Effect of GIS-integrated Lessons on Spatial Thinking Abilities and Geographical Skills

Bo Ae Chun(전보애) 대한지리학회 2010 대한지리학회지 Vol.45 No.6

본 연구는 GIS를 활용한 수업이 공간적 사고능력에 미치는 영향을 담화분석방법과 사례연구를 통해서 살펴보고자 한다. 분석에 사용된 자료는 6회에 걸친 GIS활용 수업에서 학생들이 주고 받는 대화를 녹취하여 수집하였다. 개별 학생들의‘발화가 수행하는 행위’(언어학의 화행론상의 행위, 담화분석의 최소단위)를 확인하고, 이를 다시 담화의 내용을 기준으로 공간적 사고 및 지리적 기능으로 분류하였다. 담화분석을 통한 실증적 연구 결과, 학생들은 주로 저차 공간적 사고능력을 지니고 있는 것으로 나타났고, 그 다음으로 중간 정도의 공간적 사고능력을 보였으며, GIS를 활용한 수업에 참여하는 동안 공간적 사고를 나타내는 적절한 용어를 생성하였다. 본 연구가 진행된 것이 지리수업이 아니라 환경과 관련한 생물 수업이었음을 감안한다면, 학생들의 공간적 사고가 GIS를 활용한 수업의 결과임을 반영한다고 볼 수 있다. 이는 앞으로 학생들의 공간적 사고를 향상시키는 새로운 도구로서 GIS를 활용한 수업과 지리교육에 함의하는 바가 크다. This study investigates the effect of GIS-integrated lessons on spatial thinking abilities and geographical skills using discourse analysis along with a comparative three-case case study method. A series of curricula were designed and implemented in an 8th grade classroom for a semester. The data collected consist of the dialogue transcripts of six consecutive GIS-integrated lessons. The transcripts were analyzed to identify the moves (speech acts) used by each student and to classify discourse content of spatial thinking and geographical skills. Based on three individual case studies, a cross-case study was performed to uncover any relationship between the phenomenon and the contexts. The empirical evidence from discourse analysis demonstrated that students were able to generate appropriate terms representative of spatial thinking and geographical skills although students appeared to possess primarily lower-order spatial abilities, followed by a moderate-level of spatial abilities. Considering that the unit was implemented in a biology class rather than a geography class the result reflected the fact that the student’s spatial thinking and geographical skills were attributable to the GIS-integrated lessons. Thus, the results have a great implication for GIS-integrated lessons and geography education as an innovative tool for improving student’s spatial thinking and geographical skills.

“그냥” 영토교육과 “새로운” 영토교육 - 통합적 영토교육 모형과 디지털스토리텔링맵의 구현 -

전보애 ( Bo Ae Chun ) 한국지리환경교육학회 2016 한국지리환경교육학회지 Vol.24 No.4

The purpose of this study is twofold. First, this study will propose a model for territorial education by exploring the sequence and the scope of the national curriculum and related literatures. Based on this, an integrated model for territorial education is developed in terms of multi-dimension of scale, domain of learning, and approach to territorial education. Second purpose of this study is develop a conceptual model of digital storytelling map, which allows pupils to investigate authentic problem actively by using various geospatial technologies and ICT(Information and Communication Technology) such as Location-based Services and Mobile applications. Furthermore, this research represents an attempt to test the effectiveness of the proposed territorial education model and digital storytelling map on the pupil`s territorial identity by qualitative and quantitative data analysis. Results from survey, in-depth interview, and field notes, pupils recognized the traditional territorial education which focused on memorizing knowledge or patriotism through territorial attachment as “not so hot” territorial education. On the contrary, pupils are aware of the “inventive” territorial education, which shows their changed perception about territory from simple place to “home”, “foothold”, and “stepping stone.” This study is significant in the sense that it is to advance understanding of a variety of spectrum of territorial identity and to provide basic information to foster citizens-to-be who stand his/her ground on a desirable attitude toward territory.

