• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.219-231
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• 1996

The aim here is to analyse the system of description of GIS in all of the high school textbooks passed with the official approval, to find the degree to which teachers understand about GIS, and to consider the present condition of GIS instruction. Most of the authors of textbooks generally underestimate importance of GIS, and there is difference among their awareness. In the system of description of GIS, there are only a few kinds of textbooks in which explanation of GIS is made coherently from the purpose of instruction aim through the chapter summary and to overall test in both of the Korean Geography and the World Geography. This trend is due to the degree of distribution of the GIS specialists in writing a textbook while the other texts books shows just a brief introduction of GIS concept. Although there is the limit for teachers to study how to teach GIS due to its very technological aspect as well as few previous training and teacher's guide. Thus it is evident that about a half of teachers who responded taught high school students without a knowledge on GIS, and a few of them even never referred to that concept. These facts may negatively affect the status of a geography in the society of information. For the solution of these issues, it is considered how to repair the description system and its contents. Besides, the variation among textbooks is reduced at the further revision of the 7th curriculum. And the printed matters of GIS are sufficiently provided for the teachers to use as their teaching aids. It is desirable that the GIS instruction models should be further developed for college education, and the programs for the on-the-job teachers training should be arranged. Besides, the previous training for the on-the-job teachers should be achieved more practically with enough time before the revision of curriculum.

• Proceedings of the Korean Environmental Sciences Society Conference
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• 2003.11b
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• pp.351-357
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• 2003

경기도를 사례로 검토한 결과, 가로수관리의 공통업무는 현황도면관리, 식재방법, 대장 관리, 자료관리, 상세업무, 통계관리로 나타난다. 그러나 겸무가 많아 이러한 주 업무에 대한 투자시간이 짧고, 대부분 수작업의 관리대장을 이용하고 있어 대체로 체계적인 관리가 이루어지고 있지 않다. 또한 관리시스템이 갖춰진 고양시의 경우도, 시스템이 범용GIS 이전에 구축되어 국가설계안과의 조합이 불가능하며, 가로수업무가 도로의 일부분으로 취급되어 업무가 불명료하고, 투자비용에 비해 활용도가 크게 떨어지는 것으로 나타난다. 본 연구에서는 동두천시를 사례로 이러한 관리업무의 흐름과 문제를 더욱 구체적으로 밝혀, 국가범용GIS에 대응하는 가로수관리시스템 기본설계안을 제시했다. 이 설계안은 가로수관리상의 문제 및 현실여건을 고려하여. 1)가로수관리 담당자가 관리업무를 체계적으로 수행할 수 있도록 업무기능을 설계하고, 2)효율적인 가로수 관리를 위하여 대장을 조회/수정/저장 및 출력할 수 있을 뿐 아니라, 노선/수종별 가로수현황 및 환경상태파악을 할 수 있도록 가로수통계현황 기능과 공간검객 기능을 설계했다는데 특징이 있다.

• Journal of the Korean association of regional geographers
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• v.8 no.3
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• pp.380-395
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• 2002

Since the mid 1990s, in response to rapid changes in Geography subject. Geographic Information Systems (GIS) has been in central position in the UK geography curriculum. This paper discusses the roles of GIS for Geography subject curriculum and addresses main development within UK Geography curriculum since the 1990s, and investigates appropriate GIS curriculum that encourages teaching and learning of geography subject within the curriculum. To obtain these research purposes. this paper starts with the brief description of the Geography subject in the National Curriculum for England (1998) with the recent changes of Geography subject in the national exams (GSCE and A level) in the UK. This result represents a clear situation of Geography subject in the UK school education and also provides a new motivation that brings new challenges of information technology driven curriculum within the Geography subject. In turn, the interactive relationship of Geography and GIS within the current Geography curriculum is described by which the discussion of relevant GIS skills within Geography curriculum is followed. To propose the case studies that show the use of GIS for Geography education at school, Key Stages 2, 3, and 4 examples are discussed. Finally, this paper concludes with the issues that GIS benefits encourage geography teaching and learning and that potential applications can support not only the development of new teaching tools and learning strategies in geography education at schools, but also contribute to extend geographical skills and capabilities to collaborate with other subjects in school education in Korea.