How Can AI Change Geography Teaching and Learning? - Focusing on Geographical Inquiry -

doi:10.17279/jkagee.2024.32.1.95

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2024 Vol.32, Issue 1 Preview Page Next Page

Research Article

How Can AI Change Geography Teaching and Learning? - Focusing on Geographical Inquiry - AI는 지리 교수학습을 어떻게 바꿔놓을 것인가? - 지리탐구를 중심으로 -: 이종원
Jongwon Lee; 이화여자대학교 사회과교육과 교수

Professor, Department of Social Studies Education, Ewha Womans University

29 February 2024. pp. 95~112

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Abstract

This research aims to develop geographical inquiry activities that incorporate generative AI, focusing on how such integration can transform learning experiences. The study developed five inquiry materials: examining the increase in abnormally high temperature days in Daegu, analyzing Seoul subway ridership, analyzing the population pyramid in Angye-myeon, Uiseong-gun, Gyeongsangbuk-do, visualizing and analyzing wind power plant locations, and assessing population changes in regions. These activities are designed to address diverse geographical issues through data analysis, visualization, predictive modeling, and interpretation. The incorporation of generative AI in these inquiries is marked by the use of external data and an emphasis on statistical analysis. Compared to traditional textbook-based inquiries, these AI-integrated activities highlight the entire inquiry processes, increasing the authenticity and transferability of geographical inquiry. They extend beyond just ‘understand’ and ‘analyze’ in Bloom’s taxonomy of cognitive processes to include ‘apply’ and ‘create’. This approach is anticipated to enhance data literacy and foster future-oriented skills.

Keywords

Generative AI

inquiry

AI-integrated inquiry

textbook based inquiry

Bloom’s taxonomy

본 연구의 목적은 생성형 AI를 통합한 지리탐구 활동을 개발하고, 이러한 자료의 활용이 가져올 수 있는 학습경험의 변화를 예상해 보는 것이다. 본 연구에서는 생성형 AI 통합 탐구 사례 5가지(대구지역의 이상고온 일수 변화 탐구, 서울시 지하철 승하차 인원 데이터 분석, 경상북도 의성군 안계면 인구 피라미드 분석, 풍력발전소 위치 시각화 및 입지 분석, 시군구별 인구 증감 분석)를 제시하였다. 이들 탐구활동은 데이터 분석, 시각화, 예측 모델링 및 해석을 통해 다양한 지리적 문제를 탐구하고 해결책을 모색하는데 초점을 맞추고 있다. 생성형 AI 탐구활동은 외부의 데이터를 활용하고, 통계분석을 강조하는 특징이 있다. 이러한 변화는 기존 교과서 기반 탐구에 비해 탐구의 전체적인 과정을 강조하고, 지리탐구의 실제성과 전이가능성을 높이며, 블룸의 인지과정 분류에서 이해와 분석 단계 뿐 아니라 적용과 창의를 함께 강조하고, 학생들의 디지털 리터러시 및 미래역량의 향상에 기여할 것으로 기대된다.