지리교과서의 내용 구성 방식에 따른 지명 사용의 비교 분석

전보애 ( Bo Ae Chun ),윤옥경 ( Ok Kyong Yoon ) 한국지리환경교육학회 2014 한국지리환경교육학회지 Vol.22 No.2

The purpose of this study is to propose a possible solution to overcome the criticisms levelled at the learning of geographical names, which has long been stigmatized as conveying simple knowledge or practicing rote memory. In this study, a comparative method is used to analyze the description of place name ‘Jeju’ in the actual textbooks that were published accordingly by each national curriculum amendment, where the thematic approach has been substituted for regional approach recently. We explored the difference of the way of describing place names in the junior high school geography textbooks. In particular, three sections of the text, maps, and course activities were analyzed in consideration of the context. Results show that in the regional approach textbook geographical names are much more used than other types of place names and described to emphasize ‘difference’ and ‘specialty’. On the other hand, administrative place names are more often used and place names are much more exposed in maps and activity materials than text in thematic approach textbook. The findings and implications of this study suggest that the need for overcoming the dichotomy of regional approach and thematic approach in relation to geographical names and utilizing place names as media of contextual thinking arise.

지리적 탐구방법과 통합된 봉사학습: 지역사회중심 환경교육의 실행사례 분석을 중심으로

전보애 ( Bo Ae Chun ) 한국지리환경교육학회 2010 한국지리환경교육학회지 Vol.18 No.3

Student scientists learned how they could become involved in the town planning process while participating in a project, Environmental Education with GIS within Community (EEGISC) to monitor water quality and analyze land use changes based on strong consortium with University and Town. By involving students in this process and developing strong community support, students deepened their understanding and respect for the environment while gaining the sense of empowerment that their voice counts. This article introduces the EEGISC project including the mission and goals, a description of the community and education providers involved, and examples of activities. It describes the qualitative research methods used to document diverse perspectives, issues, suggestions related to student``s learning and evaluation of the project. The article also highlights its findings from a study with local middle school students in Amherst, New York. Particular emphasis is placed on the relationships between student``s investigation, their learning based on the geographic inquiry and GIS in community-based environmental education, and service-learning.

2022 개정 고등학교 융합선택과목 『여행지리』 교육과정 개발 과정과 주요 내용

전보애 ( Bo Ae Chun ),범영우 ( Yeongwoo Beom ) 한국지리환경교육학회 2023 한국지리환경교육학회지 Vol.31 No.2

The purpose of this study is to provide a contextual understanding of the development process of the 2022 revised ‘Travel Geography’ curriculum and to summarize the direction, focus, and main contents of the curriculum. The main direction of curriculum development is, first, to design the curriculum according to the characteristics of the convergence elective subject. Second, while maintaining some continuity with the nature and content of the 2015 revised ‘Travel Geography’ curriculum, the subject areas and achievement standards were restructured to fit the purpose of the high school credit system, and the volume and level of learning was reconsidered. Third, the curriculum has been developed to reflect the cross-curricular learning themes emphasized in the national guidelines for the elementary and secondary curriculum and national and social requirements. The key features of the curriculum include (1) assuming learners as direct or indirect travelers, (2) developing the flow of “preparing for a travel, traveling, reflecting on the travel, returning to daily life, and preparing for the next travel,” (3) providing opportunities for authentic learning by actively engaging students on hands-on-activities such as “creating your own travel portfolio” in the achievement standards, teaching and learning, and evaluation, and (4) inducing students’ digital literacy in the future digital environment. Finally, we discussed several issues to ensure that ‘Travel Geography’ is successfully integrated into the school curriculum, reflecting students’ interests and social needs as travel expands and deepens in quantity and quality in the post-COVID-19 era.

