In early 60-ies of XX th century the computer is born and begin to inculcate in various range of life. Text data have been changed into digital databases. In late nineties computers becomes concurrent with our daily life. In year of 2001 government begins to fund computerizing of secondary schools in Lithuania. According, to analysis of situation in secondary schools computerization, we can admit that the level of computerization is high. Situation with geography computerization is quite comfortable too. It is good situation to begin apply GIS to secondary education. In year of 2002 a document of “Geography education standards for secondary schools” was realized, and GIS, as a part of geography, has his place in this document. Talking about textbooks of geography, it is only one of them that includes information about GIS (prepared by David Waugh), but considering to geography standards, to form informational skills of students, information about GIS in this textbook is insufficient. Looking for information about GIS we regarded of qualitative information standards, that is set by Education evolutionary centre. Information about GIS is divined into several rubric, they are: definition of GIS, history and birth of GIS, shape of data used in GIS, usage of GIS in modern world. It is important to overview all of those rubric as a main information that is needed to gain a modern calibre of geography. Introduction to GIS programs is important too. Because, at the moment, we don’t... [to full text]

The scholastic geography of Lithuania has experienced the period of reforms during the past two decades. The imperative of the education shift has been determined by economical, social and cultural changes. The subject-matter of education and the training process have been corrected. It is a matter of great relevance to ascertain whether the subject-matter of geography education conforms to the requirements set by the documents of the Education System. The study contains the analysis of the conception of the education subject-matter and the structural parts of it. General structural model of geography science, as the basic source for the formation of the education subject-matter, is presented, the analysis of its elements is performed. The formation stages of geography science and the subject-matter of education are highlighted by emphasizing the basic periods of the education shift (scholastic geography to the education reform, contemporary scholastic geography). The content analysis of the schoolchildren achievements determined by the General Programmes and Education Standards is performed. The schoolchildren conception of geography is examined.