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도해력 다시 보기: 21세기 도해력의 의미와 지리교육의 과제

Revisiting Graphicacy: The Roles of Graphicacy in the Digital Era and Tasks of Geographic Education

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주제분류지리학

초록

본 연구의 목적은 ‘도해력’의 의미 변화를 조사함으로써 도해력의 교육적 가치를 재확인하고, 이를 실현하기 위한 지리교육의 과제를 제안하는 것이다. 도해력은 문자나 숫자로 전달하기 어려운 공간정보를 효과적으로 의사소통할 수 있는 능력을 의미한다. 도해력의 개념은 비주얼리터러시의 개념과 유사한 부분이 많고, 많은 부분 문제해결 및 발견을 강조하는 시각화 개념으로 진화한 것으로 평가된다. 도해력 교육을 통한 문제해결 능력을 배양하기 위해 그래픽 자료의 해석뿐만 아니라 제시된 상황과 데이터에 맞는 그래픽을 제작할 수 있는 기회를 제공할 필요가 있다. GIS를 활용할 경우 공간데이터의 조작, 분석, 시각화가 용이한 만큼 학교교육에서 GIS 교육을 어떻게 도입할 것인가는 도해력 교육에서 중요한 과제가 된다.

Abstract

This study aims to investigate the roles of graphicacy in the digital era and suggest tasks of geographic education. The notion of graphicacy, noting the ability to communicate effectively spatial information that cannot be conveyed adequately by verbal or numerical means through the use of visual aids, has a close relation to the concept of visual literacy and has been evolved into the concept of ‘visualization’ emphasizing its role as a tool of problem solving and discovery. One approach to improve students’ graphicacy is to provide them with more opportunities to create graphics as well as evaluate a variety of graphics. Since GIS enables users to explore and visually represent relationships among phenomena easily, more attention needed on preparation and research of GIS use in geography classrooms employing problem-solving and visualization processes.

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