1. Awareness of issues in this research
"Geographical viewpoint / idea" is composed of five viewpoints, "position and distribution", "place", "interdependence between humans and natural environment", "spatial interdependence", and "region", and the aim of the lesson. It is important to be able to use it properly and work freely. GIS enables accurate presentation of positions and distributions on maps, analysis of relationships between events by superimposing multiple maps, and illustration of spatial regularity and trends based on statistical methods. However, there were problems such as it was not clear in which unit and how to use it to exert the effect, and it was complicated to prepare data suitable for the learning content. This study verifies the effect of the current situation of utilizing GIS in such geographic education from the aspect of the students themselves operating and utilizing GIS.
2. Class practice
A total of 7 hours of practice was conducted for 18 students who chose the A high school 2nd grade liberal arts class geography B at the research cooperation school. Since the first hour was positioned as the introduction of the unit, I was exposed to various WebGIS. In the 2nd and 3rd hours, we focused mainly on "position and distribution" and created a statistical map using jSTATMAP. In the 4th and 5th hours, we focused mainly on the "region" and conducted a regional survey using the Geographical Survey Institute map. In the 6th and 7th hours, use the overlapping hazard maps and Google Street View to think about the evacuation route based on the estimated damage range and the evacuation conditions distributed to each group, and then evacuate using Google Street View. I walked the route and asked them to summarize what they had investigated in an evacuation map.
Research cooperation school A high school 2nd grade science 3 classes for a total of 109 students each practiced for 1 hour. Here, regarding regional disaster prevention, instead of using digital teaching materials using ICT, the layers of the Geographical Survey Institute map are printed on OHP sheets and distributed to students, and students can experience the layer functions of GIS at hand and take into account the presentation. The class was organized so that students could consider the problems and exchange opinions. In addition, the base map and layers of the relevant range of the Geographical Survey Institute map used this time are posted on the worksheet in QR code.
3. Achievements and challenges
Through the lesson aim and GIS teaching materials set here, the students were able to work their geographical viewpoints and ways of thinking in line with them. And, in addition to the aim set here, it was also seen that they were considered from other perspectives. In addition, the improvement of geographical skills related to GIS was seen throughout the unit. And the students themselves felt the usefulness of actually operating it. In addition, there were many descriptions that students would like to use GIS to investigate areas that are familiar to them or areas of interest, which is thought to have been effective in fostering an attitude of proactively engaging in learning. Furthermore, through the creation of evacuation maps, the effect of encouraging geographical exploration activities involving "decision-making" was also seen. In the practice of analog GIS, I was able to realize that it was processed step by step (successively) by actually layering the map layers with my own hands. The problem is that it is difficult for some students to imagine the prepared data, areas, maps, and operation of equipment. For this, it is necessary to select data and devise working hours according to the actual situation of the students.
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