Xây dựng và sử dụng WebGIS mã nguồn mở trong dạy học địa lí 12 trung học phổ thông tt tiếng anh

HANOI NATIONAL UNIVERSITY OF EDUCATION ---*---NGUYEN THANH XUAN BUILD-UP AND USE OF OPEN SOURCE WEBGIS IN TEACHING GRADE 12 GEOGRAPHY Specialty: Theory and Methodology of Teaching Geo

HANOI NATIONAL UNIVERSITY OF EDUCATION

-* -NGUYEN THANH XUAN

BUILD-UP AND USE OF OPEN SOURCE WEBGIS

IN TEACHING GRADE 12 GEOGRAPHY

Specialty: Theory and Methodology of Teaching Geography

Code: 9.14.01.11

SUMMARY OF DOCTORAL DISSERTATION

OF EDUCATIONAL SCIENCE

Hanoi, 2019

Supervisors:

1 Prof Dr Nguyen Viet Thinh

2 Assoc Prof Dr Dang Van Duc

Reviewer 1: Assoc Prof Dr Trinh Le Hung

Military Technology Academy

Reviewer 2: Assoc Prof Dr Ngo Quang Son

Vietnam Academy for Ethnic Minorities

Reviewer 3: Assoc Prof Dr Do Vu Son

Thainguyen University of Education

The dissertation is being defended

in front of a University-level committee

at Hanoi National University of Education at … ………

The dissertation can be founded at following libraries:

- Vietnam National Library

- Library of Hanoi National University of Education

1 Rationale

Maps in general and educational maps in particular have significantroles in teaching Geography However, paper educational maps haveseveral disadvantages, such as: it takes longer time to be updated; fixedmap scale requires relevant generalization of objects, phenomena; it ismore difficult to expand knowledge contained in the map; it isinconvenient to users that they should always keep paper maps to search orfind out objects on the map In case of an additional system of digital mapstored and updated online to be used in combination with existing mapsources, the disadvantages mentioned-above will be taken off, facilitatingthe teaching and learning

The innovation of teaching school subjects, including Geography, toimprove learning efficiency is both important mission and solution torealize the fundamental reform of education in the country The promotedapplication of educational technology will create a modern interactiveenvironment for students and contribute significantly to training ageneration of "global citizens", in line with the requirements of the FourthIndustrial Revolution

WebGIS was emerged on the basis of new development of science andtechnology and the Internet This application has been used in differentareas of life, economy and society, including education With manyadvantages, Open Source WebGIS can be an appropriate solution, whichhelps to innovate learning methods, improve efficiency and capacity ofapplying information technology in teaching geography

Grade 12 Geography is a course that helps students have basicknowledge on geography of Vietnam The map sources used in teachingGrade 12 Geography mainly are: inserted maps in textbooks, wall mapsand Atlat Geography of Vietnam Other additional map sources can besought on Internet as from the Google map application and other web sites,but WebGIS exclusively for teaching grade 12 Geography

Based on reasons mentioned-above, we choose the theme of the

dissertation as “Build-up and use of open source WebGIS in teaching

aiming to enhance the effectiveness of teaching geography in high school

as well as to develop student’s competency

2.2 Research tasks

To review the theoretical and practical basis of developing and using OpenSource WebGIS in teaching geography; To identify the requirements to andprinciples of build-up and use of WebGIS in teaching Grade 12 Geography;

To setup a process and design WebGIS; To use WebGIS in teaching Grade 12Geography; To perform pedagogical experiment to verify the feasibility andeffectiveness of the use of WebGIS in teaching

3 Research subjects and scope

in teaching practice; A pedagogical experiment at selected high schools to

be performed to verify the feasibility and effectiveness of using WebGIS

in teaching Grade 12Geography

4 Scientific hypothesis

The appropriate use of open source WebGIS to support teaching grade

12 Geography will promote active learning, develop student’s competency,contribute to innovating teaching methods and enhance the quality ofteaching geography in high school

5 Literature Review

5.1 Abroad

In this paragraph it was reviewed main works on maps and map-use ingeography education of famous Russian educators and geographers as V.Bhudov (1948); A Borzov (1949); N.N.Baranxki (1960), Borden D Dent(1999), Slocum (1999), AM Berliant (2004); K.A Xalisev (2005Vietnamese translation)

By the end of the twentieth century, the science and technology boomled to the emergence of digital maps This was an important premise,making a sharp development of mapping and map use Some presentativestudies could be found in Denis Wood, John Fels (1992); A.H Robinson et

al (1995); M.J Kraak and F.J Ormeling (1996); Allan Brown (2001); Alan

M MacEachren (2004); M.P Peterson (2005); E Stefanakis et al (2006);

W Cartwright et al (2007), These works mentioned above dealt with theuse of technology and science in mapping and map use, analyzed andhighlighted the advantage of the electronic maps, multimedia maps versustraditional maps, and introduced background concepts of web-based,internet-based maps.

