Geography Reference
In-Depth Information
Inclusion of GIS in the new National Curriculum Standards has been a turning
point for both GIS research and geography education. For this curriculum reform to
sustain GIS in the education system, issues regarding hardware, data availability,
and teaching resources as well as best practices and educational research are needed.
14.3
The Position of GIS in the New National Curriculum
Standards
This section discusses the position of GIS in geography education as mandated in
the new national curriculum, as well as its impacts. Here the focuses on how GIS
can be implemented in the senior high school subjects Geography A and Geography
B. By contrasting this with GIS in junior high school Social Studies and related
subjects in senior high school, the content of geography taught using GIS will be
clarifi ed.
14.3.1
The Position of GIS in Senior High School Geography
Education
According to the new National Curriculum Standards for senior high school geog-
raphy, the use of GIS is to be considered for all applicable content of the subject.
However, there are different expectations between Social Studies in junior high
school and related senior high school subjects. For Geography A and Geography B
in senior high school, the curriculum maintains that in order for students to obtain a
geographic way of thinking, to look at phenomena, develop the ability to read and
construct maps, as well as to interpret satellite maps and aerial photos, students
should be instructed in a planned and systematic manner. In that regard, as well as
being able to use teaching materials (maps) effectively, it is desirable that “students
are able to use information and telecommunication networks and geographic infor-
mation systems (GIS) in order to effectively collect and analyze geographic data
like maps and statistics” (MEXT
2009
, p. 27).
MEXT (
2010
) notes that acquiring geographic skills is not just the ability to read
and draw maps. It includes the ability to read geographic data from maps as well as
to take geographic data and express it in map form. This goal can be achieved by
using digitized geographic data and analysis with GIS. In addition to deepening
geographic knowledge and skills, GIS can be effective in supporting student infor-
mation use acquisition.
According to the latest National Curriculum Standards, “geographic skills”
equates to acquiring geographic data from maps, and using geographic data to con-
struct maps. GIS is well positioned to support effective acquisition of those skills.
The development of geographic skills is the fundamental purpose of geography
