초록 (Multilingual Abstract)

Educators argue that GIS has the potential as an educational tool for enhancing spatial thinking, but teachers say they have obstacles to implement GIS into the classroom. Audet and Paris (1997) suggested a GIS implementation model, and this study modifies this model to investigate the current status of GIS at the secondary education level in South Korea. Results indicate that teachers believe they do not have adequate software, hardware, and data to use GIS in their teaching. Teachers think that they need more diverse in-service education related to GIS. The educational contexts for GIS education are judged relatively high compared to the other aspects, meaning teachers appear to believe in the potential of GIS as an educational tool. Using the model suggested by Bednarz and van der Schee(2006), issues to facilitate GIS incorporation into the classroom are discussed: 1) internal factor: teachers` agreement on the benefits of GIS in education and 2) external factors: authority, power, manageability, and consistency.

참고문헌 (Reference)

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