INTRODUCTION
1. Rationale
2. Research objectives and tasks
2.1. Research objectives
2.2. Research tasks
3. Research subjects and scope
3.1. Research subjects
3.2. Research scope
4. Scientific hypothesis
5. Literature Review
5.1. Abroad
5.2. In Vietnam
6. Research approaches and methods
6.1. Research approaches
The dissertation is based on the following approaches: structural systematic, student-centered learning, educational technology, competence-based learning.
6.2. Research Methods
7. Contributions of the dissertation
8. Structure of the thesis
CHAPTER 1: THEORETICAL AND PRACTICAL BACKGROUND OF THE DEVLOPMENT AND USE OF OPEN SOURCE WEBGIS IN TEACHING GRADE 12 GEOGRAPHY
1.1. General issues on the renovation of general education
1.1.1. Renovation of the general education curriculum
1.1.2 Innovation in methods, forms of teaching and assessment
1.2. Application of information and communication technology in teaching geography
1.2.1. Concept
1.2.2. The role of ICT in teaching
1.2.3. Trends of application of ICT in teaching geography
1.3. Educational maps in teaching geography
1.4. WebGIS in teaching geography
1.5. Open source for WebGIS
1.6. Physiological characteristics and cognitive abilities of 12th grade students
1.7. Objective and content of Grade 12 Geography
1.7.1. Objective of learning
1.7.2. Grade 12 Geography curriculum
CHAPTER 2:
PROCESS OF DEVELOPMENT AND USE OF
OPEN SOURCE WEBGIS IN TEACHING
GRADE-12 GEOGRAPHY
2.1. Requirements and principles of development and use of open source WebGIS in teaching Grade-12 Geography
2.1.1. Requirements
2.1.2. Principle
2.2. Determining map layers and information layers to be built on WebGIS
2.3. The process of building WebGIS
- Step 1: Define goals and requirements: The clarification of goals and requirements of product is based on objective and contents of Grade 12 Geography and of each lesson, plan for cognitive activities of students, teaching methods, means and activities.
- Step 2: Identify necessary map and information layers: the author has summarized the current types of educational maps for teaching grade-12 to make basis to identify necessary map and information layers in the WebGIS product. This identification needs to ensure the inherit and combination of traditional map sources, to create map layers with updated data/content or new layers for teaching ideas.
- Step 3: Design and edit data: Based on matrix of map layers identified in step 2, the author has organized data in two groups: background data and thematic data.
- Step 4: Select WebGIS technology: Regarding WebGIS for teaching Geography 12, the author has chosen the following technology components: Apache for web server, GeoServer for map server; for client, code Heron MC is use for creating interface; PostgreSQL/PostGIS is for database.
- Step 5: Build WebGIS structure and interface: The structure of WebGIS for teaching Geography 12, similar to a normal Website, consists of 3 basic tiers: interface, application server and data (figure 2.2).
- Step 6: Test. The objective of this step is to test the function of WebGIS application and the display of data layers. Staring Apache and Geoserver to create web and map services for application, then use web browser to access it at: http://localhost/geo12.
- Step 7: Complete and practical experiment. In this step, the author has solved more tasks or add other useful functions for the product. The author published online WebGIS at the address http://emap12.tk to continue testing and consulting experts to adjust and improve the product. After that, pedagogical experiment is conducted, in line with the improvement of the product.
2.4. Application of open source for developing WebGIS
2.5. Introduction to WebGIS product
2.6. Using WebGIS in teaching Grade 12 Geography
2.6.1. Teaching process with the support of WebGIS
2.6.2. Utilize the features of WebGIS in some situations of teaching Grade-12 Geography
2.7. Selected lesson plans for illustration
CHAPTER 3: PEDAGOGICAL EXPERIMENT
3.1. Purposes, principles and methods
3.1.1. Purposes
3.1.2. Principles
3.1.3. Methods
The author used comparative experiment (Vũ Cao Đàm, 1999).
The evaluation of the pedagogical experiment is both qualitative and quantitative.
3.2. Objects, location, timing
3.2.1. Objects
3.2.2. Location
3.2.3. Timing
3.3. Selection of lessons and implementation of experiment
3.3.1. Selection of lessons
3.3.2. Implementation of experiment
3.4. Experiment results
3.4.1. Experiment test N1
3.4.2. Experiment test N2
3.4.3. Experiment test 3
3.5. Evaluation of experiment
3.5.1. Quantitative evaluation
3.5.2. Qualitative assessment
3.6. Evaluation survey of WebGIS application
CONCLUSIONS AND RECOMMENDATIONS
1. Conclusions
2. Recommendations
PUBLICATIONS