지리교육에서 GeoCloud의 활용

전보애 ( Bo Ae Chun ) 한국사진지리학회 2012 한국사진지리학회지 Vol.22 No.4

Information technology continues to evolve with high-speed Internet connection, which no one could have imagined the advances we have seen in the traditional computing environment. A new paradigm called the Cloud or cloud computing has made one trend that is possible to rent computing resources instead of owning them and to lower huge IT infrastructure costs. Futhermore, cloud computing has enabled social change to occur rapidly and extensively in terms of the major force of IT culture, which has been shifted from information providers to information consumers. The paper identifies the characteristics of Cloud and GeoCloud and provides examples suitable for geography classes in secondary education among several service models of GeoCloud. Before presenting the process of developing instruction materials for geography lessons using GeoCloud, the features and functionality of Google Fusion Tables and GIS Cloud were scrutinized closely. The purpose of this research is to investigate the need and possibility for GeoCloud as an alternative to desktop GIS. Examining the Google Fusion Tables and GIS Cloud reveals that both SaaS(Software as a Service) and DaaS(Data as a Service) model are pertinent to geography lessons since they can play an important role in addressing obstacles to GIS implementation in secondary education. In virtue of GeoCloud, teachers and students can explore a variety of map layers, analyze geospatial data, produce maps with their own information, and publish/share user-created contents with geographic data by only clicking web browser. There is no need to purchase, install, and maintain expensive hardware, professional GIS software and high quality geospatial data in cloud computing environment. We may, therefore, reasonably conclude that the progress in GeoCloud might transform geography classroom significantly.

2015개정 교육과정에 따른 고등학교 한국지리, 세계지리, 여행지리 교수 · 학습자료 개발 과정에 대한 논의

전보애 ( Bo Ae Chun ),길현주 ( Hyun Joo Ghil ),김민숙 ( Minsuk Kim ),김인철 ( Incheol Kim ),범영우 ( Yeongwoo Beom ),서지연 ( Jiyeon Seo ),성정원 ( Jeongwon Seong ),오태훈 ( Tae-hun Oh ),이윤구 ( Yungu Lee ),채나미 ( Nami Chae ),이 한국지리환경교육학회 2018 한국지리환경교육학회지 Vol.26 No.2

This study analyzed the development, revision, and supplemental processes involved in the creation of curriculum materials for the high school social studies of the 2015 National Revised Curriculum, Korea Geography, World Geography, and Travel Geography. Korea Geography, World Geography, and Travel Geography was created to provide the examples of curriculum materials necessary for the successful practice of the 2015 National Revised Curriculum. Therefore the results of this study possibly provide meaningful discussions about the development and use of geography curriculum materials as well as the potential of Korea Geography, World Geography, and Travel Geography. The characteristics of the 2015 National Revised Curriculum, including the adoption of the concept of competence, student-centered learning, teaching and learning methods and assessment improvements, were emphasized in the development process. Several revisions and supplemental processes were followed to refine and enhance the quality of educational materials. These processes suggested that Korea Geography, World Geography, and Travel Geography has meaningful possibilities for contribution to the effective enhancement of South Korean geography education. Further ideas, such as considerations for optimizing the volume of contents/ activities and diverse geographic contexts, were also proposed. These results show several meaningful discussions toward the development and use of curriculum materials as follows: First, curriculum developers and teachers should recognize that the concept of curriculum and educational materials are not limited to teaching and learning activities but encompass assessment processes. Second, curriculum materials ought to provide guidance as to their use in class. Third, the meaning and characteristics of the competencies should be deeply analyzed and understood before the development and use of competencybased curriculum materials. Fourth, consideration of diverse geographic factors and contexts are essential for creating geography educational materials. Additionally, Korea Geography, World Geography, and Travel Geography is a collection of geography curriculum materials for the 2015 National Revised Curriculum. Follow-up researches on the development and use of geography curriculum materials can meaningfully contribute to the successful development of the 2015 National Revised Curriculum.