키워드

생성형 AI

탐구

AI 통합 탐구

교과서 기반 탐구

블룸의 교육목표분류학

References

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Adarkwah, M. A., Ying, C., Mustafa, M. Y., and Huang, R., 2023, Prediction of learner information-seeking behavior and classroom engagement in the advent of ChatGPT, Smart Learning Enviornbments – Proceedings of the 7th International Conference on Smart Learning Environments, ICSLE 2023: Smart Learning for A Sustainable Society, 117-126. 10.1007/978-981-99-5961-7_13
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Chatterjee, J. and Dethlefs, N., 2023, This new conversational AI model can be your friend, philosopher, and guide and even your worst enemy, Patterns, 4, 1-3. 10.1016/j.patter.2022.100676 36699746 PMC9868650
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Chang, J., Park., J., and Park, J., 2023, Using an artificial intelligence chatbot in scientific inquiry: Focusing on a guided-inquiry activity using inquirybot, Asia-Pacific Science Eduation, 9, 44-74. 10.1163/23641177-bja10062
Chen, B., Zhu, X., and del Castillo, F. D., 2023, Integrating generative AI in knowledge building, Computer Education: Artificial Intelligence, 5, 110184, https://doi.org/10.1016/j.caeai.2023.100184 10.1016/j.caeai.2023.100184
Geographical Association, (nd). What is geographical enquiry? https://geography.seniortest.co.uk/what-is-geographical-enquiry
Lee, I., Ali, S., Zhang, H., DiPaola, D., and Breazeal, C., 2021, Developing middle school students’ AI literacy, SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, March 13-20, 191-197, https://doi.org/10.1145/3408877.3432513 10.1145/3408877.3432513
Lee, J., 2023, Beyond geospatial inquiry—How can we integrate the latest technological advances into geography education? Educational Sciences, 13(11). 1128; https://doi.org/10.3390/educsci13111128 10.3390/educsci13111128
Montenegro-Rueda, M., Fernánedez-Cerero, J., Fernández-Batanero, J. M., and López-Meneses, E., 2023, Impact of the implementation of ChatGPT in Education: A systematic review, Computers, 12(8), 153. https://doi.org/10.3390/computers12080153 10.3390/computers12080153
National Geograpic.org, nd, Geo-inquiry process: Educator guide, https://media.nationalgeographic.org/assets/file/Educator_Guide_Geo_Inquiry_Final_2.pdf
NSW Education Standards Authority, nd, Geographical inquiry skills, https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10/geographical-inquiry-skills
OECD, 2023, Generative AI in the classroom: From hype to reality? https://one.oecd.org/document/EDU/EDPC(2023)11/en/pdf
Roberts, M., 2023, Geography through enquiry: Approaches to teaching and learning in the secondary school, Sheffield. UK: The Geographical Association.
Su, J. and Yang, W., 2023, Unlocking the power of ChatGPT: A framework for applying generative AI in education, ECNU Review of Education, 6(3), 355-366. https://doi.org/10.1177/20965311231168423 10.1177/20965311231168423
UNESCO, 2021, AI and education: Guidance for policy-makers, Paris: UNESCO Publishing.
UNESCO, 2023, Guidance for generative AI in education and research, Paris: UNESCO Publishing.
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Information

Publisher :The Korean Association Of Geographic And Environmental Education
Publisher(Ko) :한국지리환경교육학회
Journal Title :The Journal of The Korean Association of Geographic and Environmental Education
Journal Title(Ko) :한국지리환경교육학회지
Volume : 32
No :1
Pages :95~112
DOI :https://doi.org/10.17279/jkagee.2024.32.1.95

[1] 교육부, 2023, “2025년부터 학교현장에 ‘AI 디지털 교과서’ 도입”, 디지털 기반 교육혁신방안 교육부 브리핑 (23.2.23).

[2] 김민성, 2022, “목표기반시나리오를 활용한 인공지능 기반 지리 교수학습 전략 개발”, 한국지리학회지, 11(3), 271-286. 10.25202/JAKG.11.3.1

[3] 변정호·권용주, 2023, “생성적 인공지능의 교육적 활용 방안 탐색: 생물학습을 위한 ChatGPT 활용을 중심으로”, Brain, Digital, & Learning, 13(1), 1-17.

[4] 신정엽·김명철·김봉식·김영화·양희경·유상철·이경희·최재영·홍석민, 2023, 고등학교 한국지리, ㈜천재교과서.

[5] 이은경·권영락·박지현·백종호·이주연·전성균·이화영, 2021, 디지털 리터러시 함양을 위한 교육과정 개선 방안 연구, 연구자료 ORM 2021-95, 한국교육과정평가원.

[6] 이종원·김형숙, 2023, 인공지능과 파이썬 기반의 공공 빅데이터 활용 지리탐구, 한국지리환경교육학회 창립 30주년 기념 학술대회, 서울대학교, 우리의 지리교육 30년 회고와 전망, 80-81.

[7] 정제영·조현명·황재운·문명현·김인재, 챗GPT 교육혁명, 포르체.

[8] 차미숙·김승종·남기찬·민성희·서연미·김수진·이보경·최예술·조은주·이인규, 2021, 지방소멸 대응 대책 수립 연구, 행정안전부.

