Geography Reference
In-Depth Information
geography education. In addition to GIS knowledge, it is important to discuss the
impact of GIS on geography education and why it is to be promoted as a tool.
Within this context, the author discusses the position of GIS in Japanese geography
education, focusing in particular on senior high school. First, an overview of the
ongoing discussion concerning implementation of GIS is presented. Second, the
role of GIS as laid out in the new national curriculum is examined. This is followed by
a comparison of GIS education across senior high school Geography A, Geography
B, and other subjects in which GIS is taught. Finally, the barriers to implementing
GIS in the senior high school education curriculum are clarifi ed, and by suggesting
resolutions to these problems, this chapter delineates the ongoing role of GIS in
geography education.
14.2
Diffusion Process of GIS in Japanese Geography
Education
Deliberation on the integration of GIS in geography education has been ongoing
since the 1990s. University researchers were the fi rst to suggest introducing GIS
into school geography classes. This discussion began by examining GIS education
in the United States as a model. The history of GIS development and its spread
across the U.S. has resulted in its role in geography education (e.g., Usui
1993
).
Discussion in Japan led Akimoto (
1996
) to suggest the idea of including GIS in
Japanese senior high school education. The importance of having a curriculum and
standards for this educational tool was also established (e.g., Itoh et al.
1997
).
Other scholars noted the advantages of GIS for the selection and comparison of
data, leading to changes to pedagogy in the seventh to twelfth grades that moved
away from a lecture-style teaching method to a process focused on individual stu-
dents making personal choices using technology (Ida
1999
; Sugimori
1999
;
Akimoto
2003a
).
Since the 2000s, university researchers and school teachers have developed GIS
teaching materials that are fi t for problem solving in a computer lab setting. GIS is
currently viewed simply as class work where instructors teach students how to use
GIS software, and they use the software to solve specifi c problems (Ito
2005
). It is
uncommon that GIS education is seen as a supplementary tool in the regular
classroom environment.
Teachers face a number of obstacles to integrate GIS in the classroom. For one,
the cost of computer equipment and software poses affordability issues (Minamino
2003
; Koseki
2008
). The fi nancial burden delayed the mention of GIS in the national
curriculum until the most recent version, to take effect beginning in 2013 (Neda
et al.
2008
). A study on junior and senior high schools in Hyogo Prefecture found a
paucity of available GIS-related teaching materials and methods published in academic
literature or by teacher associations (Kobashi
2007
), making it more challenging for
teachers to fi nd GIS resources.