Open source WebGIS was blossoming when open source Map Servertechnologies were introduced, along with the development of open sourceGIS and Web applications WebGIS is getting more important, widelyused in most areas of life In the field of education, WebGIS was soonapplied in many countries

5.2 In Vietnam

In this paragraph, it was reviewed main works of experts on cartographyand educational maps, as Ngo Dat Tam (1968); Pham Ngoc Dinh, Vu TuanCanh, Lam Quang Doc, Le Huynh, Hoang Xuan Linh, Do Thi Minh Tinh(1976); Le Huynh - Le Ngoc Nam (2001); Lam Quang Doc - Pham NgocDinh, Vu Bich Van, Nguyen Minh Ngoc (2005); Lam Quang Doc (2009).Main works of experts on methodology of teaching geography also werereviewed as those of Nguyen Duoc, Nguyen Trong Phuc (2001), Mai Xuan San(2001), Dang Van Duc, Nguyen Thu Hang (2003), Nguyen Duc Vu (2006).Concerning the online mapping or WebGIS there were publications of LeQuoc Hung (2005), Tran Quoc Binh (2010), Vo Anh Tuan (2012), Tran VanAnh and Mai Van Sy (2013) These publications mentioned above dealt witheither macro issues as spatial data sharing, national data infrastructure orconcrete issue as to build WebGIS applications for socio-economicdevelopment, tourism calendar, resource management, Until now, theauthor of this dissertation has not been able to access research works onWebGIS applied in teaching in general, and in teaching geography inparticular

6 Research approaches and methods

6.1 Research approaches

The dissertation is based on the following approaches: structuralsystematic, student-centered learning, educational technology,competence-based learning

6.2 Research Methods

The main research methods used in the dissertation are: literature anddocumentation review, Graph (schemas), cartographic methods and GISapplication, expertise, survey, pedagogical experiement, mathematicalstatistics

7 Contributions of the dissertation

7.1 Theoretical ones

Having reviewed the theoretical basis for building an open sourceWebGIS and using it in teaching, namely in teaching Grade 12 Geography;Having identified the requirements and principles for building an opensource WebGIS applicable for teaching Grade 12 Geography; Havingsuggested a process to build up and to use WebGIS in teaching Grade 12Geography

7.2 Practical ones

Having assessed the current situation of employing ICT means andapplication in teaching Grade 12 Geography Having built a WebGISdemo and performed teaching Grade 12 Geography with WebGIS support

to develop student’s capacity; Having conducted pedagogical experiments

in high school, thereby proved the feasibility and effectiveness of usingWebGIS in teaching Grade 12 Geography

8 Structure of the thesis

Apart from the introduction and conclusion, the main content of thethesis consists of 3 chapters: Chapter 1: Theoretical and practicalbackground of the development and use of open source WebGIS inteaching Grade 12 Geography Chapter 2: The build-up process and use ofopen source WebGIS in teaching Grade 12 Geography Chapter 3:Pedagogical experiment In addition, there are list of figures, list of tablesand appendices

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

The new general education curriculum is designed to develop thequality and competency of students while emphasizing the learner’s role asthe subject of cognitive activity, considering the overall development ofpersonality, the formation and development of general and specificcompetencies associated to the learning subject

By learning geography, students should form and develop commoncompetencies as well as specific competencies of geography such asgeographic awareness, geographic exploring and enquiry, application oflearned knowledge and skills in the reality

1.1.2 Innovation in methods, forms of teaching and assessment

Teacher to continue applying methods of active learning, while playingthe role of organizer and supervisor of students’ activities The teacher ofgeography to enhance teaching methods to promote the role of thestudents In line with this, he/she need to use effectively ICT and teachingmeans, to encourage and create favorable conditions for their students towithdraw information from the Internet in study, develop their skills ofpresenting geographic information by ICT

Teachers to diversify organizational forms of learning, paying moreattention to both classroom teaching and social activities, creativeexperience, practice of scientific research, to coordinate closely theeducation at school, in family and in social life

