Skip to main content
SpringerLink
Log in

An ontological-based approach to Geographic Information Science curricula design

  • Chapter
The European Information Society

Part of the book series: Lecture Notes in Geoinformation and Cartography ((LNGC))

Abstract

The growing recognition of the crucial role geographic information plays within the Knowledge Society, the recent advances on geographic information technologies, the continuous demand for professionals in these areas and the use of new information and communication technologies in teaching and learning processes, are all factors which concur for a better systematization of Geographic Information Science Curricula in order to improve its accessibility and efficiency. The program contents, the teaching methods to be implemented, the policies context and the underlying notion of curriculum, have led to the establishment of a Curricula Development Model that is trying to answer a set of challenges/opportunities situated at different levels (pedagogical, educational, political-institutional and technological).The ontological-based approach translates the concern with integration and articulation of the curriculum, and the need for the development of a properly documented and structured methodology that allows for the definition and explanation of the processes considered fundamental for an effective improvement and innovation of wide-ranging curricula in this area.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 169.00
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 219.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 219.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Preview

Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.

References

  1. Berdusco B. (2003) Results of a Survey of Known Higher Education Offeringsin GIS and GISci [cited 23 January 2005]; Available from:http:http://www.institute.redlands.edu/kemp/Berdusco.htm.

  2. Kemp K.K. (1995) Teaching and learning about GIS in III Simpósio Bra-sileirode Geoprocessamento, 1995, São Paulo-Brasil.

    Google Scholar 

  3. Kemp, K.K. (1997) The NCGIA Core Curricula in GIS and Remote Sensing.Transaction in GIS, 2(2): pp. 181–190.

    Article  Google Scholar 

  4. Kemp, K.K. and M.M. Goodchild (1990) NCGIA Core Curriculum in GIS.National Center for Geographic Information and Analysis [cited 7 March 2005]; Available from:http://www.geog.ubc.ca/courses/klink/gis.notes/ncgia/toc.html.

  5. Cho, G. (1995) A Self-Teaching Student’s Manual for Geographic InformationSystems, G. Cho, Editor. University of Canberra and CAUT: Canberra.

    Google Scholar 

  6. Foote, K.E. (1997) The Geographer’s Craft: Teaching GIS on the Web. Transactionsin GIS, 2: pp. 137–150.

    Article  Google Scholar 

  7. Hussin, Y.A. (2002) Curriculum design for a university graduate course onadvanced topics in GIS for natural resources management, in 23th Asian conferenceon remote sensing, ACRS 2002, Kathmandu: Asian Association onRemote Sensing (AARS).

    Google Scholar 

  8. Kemp, K.K. and A.U. Frank (1996) Toward Consensus on a European GISCurriculum: The International Post-Graduate Course on GIS GeographicalInformation Systems, 10(4): pp. 477–497.

    Google Scholar 

  9. UCGIS (2006) Body of Knowledge 2006, D. DiBiase, et al., Editors. UniversityConsortium for Geographic Information Science.

    Google Scholar 

  10. Wikle T.A. (1998) Continuing education and competency programs in GIS.International Journal of Geographical Information Science, 12(5): pp. 491–507.

    Article  Google Scholar 

  11. Gonzalez, J. and R. Wagenaar (2003) Tuning Educational Structures inEurope-Final Report: Phase One [cited 23 March 2006]; Available from:http://tuning.unideusto.org/tuningeu/.

  12. González, J. and R. Wagenaar (2005) Tuning Educational Structures inEurope II-Universities contribution to the Bologna Process [cited 23 March 2006]; Available from: http://tuning.unideusto.org/tuningeu/.

  13. Smith, M.K. (1996) Curriculum theory and practice. The Encyclopedia of InformalEducation, [cited 10 July 2005]; Available from:http://www.infed.org/biblio/b-curric.htm.

  14. Painho, M. (1999) Teaching GIS in Information Management-A discussionof teaching methods, options and curricula for GIS teaching in higher education.Instituto Superior de Estatistica e Gestão de Informação da UniversidadeNova de Lisboa: Lisboa. p. 63.

    Google Scholar 

  15. Painho M., M. Peixoto, and P. Cabral (2002) Avaliação da qualidade deensino em Ciência & Sistemas de Informação Geográfica à distância (e-learning).Informação Geográfica: do conhecimento à acção. Revista doDepartamento de Geografia e Planeamento Regional, da Universidade Novade Lisboa, Geolnova, 8: pp. 118–128.

    Google Scholar 

  16. Painho, M., M. Peixoto, and P. Cabral (2003) Ensino à Distância Electrònico:Avaliaçao da qualidade no ensino do Mestrado em Ciência & Sistemas deInformação Geográfica do ISEGI-UNL. IV Conferência da AssociaçâoPortuguesa de Sistemas de Informaçâo,15 a17 de Outubro de 2003, Porto.

    Google Scholar 

  17. Banerjee, P. (2001) Developing self-searched curriculum based on epistemicqueries. Educational Technology & Society 4(3): pp. 29–39.

    Google Scholar 

  18. Inayatullah, S. and J. Gidley (2000) Introduction: Forces Shaping UniversityFutures, in The University in Transformation: Global Perspectives on the Futuresof the University S. Inayatullah and J. Gidley, Editors. Bergin & Garvey:Westport, Ct. pp. 1–18.