공간정보기술을 활용한 영토교육 모형의 개발과 적용 -창의적 체험활동을 중심으로-

전보애 ( Bo Ae Chun ) 한국사진지리학회 2014 한국사진지리학회지 Vol.24 No.4

This study aims to develope an integrated model for territorial education in the creative hands-on activity focused on students`` club activities and to apply geospatial technology as an alternative method to teach territory. The present study is based on a semester-long program which is designed to help a high school students’ club in Gangwon province approach to territorial issues and Dokdo education in a wholistic way. This study also intends to determine its effectiveness by applying a developed curriculum to a real classroom and to discuss the results in terms of qualitative data analysis by comparing students’ pre- and post-sketch maps and in-depth interviews. This study is significant in the sense that it sets Dokdo as an exemplary study area and integrates geography with other subjects as a form of creative hands-on activities. In the course of this study, the recent emphasis on geospatial technology in geography education can serve as a momentum to open new horizons in the territorial education. In particular, a proposed model of territorial education can be expected to enhance pupil``s understanding of territorial identity.

이미지 카드를 활용한 게이미피케이션이 학습동기에 미치는 영향

전보애 ( Chun¸ Bo Ae ) 한국사진지리학회 2021 한국사진지리학회지 Vol.31 No.3

The study was conducted to investigate the effect of motivation and to discover students’ responses toward both strategies in gamification and image cards on the “Happiness” unit in the 10th grader Integrated Social Studies class. This study employed a quasi-experimental research design which involved two classes, grouped into experimental and control groups. The experimental group received image cards gamification intervention, while the control group received the teacher’s explanation session. The results showed that the experimental group’s motivation score and subcategories were improved significantly according to the paired t-test, while there was no difference between the p re-and post-test of the control group. Also, the findings from the student group interviews are as follows. First, the students in the experimental group admitted that the higher the learning motivation, the greater the students’ attention, relevance, confidence, and satisfaction. Secondly, the effect of gamification was generally positive, and altruism, such as unexpected rewards or the joy of donation/gift, was observed as a factor that increases the confidence and satisfaction of learning motivation. The effect of the image card had both positive and negative responses, suggesting the need for appropriate feedback from the teacher about visual literacy.

Integrating GIS with Geographic and Environmental Education into K-12

Bo Ae Chun(전보애),Ilyoung Hong(홍일영) 대한지리학회 2007 대한지리학회지 Vol.42 No.2

지리학은 오랫동안 자연과학과 인문과학을 연결하는 역할을 수행해왔기에 학문 간의 통합적 시각으로서의 특징을 갖는다고 할 수 있다. 본 연구는 이러한 지리학의 통합학문으로서의 역할에 기초하여 환경교육에 접근하는 통합교육과정의 효과를 먼저 고찰하고자 한다. 이를 바탕으로, “에잇틴마일 크릭의 환경 연구”라는 제목으로 8학년을 위한 일곱 차례의 90분간 수업을 위한 수업 안을 구성하였다. GIS는 지리환경교육을 보다 학습자 중심의 교육으로, 보다 적극적인 학습이 이루어지게 하고, 또한 우리가 살고 있는 삶을 중심으로 하여 실생활과 밀접한 학습이 가능하도록 하는 중요한 역할을 감당할 것으로 기대되며, 이를 통해 지리학을 중심으로 하는 다학문간의 통합적 시각을 강화하고 활성화할 것이다. Geography has played a role of serving as a bridge between the natural and social sciences for long time and can be an interdisciplinary framework. In this research, the effectiveness of an interdisciplinary approach centering on a geographical perspective in environmental education is presented. On this basis, a syllabus for seven 90-minute classes for the 8th grade is established under the topic of “Studying the Environment of Eighteenmile Creek.” This interdisciplinary framework will be strengthened and vitalized through GIS, which plays an important role to make the geographic and environmental education more student-centered, active, and relevant to the world where we now live.