Teacher to diversify the assessment using a variety of forms and tools

of assessment Competency-based assessments in Geography need toidentify specific expressions of qualities and abilities

Following the guidance and orientation for innovation mentionedabove, the author of this thesis has studied and developed WebGIS tosupport teaching grade 12 Geography, aimed to create teaching aids andenhance the application of ICT in teaching and learning Products aredesigned so that teacher can diversify the organizational forms of teaching,facilitate the formation and development of students’ competency

1.2 Application of information and communication technology in teaching geography

1.2.1 Concept

ICT is a general term about a set of science and technology related toconcept of information, information processing and dissemination In thatsense, ICT provides us with scientific perspectives, methods, means andsolutions that are primarily computer and media for effective exploitationand use information sources in all areas of socio-economic, cultural andhuman life

According to UNESCO, ICT can complement, enrich, and transformeducation There are different ways in which technology can facilitateuniversal access to education, connect learning areas, support thedevelopment of teachers, improve the quality and relevance of learning,strengthen inclusion, improve education administration and governance

1.2.2 The role of ICT in teaching

The development of the Internet and the network infrastructure hasopened up three main streams of employment in education: training service,

interaction enhancement and learning resources ICT helps to improve theaudio-visuality; facilitate the application of active learning and modernteaching techniques, contribute to changing and diversifying teachingforms; improve the attention of students; create teaching tools and means.

1.2.3 Trends of application of ICT in teaching geography

Opportunities to apply ICT in teaching Geography is varied anddiverse: Exploiting and using utilities of ICT in all stages of the teachingprocess; Organizing teaching activities with support of applications andsoftwares specialized for geography; Simple visualizing the contents usingICT; Online learning via the internet or blended learning

The open source WebGIS which the author of this dissertation built infact is an application product utilized achievements of science andtechnology Teaching by employing WebGIS is essentially the application

of ICT in the teaching and learning process

1.3 Educational maps in teaching geography

A map is a miniaturized representation of the Earth’s surface on a planebased on a mathematic transformation, a mapping language, a medium(graph) that reflects the distribution, state and interconnections amongobjects An educational map is designed based on the strict principles ofmap generalization and in relevance to the purpose, contents and methods

of the school subject as well as to the characteristics of age-relatedintellectual development, Both aesthetic and school hygiene may beconsidered

According to Lam Quang Doc (2009), all available types of educationalmap can be grouped according to the classification criteria The author ofthis dissertation suggests that WebGIS for teaching is an onlineeducational map, because WebGIS to be maintained and developed on theInternet, accessed, used through a web browser or internet connectionapplication

Educational maps play important role in teaching geography In terms

of knowledge, educational map is the only tool able to cover phenomena,

large/remote territories on the Earth When thinking on a map, studentsexpand the concept of space, establish spatial-temporal dimension ofmutual and causal relationships between phenomena and processes innature and in society which are presented on the map; explore laws ofdistribution of geographic objects and phenomena

In terms of methodology, educational map is a type of visual channelthat shows concise information about objects and phenomena that are

encoded by map symbols and space locators It is the only means able toreflect with accuracy the distribution and relationships of objects on theEarth’s surface Educational map is an effective tool for teachers to applymany active learning methods, to enrich knowledge, to strengthenstudent’s abilities Educational maps facilitate teachers to diversifyorganizational forms of teaching both in and outside the classroom.

1.4 WebGIS in teaching geography

WebGIS concept is related to other concepts of the Internet, the WorldWide Web and the Geographic Information System (GIS)

WebGIS is a geographic information system that is operated anddeveloped through a computer network, allowing users to perform functions

of collecting, storing, updating, processing, analyzing geographic data andget results directly on the Web browser without having to use additionalGIS software In the WebGIS form, maps exist on cyberspace or so-calledonline maps

WebGIS is very varied and diverse in terms of types They can be dividedaccording to different criteria If based on the ability to provide services,there can be five types: Geodata Server, Map Server, Online RetrievalSystem, Online GIS and GIS Function Server (Claus Rinner, 1998)

Compared to paper maps and traditional GIS software installed on thecomputer, WebGIS has many advantages such as: global reach, response tolarge number of users, multi-platform capability, very low cost, easy to use,convenient to update, diverse applications, detailed and specificinformation

The disadvantages of WebGIS are related to the fact that beginners toWebGIS will have to change their habit a bit in comparison with usingtraditional paper maps Most WebGIS are online, so the user's device must

be connected to the Internet On the other hand, the speed of data accessdepends on the provider's server and network service traffic

