• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.935-955
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• 2016

This study aims to analyze the changes of goals and contents of middle school geography education following up the changes in the Korean social studies curriculum over time. The main findings are as follows. First, From the Syllabus period to the Third Curriculum, geography education, history education, general social studies education in the middle school social studies were directed and managed independently. However from the 4th to the 7th Curriculum, the demand for the virtual integration in middle school social studies increased sharply. Since 2009 revision, social studies suffered an identity crisis as integrated subject matter because history education was separated from the social studies and interdisciplinary units were abolished. In spite of much criticism, however, an odd form of social studies integrating geography and general social studies still remains. Second, the stronger the demand for the social studies integration in middle school, students' social studies learning load had become heavier due to severe competition with other areas to ensure more portion in the integrated structure of social studies. Since geography education did not reflect the new tendency of the geography in the integrated structure of middle school social studies, the gap between the geography and geography education has increased and knowledges of geography growing became separated from students' experience. In conclusion, the integrated structure of social studies in the middle school hindered the geography education development as it limited the autonomy of geography education in terms of curriculum development.

• Proceedings of the KGS Conference
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• 2004.05a
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• pp.9-16
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• 2004

본 연구에서는 우리나라 주요 산업의 하나로 성장하고 있는 CIS산업과 시장에서 지리학자들이 기대한 대로 핵심적 역할을 할 수 있는 연구와 교육이 이루어졌는지를 체계적으로 고찰하였다. 이러한 검토결과를 기초로 우리나라 CIS산업에서 앞으로 지리학자들이 핵심적 역할을 담당하기 위해 보완할 분야를 도출하는 것이 본 연구의 목적이다. 따라서 이러한 목적을 달성하기 위한 구체적 연구목표를 살펴보면 다음과 같다. (중략)

• Journal of the Korean association of regional geographers
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• v.14 no.6
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• pp.752-766
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• 2008

For all the region is the basic unit of geographical learning and the grounds of human activities, regional learning can't possible be carried out at the class. Because there are very few regional learning materials that are applicable to class and can be expanded to geographical basic concept. This paper aims to regulate the construction principles of regional learning and select the contents of regional learning. Firstly, the six basic concepts of geographical education be made a selection of the construction principles of regional learning: human-environment, location, region, interaction, change, scale. And then, I suggest the upper five subject that be based on the results of systematical geography. Those are the necessity and method of regional apprehension, the physical environment and the regional human-life, the resource and industrial activities. the regional life-space's formation and change, and the changing world and region. And I propose the subdivided the mid and the lower subject that be reflected the learner's need and the social demand, and could be experienced the results of geography and the everyday life. For the best regional learning, these subjects can be combined one or more in various scale.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.317-328
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• 1996

The purpose of this paper is to review the trend of research in geographical education since the launching of the Korean Geographical Society in 1945 and to suggest the areas and directions for future oriented research in geographical education. 422 articles (including 12 books) were reviewed and analized for this paper. The outputs of research in geographical education contributed in developing and improving the geographical education in primary and secondary school geography. But to achieve stable and desirable status as a subject in the school curriculum, research in geographical education has to be changed in its target areas and methods. The results and the suggestions of this study are summarized as follows: First, research in geographical education in diverse areas, especially in the areas of significance, aims and objectives, and psychology of geographical education should be preceded the revision of the school curriclum so that the results could be used as the basis information and evidences in decision making about the curriculum. Second, research in geographical education for affective domain and skill development should be implemented more actively in accordance to the trend of integration centering around the dicipline-inquiry skill and citizenship skill. More close relationship between the circles of geographical education and geography would be one of the ways to satisfy the social needs. Third, the linkage between primary and secondary school geography is crucial to the research in geographical education. Considering the sequence in human development research in geographical education for two levels of school should be conducted in more wide school-year span. Fourth, critical and prescriptive research in geographical education focusing on the individual, diciplinary, and social relevancy of the content of geographical education may be recommended. Finally, the outputs of the research in geographical education should be publicized more widely so that the rationale for justification of subject geography and geographical education may be shared with among the researchers, educational administrators, and practioners.

• Journal of the Economic Geographical Society of Korea
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• v.25 no.4
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• pp.484-498
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• 2022

The purpose of this study is to analyze the location, distribution and its change of photovoltaic power generation in the scale of municipality(Si-Gun-Gu). First the distribution of photovoltaic power generation was analyzed in 2020, and second, from 2017 to 2021, we tracked the increase in capacity of power generation facilities in each Si-Gun-Gu. As a result, the distribution and increase of photovoltaic power generation were concentrated in some regions and the unequal distribution of photovoltaic power generation has been identified through Gini coefficient.

