Preparation of Geography Teaching Materials through the Utilization of Geographic Information Systems (GIS) Software

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In this study we present a model through a sample implementation the intention of which is to teach Geography teachers how to develop learning materials by using the Arc GIS rather than instructing them about material development of all sorts. Within this context different phases of material development such as maps, landforms and settlements are explained step by step along with the digitizing process of screen maps. A great number of geographical materials can be enhanced by teachers of Geography if they follow the steps illustrated by the Arc GIS programme.
The materials prepared by Geography teachers and three dimensional images can be enlarged or zoomed out on the screen to figure out the effect of the scale on the map. The fact that our eyesight becomes narrow and details disappeare as we gain height can be concretized through this example. Besides teachers can explain visually how physical features are shown by using contour lines. For instance, it is observed on three dimensional images that the slope increases where the contour lines become more frequent in areas like hillsides, or vice versa. The appearance of contour lines or other landforms can be highlighted by these images as well. In a class at which topics like river valleys, plains, plateaus, etc. are supposed to be explained, these can be presenented with the help of visuals. Furthermore the relation between settlements and landforms can be made clear and easy to grasp through already developed materials.
Geography teachers can develop materials or process certain data with various techniques (satellite images, air photographs) as they improve their skills of using the GIS. They can even digitize the images of Google Earth, an increasingly popular internet device and turn them into an easy-to-examine datum by means of the GIS. In this manner they provide acquired information and developed materials to their students and help them use an advantegous device in the long and tiring process of education.
We therefore need further research to integrate GIS practices and materials with social sciences and Geography and also to detect factors which prevent students from using the GIS actively during their education. Both descriptive and experimental researches can be directed at determining possible influences of the usage of GIS based materials in Geography and social sciences. Studies which depend on quality investigation methods will specifically prove useful alike.

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