구성주의적 사회과교육을 위한 웹GIS의 활용방안 = Web GIS Applications for Constructive Social Education

다국어 초록 (Multilingual Abstract)

It is not easy for learners to go through all the informations and knowledges beacause we have too many informations and knowledges. Moreover, It is difficult for us to get some certain type of knowledges. Hence, the contents of curriculum should include concept and generalization, . Constractivism point of view, learning is considered important role in terms of preconcept, which learner's concept in the basis of experience. This kind of preconcept can hinder studying or reinforce, espacially misconcept which hindering learning should be transformed from the viewpoints of constructivism it makes assimilation, accommodation and equiblration to viable knowledge.
GIS is sort of procedure of processing display and print out constructing keeping, editing and analysis of various geographical date of numerous index accordingly changing into knowledge-based society. In addition, this system gets spatial information as well as helps making a decision. But it takes a lot of costs, time and skills for normal users to establish geographic information system or use it, it can only be used in a special place. Anybody can access to this Web GIS which intergrates GIS and Web, this Web GIS can seach the date, transmit and handled it connected from remote area. The conception of Client /Server for carrying out the function can put it practical use as substitue Client to Server as for web based instruction. Web GIS turning out to be educational media, information offer which can make the most of teaching-learning two way communications.
Web GIS storaged material of vast index, also if it is necessary, when client asks some questions, immediately analyze the materials and supplies so that it is useful to reinforce interaction on the web site. In other words, Web GIS is teaching and learning environment, medium, material, tool of analysis. Further more, which has function as an important helper by answering the questions, co-constructor, cooperator, companion. Therefore client can construct viable knowledge, which tries to change the concept by applying Web GIS to practical problem solving. The disequilibrium of cognitive structure caused by misconcept makes learners construct meaningful knowledge through reconstructing from conflicting, that is equilibration through conflict, accommodation among the students and Web GIS interaction.
But we still have a lot of technical and knowledgable tasks that should interact well between server and client. Web GIS have powerful space of communications which lets people access without a cost of money, but still cannot supply various analysis. It is basic screen display, functioning zoom, pan, more takes long time to conduct the matters because it uses Network and it has problem with security matter and sharing the experiences. If these problems solved this Web GIS can be accessed with browser. It is going to be popularized through this. Then, it will cause various GIS demand and Web GIS realization helps to get information such as traffic, environment, region information. It will lead information synergy effect so, it will improve international competition eventually.
Web GIS will make learners solve the problems better, and thus knowledge will be well constructed by them, it will make quality of education enhancing, I hope Curriculum developers should be aware of importance of Web GIS, and they should include it, as developing the content system of next curriculum.

목차 (Table of Contents)

• Ⅰ. 서론
• 1. 문제제기와 연구목적
• 2. 연구내용과 방법
• Ⅱ. 구성주의적 사회과 개념학습
• 1. 구성주의와 사회과 기본개념
• 2. 구성주의적 사회과 개념학습방안
• Ⅲ. 웹 GIS
• 1. GIS
• 2. 웹 GIS
• Ⅳ. 구성주의적 사회과교육을 위한 웹 GIS의 활용방안
• 1. 웹기반 상호작용의 제고 방안
• 2. 웹기반 상호작용의 제고 방안으로써 웹 GIS의 교육적 활용방안
• 3. 구성주의적 사회과교육을 위한 웹 GIS를 활용한 사회과 개념학습방안
• Ⅴ. 결론