An ontological-based approach to Geographic Information Science curricula design

The growing recognition of the crucial role geographic information plays within the Knowledge Society, the recent advances on geographic information technologies, the continuous demand for professionals in these areas and the use of new information and communication technologies in teaching and learning processes, are all factors which concur for a better systematization of Geographic Information Science Curricula in order to improve its accessibility and efficiency. The program contents, the teaching methods to be implemented, the policies context and the underlying notion of curriculum, have led to the establishment of a Curricula Development Model that is trying to answer a set of challenges/opportunities situated at different levels (pedagogical, educational, political-institutional and technological). The ontological-based approach translates the concern with integration and articulation of the curriculum, and the need for the development of a properly documented and structured methodology that allows for the definition and explanation of the processes considered fundamental for an effective improvement and innovation of wide-ranging curricula in this area.