In teaching geography WebGIS is able to enhance the interaction in thelearning process; to diversify the organizational forms of teaching, tocontribute to forming and developing students’ competencies; to createtools, means of visualization, to supply enriched knowledgeable, updatedinformation

WebGIS can be used in conjunction with traditional maps, and at thesame time, WebGIS becomes a way to create value-added to maps,confirms that maps are indispensable sources of knowledge in teachinggeography

1.5 Open source for WebGIS

Open source software is that provided in both source and source code,not only purchase-free but also copyright-free Users have the right tomodify, improve, develop, upgrade according to given general principlesstipulated in the license

Open source GIS products are very diverse, however they can bedivided into four main branches three of which based on the programminglanguage, the last one focuses only on web development

In principle, the development of open source WebGIS is based on thedevelopment of open source GIS applications, although much more complexbecause WebGIS is a composite of many components Choosing branchedapplications is very important to promote the advantages of programminglanguages while ensuring compatibility and increasing system performance

1.6 Physiological characteristics and cognitive abilities of 12th grade students

Students of grade 12 are at the early stage of adolescence, which is theperiod of important psychological changes Self-consciousness is thehallmark of this age, from which children develop their need for self-assessment and self-evaluation This is the basis for teachers to applyinnovative learning methods, various organizational forms of teaching, toorganize cognitive activities and assignents to promote initiative andcreativity of students

As for grade 12th students, intentionality is strongly developed in allcognitive processes Intended memorization plays a leading role in theintellectual activity, while significance of abstract logic remembering isincreasing Theoretical thinking, abstract thinking are obviously shown,skills of reading map, comparing data in tables, charts has beendeveloped at a remarkable level even at proficient level for good/excellentstudents Organizing cognitive activities through WebGIS applications orassignments with WebGIS can bring excitement and explore potentials ofstudents However, the thinking capacity of grade 12th students is notcomplete as adults, so they need guidance from the teacher to improvetheir cognitive ability

1.7 Objective and content of Grade 12 Geography

1.7.1 Objective of learning

After having completed the program, student is able to present hissystematic knowledge on geography of Vietnam (including physicalgeography, population geography, economic geography and local studies);

to explain geographical phenomena (natural, socio-economic) in the reality

in regions and localities; to consolidate and develop skills in studying andenquiring geography, in gathering, processing, synthesizing, notifying andpresenting geographic information, in applying geographic knowledge toexplain geographic phenomena and objects and initially to be involved insolving those problems of life in accordance with their ability Student toform and to develop love to nature, native land, country; to have faith inscience; to have the will of the nation, the belief in the future of thecountry

1.7.2 Grade 12 Geography curriculum

The Grade 12 Geography curriculum is structured in large units ofknowledge, scientifically arranged in accordance with the logic of theteaching process, covers the main themes: Vietnam on the path ofinnovation and integration, Physical geography of Vietnam, Populationgeography, Geography of economic sectors, Geography of economicregions and local geography

Based on the distribution of the curriculum, Grade 12 Geograpgytextbook consists of 45 lesson units, including 35 theoretical and 10practical exercises lesson units

For most of lessons there are maps inserted, Atlas Geography ofVietnam or educational wall maps Maps can be detached into thematiclayers or updated with new data For some lessons new maps can be built

in combination with data mining in the textbook which facilitate theorganization of cognitive activities, help students easily to understand and

to remember the contents learned

1.8 The current state of using teaching aids and the application of ICT in teaching Grade 12 Geography

The author of the dissertation has conducted surveys at a number of highschools for the purpose of: to understand the actual use of educational maps

in teaching Grade 12 Geography; advantages and disadvantages of usingexisting maps to teach geography; to determine the actual material andtechnical facilities, teaching means, especially the minimum technologicalinfrastructure to deploy teaching by WebGIS; to understand the teachers’ability to apply ICT in teaching geography in high schools to facilitate theopinion exchange and coordination during pedagogical experiment Thethesis author used questionnaires for teachers and students in both direct andindirect forms

The output of information collected from 58 geography teachers from 40high schools in 17 provinces and cities shows that: Over 90% of respondentsregularly used, of which 35% very regularly used maps in teaching Over70% of respondents informed that their schools were equipped with wallmaps, atlases, map collection and globe and that they were satisfied withthe existing facilities of the school The common sources of maps forteaching were those in textbooks, atlas, map series, wall maps, globe,digital maps and supporting software Over 70% of respondents confirmedsaid that they were able to search out maps on the Internet.