    Google Scholar 

  19. Nokkala, T. (2002) National policy responses to the globalisation of highereducation, in Department of Administrative Science. University of Tampere:signshare.

    Google Scholar 

  20. Nair, P. (2003) Imperatives for Change in Higher Education-Planning theFuture of the American Campus [cited 30 January 2006]; Available from:http://www.designshare.com/Research/Nair/HigherEd/imperatives_higher_ed.htm.

  21. Bienefeld, S., et al. (2003) European Student Handbook on TransnationalEducation. ESIB-the National Unions of Students in Europe.

    Google Scholar 

  22. CORDIS (2006) Nine ideas to bridge industry-academia gap Taking ERAfurther-The role of the universities [cited 24 November 2006]; Availablefrom: http://cordis.europa.eu/era/universities.htm.

  23. Hewitt, T.W. (2006) Understanding and Shaping Curriculum-What we teachand why. Sage Publications, Inc.

    Google Scholar 

  24. Hannafin, M., S. Land, and K. Oliver (1999) Open Learning Environments:Foundations, Methods and Models, in Instructional-Design Theories andModels, CM. Reigeluth, Editor. Mahwah, NJ. pp. 115–140.

    Google Scholar 

  25. Tomkins, G.S. and R. Case (2006) Curriculum Development, The CanadianEncyclopedia [cited 22 May 2006]; Available from:http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params=A1ARTA0002083.

  26. Harden, R.M. and N. Stamper (1999) What is a Spiral Curriculum? MedicalTeacher, 21(2): pp. 141–143.

    Google Scholar 

  27. Daniel E. (2006) Curriculum Notes. INLS 242: Curriculum Issues and theSchool Library Media Specialist [cited 23 March 2006]; Available from:http://www.ils.unc.edu/daniel/242/CurrNotes.html.

  28. Pacheco, J.A. (2001) Curriculo: Teoria e Práxis. 2a ed. Colecção Ciências daEducação. Vol. 22. Porto: Porto Editora.

    Google Scholar 

  29. Bruner, J.S. (1977) The Process of Education. 2 ed., Cambridge: Harvard University Press.

    Google Scholar 

  30. Johnson, S.D. (1992) A Framework for Technology Education CurriculaWhich Emphasizes Intellectual Processes. Journal of Technology Education,3(2): pp. 26–26.

    Google Scholar 

  31. Marzano, R.J., et al. (1988) Dimension of thinking: A framework for curriculuminstruction. Alexandria, VA: Association for Supervision and CurriculumDevelopment.

    Google Scholar 

  32. Johnson, S. (1997) Interface Culture: How New Technology Transforms theWay We Create and Communicate. New York: Basic Books.

    Google Scholar 

  33. JQI (2004) Shared ’Dublin’ descriptors for Short Cycle, First Cycle, SecondCycle and Third Cycle Awards in Draft 1 working document on JQI meetingin Dublin on 18 October 2004.

    Google Scholar 

  34. Petrina S. (2004) The Politics of Curriculum and Instructional Design/Theory/Form: Critical Problems,Projects, Units, and Modules. Interchange,35(1): pp. 81–126.

    Article  Google Scholar 

  35. Jonassen, D. (1999) Designing Constructivist Learning Environments, in ln-structional-DesignTheories and Models, CM. Reigeluth, Editor. Mahwah, NJ. pp. 215–240.

    Google Scholar 

  36. Jonassen, D.H., K. Beissner, and M. Yacci (1993) Structural knowledge:Techniques for representing, conveying, and acquiring structural knowledge.Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  37. Jonassen, D.H., C. Carr, and H.P. Yueh (1998) Computers as MindtoolsforEngaging Learners in Critical Thinking. TechTrends, 43(2): pp. 24–32.

    Article  Google Scholar 

  38. Miller, S.M. and K.L. Miller (2000) Theoretical and practical considerationsin the design of Web-based instruction, in Instructional and Cognitive Impactsof Web-Based Education, B. Abbey, Editor. Idea Group Publishing: Hershey,PA. pp. 156–177.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Instituto Superior de Estatistica e Gestao de Informacao da Universidade Nova de Lisboa, Campus de Campolide, 1070-312, Lisboa, Portugal

    Marco Painho, Paula Curvelo & Ignacio Jovani

Authors
  1. Marco Painho
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Paula Curvelo
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Ignacio Jovani
    View author publications

    You can also search for this author in PubMed Google Scholar

Editor information

Editors and Affiliations

  1. Department of Geography, University of Zürich, Winterthurerstr. 190, CH-8057, Zürich, Switzerland

    Sara Irina Fabrikant

  2. Wageningen UR Centre for Geo-Information, Droevendaalsesteeg 3, 6708 PB, Wageningen, The Netherlands

    Monica Wachowicz

Rights and permissions

Reprints and permissions

Copyright information

© 2007 Springer-Verlag Berlin Heidelberg

About this chapter

Cite this chapter

Painho, M., Curvelo, P., Jovani, I. (2007). An ontological-based approach to Geographic Information Science curricula design. In: Fabrikant, S.I., Wachowicz, M. (eds) The European Information Society. Lecture Notes in Geoinformation and Cartography. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-540-72385-1_2

Download citation

Publish with us

Policies and ethics

Search

Navigation