[9] Adarkwah, M. A., Ying, C., Mustafa, M. Y., and Huang, R., 2023, Prediction of learner information-seeking behavior and classroom engagement in the advent of ChatGPT, Smart Learning Enviornbments – Proceedings of the 7th International Conference on Smart Learning Environments, ICSLE 2023: Smart Learning for A Sustainable Society, 117-126. 10.1007/978-981-99-5961-7_13

[10] Anderson, L. W. and Krathwohl, D. R., 2001, A taxonomy for learning, teaching, and assessment: A revision of Bloom’s taxonomy of educational objectives, Pearson Education Inc.; 강현석·강이철·권대훈·박영무·이원희·조영남·주동범·최호성 역, 2005, 교육 과정 수업 평가를 위한 새로운 분류학: Bloom 교육목표분류학의 개정, 아카데미프레스.

[11] Chatterjee, J. and Dethlefs, N., 2023, This new conversational AI model can be your friend, philosopher, and guide and even your worst enemy, Patterns, 4, 1-3. 10.1016/j.patter.2022.100676 36699746 PMC9868650

[12] Chang, C. H. and Kidman, G., 2023, The rise of generative artificial intelligence (AI) language models - Challenges and opportunities for geographical and environmental education, International Research in Geographical and Environmental Education, 32(2), 85-89, https://doi.org/10.1080/10382046.2023.2194036 10.1080/10382046.2023.2194036

[13] Chang, J., Park., J., and Park, J., 2023, Using an artificial intelligence chatbot in scientific inquiry: Focusing on a guided-inquiry activity using inquirybot, Asia-Pacific Science Eduation, 9, 44-74. 10.1163/23641177-bja10062

[14] Chen, B., Zhu, X., and del Castillo, F. D., 2023, Integrating generative AI in knowledge building, Computer Education: Artificial Intelligence, 5, 110184, https://doi.org/10.1016/j.caeai.2023.100184 10.1016/j.caeai.2023.100184

[15] Geographical Association, (nd). What is geographical enquiry? https://geography.seniortest.co.uk/what-is-geographical-enquiry

[16] Lee, I., Ali, S., Zhang, H., DiPaola, D., and Breazeal, C., 2021, Developing middle school students’ AI literacy, SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education, March 13-20, 191-197, https://doi.org/10.1145/3408877.3432513 10.1145/3408877.3432513

[17] Lee, J., 2023, Beyond geospatial inquiry—How can we integrate the latest technological advances into geography education? Educational Sciences, 13(11). 1128; https://doi.org/10.3390/educsci13111128 10.3390/educsci13111128

[18] Montenegro-Rueda, M., Fernánedez-Cerero, J., Fernández-Batanero, J. M., and López-Meneses, E., 2023, Impact of the implementation of ChatGPT in Education: A systematic review, Computers, 12(8), 153. https://doi.org/10.3390/computers12080153 10.3390/computers12080153

[19] National Geograpic.org, nd, Geo-inquiry process: Educator guide, https://media.nationalgeographic.org/assets/file/Educator_Guide_Geo_Inquiry_Final_2.pdf

[20] NSW Education Standards Authority, nd, Geographical inquiry skills, https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-areas/hsie/geography-k-10/geographical-inquiry-skills

[21] OECD, 2023, Generative AI in the classroom: From hype to reality? https://one.oecd.org/document/EDU/EDPC(2023)11/en/pdf

[22] Roberts, M., 2023, Geography through enquiry: Approaches to teaching and learning in the secondary school, Sheffield. UK: The Geographical Association.

[23] Su, J. and Yang, W., 2023, Unlocking the power of ChatGPT: A framework for applying generative AI in education, ECNU Review of Education, 6(3), 355-366. https://doi.org/10.1177/20965311231168423 10.1177/20965311231168423

[24] UNESCO, 2021, AI and education: Guidance for policy-makers, Paris: UNESCO Publishing.

[25] UNESCO, 2023, Guidance for generative AI in education and research, Paris: UNESCO Publishing.

[26] U.S. Department of Education, 2023, Office of educational technology, artificial intelligence and future of teaching and learning: Insights and recommendations, Washington, DC, https://www2.ed.gov/documents/ai-report/ai-report.pdf

[27] Yu, H. and Guo, Y., 2023, Generative artificial intelligence empowers educational reform: Current status, issues, and prospects, Frontiers in Education, 8, Article 1183162, https://doi.org/10.3389/feduc.2023.1183162 10.3389/feduc.2023.1183162

The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

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