• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.921-933
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• 2012

This paper tried to derive a GIS curriculum in geography and the estimation of the number of faculty members to teach GIS. To do this, geography departments of universities in Korea and the United States were compared based on the number of faculty members and the main structure of a GIS curriculum. Five universities of NCGIA and UCGIS in the United States and 27 universities in Korea were selected, and their GIS programs were analyzed on GIS curricula, the size of faculty, and program management. The US geography programs typically provide both GIS majors and GIS certificate programs, but Korean geography programs do not. At least, seven GIS courses(21 credits) are required for fulfillment of major degrees in the U.S., but only two courses(6 credits) are required in Korean geography programs. As far as the size of GIS faculty, it averages less than 25% of entire geography faculty in Korean universities, while it takes up about 31% in the U.S.. In this paper, the establishment of 19 GIS courses was suggested as a GIS curriculum for partial fulfillment of a geography major, and two GIS faculty members were recommended to maintain a stable GIS program of geography departments. The enhancement of GIS curricula and faculty size can provide geography graduates with more opportunities for employment and better react to diverse GIS-related public demands, which are important for the successful future of geography programs.

• Spatial Information Research
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• v.17 no.1
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• pp.145-157
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• 2009

Rapidly evolving field of GIS and the social demand for university education to address the gap in the training of human resources, and future-oriented, engineering accreditation system based on the introduction of measures in the field of GIS is the need. In this thesis, the domestic and international undergraduate curriculum including University of Seoul's was analysed. A GIS curriculum of the domestic and abroad department course was analyzed. The present status of the domestic engineering accreditation and problems were analyzed and a desirable casting plan was shown through the abroad GIS related accreditation case analysis to analyze the validity of the engineering accreditation introduction of the GIS field. A standardized GIS curriculum was shown through the analysis of the core curriculum and the body of knowledge of the GIS field shown at the advanced of foreign countries all together. The industry-academia cooperation forum which made the Surveying and GIS related society the center by a political alternative, the construction of the caucus and the argument to execute this effectively are needed.

• Journal of Korean Society for Geospatial Information Science
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• v.5 no.1 s.9
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• pp.147-157
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• 1997

A national program for GIS Training had been established by a feasibility study which was performed during the period of from July, 1995 through April, 1996 initiated by Ministry of Science and Technology (MOST). Systems Engineering Research Institute (SERI), one of government-supported institutes in the fields of software development, have taken in charge of Korean GIS training program with emphases on short courses since July, 1996. To distinguish these national programs from those of major commercial GIS software vendor, GIS training programs by executing staffs within SERE have been established with the basis of its own educational paradigm; therefore, they was composed of several specific training curricular developed by executing staffs. In this paper, the practical aspects during execution and progress of these programs are described, and all courses named after decision maker course, GIS manager course, and user course in the first year of GIS training program are evaluated with questionnaire result riven to the trainees. As results, the satisfaction-rate after the decision maker, the GIS manager, and the user course is 84.8%, 81.2%, and 66.7% respectively These whole results are shown as more affirmative ones than expected, and each result, as a kind of feedback of this executing program, plays an important role to flourish Korean GIS training project in future.

• Spatial Information Research
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• v.12 no.1
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• pp.73-87
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• 2004

The Ministry of Construction and local governments have spent lots of money to construct 1: 1,000 scale digital topographic map. However the digital map is used only in facility management departments and the department in charge of GIS. In local governments, almost 70 ∼ 80 % of data are related with maps, which represents GIS technique and the digital maps could be used 70 ∼ 80 % of local government tasks. In this circumstances, it is necessary to spread out GIS usage through GIS education. However, there are lots of limits in GIS education such as number of people which can take classes at one time, physical location and size of classroom, and curriculums etc. To overcome these limits, cyber GIS education is becoming more important. This study presents how the cyber GIS education should be composed for the local government officers. For this purpose, this study accomplished followings ; grasp current GIS education status, analyze the needs of GIS education for local government officers, propose cyber GIS courses and curriculums according to the level of officers.

• Spatial Information Research
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• v.11 no.1
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• pp.89-100
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• 2003

The purpose of this study is to search GIS education in High School in Korea. Firstly, Expanded Content of GIS in the 7th National Curriculum call upon increased demand of GIS education. Secondly, It is urgent to development of GIS Education Program, There is insufficient practical instruction of GIS in High School because of ill-equipped environment. For that reason we proposed GIS program. Thirdly, It is necessary to integrate between 'Instruction about GIS' and 'GIS Assisted Instruction' in School. Finally, It is necessary to systematically prepare and study of GIS Education for the future National Curriculum.

• 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.

• Journal of the Korean Geographical Society
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• v.49 no.3
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• pp.472-487
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• 2014

This study aims to analyze the characteristics of GIS-related test items of high school Korean Geography in the 7th National Education Curriculum, and to discuss some issues and challenges. First, we developed a framework for analyzing test items based on the literature review and the content analysis on the textbooks, which categorizes test items in terms of content elements and activity elements. Then, we examined test items of nation-wide tests including CSAT(College Scholastic Ability Test) carried out 2004-2012 and analyzed the percentage of correct answers as well. According to the results, there was a significant predominance of particular test item categories, and the percentage of correct answers of GIS-related items was slightly higher than whole average but it depended on the test item categories. Finally, we discussed the implications of this analysis to the tests as well as the teaching-learning process in the classroom, and suggested improvement directions such as integration of GIS with other contents, reinforcement of the inquiry-based test items, maintaining moderate difficulty.

• 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 Association of Geographic Inforamtion Studies Conference
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• 2003.04a
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• pp.268-273
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• 2003

이 연구는 고등학교에서 GIS 교육의 현재와 발전 방향에 대하여 살펴보았다. 첫째, 최근 개편된 고등학교 교육과정에서는 GIS에 대한 내용과 비중이 늘어났으며, 이에 따라 GIS 교육에 대한 관심과 수요가 커지고 있다. 둘째, GIS 교육을 위한 GIS 교육 프로그램 개발이 시급한 상황이다. 교과 과정 설정에 부합되는 교육 프로그램과 제반 환경이 부족하여 교수-학습 현장에서의 GIS 교육이 활발히 진행되지 못하였다. 이에 본 연구는 기본적인 GIS 교육 프로그램을 제안하였다. 셋째, 향후 학교 교육에서 GIS 교육은 ‘GIS를 활용한 교육’과 ‘GIS에 대한 교육’의 통합이 바람직한 것으로 분석되었다. 정보화가 진행될수록 GIS 교육의 중요성이 높아지게 될 것이다. 현재 GIS 교육을 담당하고 있는 ‘지리’ 과목을 중심으로 이에 대한 체계적 준비와 연구가 필요하다.

• Spatial Information Research
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• v.1 no.1
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• pp.73-87
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• 1993

This paper reviews the topic of GIS, the academic setting of GIS, GIS model curricula and the possibility GIS education in Korea. The topics which might be included in a science of geographic information consist of data collection and measurement, data capture, spatial statistics, data modeling and theories of spatial data, data structures, algorithms and processes, display, analytical tools, institutional, managerial and ethical issues. The problems in teaching a course on GIS in higher education are reviewed. Because of their technological, integrative, and rapidly changing nature, GIS pose major challenges to their education system which it is ill equipped to meet. In higher education a number of initiatives have been taken to provide education about and training with, GIS. The possible GIS curricula are suggested. These curricula are divided into 3 major sections, relating GIS context, technical issues and application issues. The prospects of GIS appears lo depend largely upon the future cooperation of academia, government, and industry