Many of respondent-teachers reported that they coped with difficulty inusing maps to teach such as out-of-date information, maps size so small,map content overloaded Therefore, when organizing a small activity orbreakdown in small groups, it was not easy to detach the map content foreach section or each group

Concerning online maps (WebGIS), 2/3 of respondents had never usedthem in life, over 70% of respondents never used to teach geography.However, if there was an online mapping application (webGIS) for teachinggrade 12 geography, over 90% of respondents were willing to use

The result of 300 feedbacks from the 12th grade students of mentionedabove schools showed that: 75% of the respondents were interested in theuse of maps in learning geography; 93% of them confirmed that mapswere very helpful for them to understand and memorize the lesson Themajority of students confirmed that they were often instructed to use maps

in studying geography from the main sources as maps in textbooks, atlas,map collection, wall maps, map pictures on the Internet

Students also reflected some difficulties in using traditional educationalmaps such as: it took time to update data, maps were so samll to identifyobjects, map scale was fixed, etc

70% of respondents reported that they never exploit, use Google like online maps (webGIS) for geography study However, more than 95%

Maps-of students were willing to exploit and use an online map application underthe guidance of teachers if there is an online map application (webGIS) forteaching 12th grade geography

As such, WebGIS is still very new to geography teaching in highschools, but the potential is huge and the implementation is feasible

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

- Concerning supportive ability for teaching and learning geography:

The content of the WebGIS must be relevant to the syllabus and contents

of the learning subject, in accordance with age-specific psychology andcognitive ability of students Information, data on WebGIS must beupdated WebGIS must be simple, easy to use, must create favorableconditions for teachers to teach, set up learning situations Products must

be helpful to self-study, self-discovery knowledge WebGIS should aim toenhance interaction in teaching and learning of both teachers and students

- Concerning physical conditions: The WebGIS application works

online, so it needs to be available an Internet or a mobile 3G, 4G Theminimum classroom facilities require a computer / laptop and a projector

or large LCD screen

- Concerning teachers and students: Teachers need to have certain

knowledge and skills in IT Before each lesson, the teacher shouldprepare a teaching scenario of using WebGIS and be careful not to over-use WebGIS; in teaching geography, it is still necessary to use incombination with other visual types (charts, tables, figures, pictures )and inherit existing educational maps in order to increase the learningeffectiveness of students

For undertaking learning projects or some form of homework,students should master some advanced features of WebGIS That’s whyteacher needs to take time to direct students to practice with WebGIS,while the project team must have members knowledgeable of IT

2.1.2 Principle

- Scientific: Scientificity expresses in the accuracy of the mathematical

basis, at information full but not overloading Scientificity also expresses

in the use of map language to ensure clear information, easy to rememberand to understand

- Pedagogic: This WebGIS should only be used to support teaching for

grade 12 students If it was used to teach classes higher or lower, then the

content will not be appropriate, not suitable with the quality, teachingquality will not be guaranteed Mapping should be carefully selected toavoid overloading in terms of the number of maps and the amount ofinformation on each map WebGIS should support the organization ofcognitive activities for students, easily interact and enable students toexplore actively.

- Visual: The product should facilitate students to discover important

objects on the map and the relationship between them and with othergeographical features The colors should be distinct, symbol should be trueand friendly to help students to relate to the real objects

- Modern and updated: WebGIS must reflect the latest advances in

geoscience and cartography, and apply the latest advances in moderntechnology to the establishment and use of maps, meeting newrequirements of education

- Aesthetic: The layout of the WebGIS must be neat and clear.

Thematic map layers must be central and occupy the mainstream Theicons on the toolbar must be sharp and easy to find Web page interfaceshould be bright; colors of objects and map layers must be harmonic,logic, suitable for school environment

- Interactive: Designer of WebGIS should pay attention to specific

instructional situations, provide a variety of tools to enhance theinteroperability of the system

2.2 Determining map layers and information layers to be built on WebGIS

Based on the objective and contents of the Grade 12 Geographycurriculum and specific lessons, and available resources, the author hasdeveloped a matrix of map layers and information layers needed onWebGIS These data layers are comprised of two main groups: thoseinherit from existing educational maps to be separated into classes, plusdata updates or new objects, and new additional groups

Within the scope of the dissertation, the author built a WebGIS demowith data layers for three selected lessons: Unit 13, Unit 24 and Unit 30

2.3 The process of building WebGIS

According to the author's research, the webGIS development process hasseven basic steps (Figure 2.1)