• Journal of Korean Classical Literature and Education
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• no.34
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• pp.75-113
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• 2017

The purpose of fusion education is to acquire educational contents efficiently and gain a new worldview. To realize this purpose, I point out that it is urgent to provide common educational content and suggest "place experience" as common content for literature and geography. Local legends present a concrete space and a sharp confrontation with the human world, while shaping the tradition of a place's name. Place experience as common educational content enables a three-dimensional experience of a place that utilizes the characteristics of these local legends. The physical condition, human activity, and implied meaning of a place mediate the student's empirical understanding of folktales. The common area of "place experience" allows us to expect a stereotypical understanding of a learner's place by providing a literary context to learning contents that can flow from the existing geography subject to the simple provision of information. In addition, it facilitates learners' empirical understanding by providing actual and specific objects to learning contents, which can flow abstractly in the existing literature subject. Through this discussion, convergence education demonstrates educational significance by achieving educational efficiency through common educational content and enabling the formation of new thinking.

• Journal of the Korean association of regional geographers
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• v.1 no.1
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• pp.81-91
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• 1995

Modern geography in France since the end of 19th century was begun with regional geography. France after losing the Franco-Prussian war in 1871 had tried to regain the deteriorated national proudness through the colonial expansion. The social and historical contexts in France had encouraged French geographers to engage in detailed small area studies. In particular, after Blache became a faculty at Sorbonne University his idea on integrative rather than selective description on area studies had gained paradigmatic popularity not only in geography but in other disciplines. The regional geography tradition was then firmly established as a science and as an art by Vidalian school until the beginning of Second World War. However, when industrialization and urbanization were the dominant science since the 1950s spatial analytic geography has become popular research tradition replacing the previledged regional geography. Nevertheless, geography in France is still acknowledged as an interesting and valuable discipline since regional geography tradition had accumulated rich knowledges on various regions. As regional geography provides valuable information and helps to understand various world regions, it should be regenerated as a research tradition which are able to fulfill societal needs accruing nowadays. By doing this, geography can rectify its disciplinary identity which has been disintegrated internally by giving too much emphasis on specialties, and melding into nearby disciplines. Our geography education for the chorography in particular focuses mainly on the listings of simple geographic facts, in this regard. Rather than attracting students' concern and motivation, geography is considered as a subject oriented toward simply memorizing geographic facts. To overcome these problems, regional geography should be discussed openly and popularized in research. Regional geographic methods available and results produced in other countries should be introduced, and critical assessments should be made for selective acknowledgment for nurturing our regional geography.

• Journal of the Korean Geographical Society
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• v.38 no.4
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• pp.640-656
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• 2003

This study is to focus on the National Curriculum and the Geography National Curriculum in England. First, it is studied the background of the National Curriculum establishment by the Education Reform Act(1988) in England where had been carried out curriculum policy allowing teacher to plan curriculum in school level for a long time. Secondly, the background of included Geography in the Foundation Subjects is investigated. Thirdly, the structure of the National Curriculum and the improvement of the Geography National Curriculum from the 1991 version to the reviewed versions of 1995 and 2000 are explained. And finally, the impact of the National Curriculum on geography education in curriculum planning in school level, teaching material and the status of school geography is explored.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.178-194
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• 2017

This paper is to explore meaning and horizon of global education and its relationship with geography. Firstly, the paper clarifies what means the term 'global' used instead of 'world' to education and geography education and the aims of global education. Then a case of UK and USA the paper follows the origin and flow of global education, and examines the characteristics of their global education. Finally, for global education and its relationship with geography education it discusses the importance and need of global education though geography, and which contribution geography can to global education as one of cross-curricula themes.

• Journal of the Korean Geographical Society
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• v.31 no.1
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• pp.38-48
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• 1996

Value objectives have been relatively neglected in geography education. Then in this study I reviewed some value objectives and their contents which have been discussed in geographic education and curriculum in secondary education. Value objectives which are reviewed in geographic education, are regional consciousness, loving home country and nation, international understanding and citizenship, art of landscape, natural and environmental beauty, and human right. But values objectives in geography curriculum are included value incalculation: national development, participation in economic development, etc.. Namely development education is more emphasized than individual life and experience in geographic education. Value objectives should be on the basis of social education and citizenship education for geographic education. Futhermore, it is required to develop teaching methods which help student's socialization and social competence through geography education focused on value objectives and their content.