• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.458-473
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• 2005

This paper begins with a critique that researches of geography education in Korea have not reflected the ideological debates in education and geography. The purpose of this paper is to figure implications for socially-critical geography education being studied in England as openly-ideological approach. First, ideological viewpoints of geography education was categorized through analysis of ideology in education and geography. Especially, a limit of conservative and liberal approach is indicated, socially-critical viewpoint is intrinsically justified as alternative logic. Socially-critical theorizing can change teacher's role as an agent of curriculum change and their conduct knowledge as well as geography curriculum. Second, (social) concern-oriented geography education to be more concerned to 'the social' can be realized through the third space approach and committed geography education as critical pedagogy. And, critical literacy is needed to teachers and students for practice of socially-critical geography education.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.236-252
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• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• Proceedings of the Korea Information Processing Society Conference
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• 2014.04a
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• pp.769-772
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• 2014

Jeopardy 퀴즈쇼와 같은 DeepQA 환경에서 인간을 대신해 컴퓨터가 효과적으로 답하기 위해서는 인물, 지리, 사건, 역사 등을 포함하는 광범위한 지식베이스와 이를 토대로 한 빠른 시공간 추론 능력이 필요하다. 본 논문에서는 대표적인 병렬 분산 컴퓨팅 환경인 하둡/맵리듀스 프레임워크를 이용하여 방향 및 위상 관계를 추론하는 효율적인 대용량의 공간 추론 알고리즘을 제시한다. 본 알고리즘에서는 하둡/맵리듀스 프레임워크의 특성을 고려하여 병렬 분산처리의 효과를 높이기 위해, 지식 분할 문제를 맵 단계에서 해결하고, 이것을 토대로 리듀스 단계에서 효과적으로 새로운 공간 지식을 유도하도록 설계하였다. 또한, 본 알고리즘은 초기 공간 지식베이스로부터 새로운 지식을 유도할 수 있는 기능뿐만 아니라 초기 공간 지식베이스의 불일치성도 미연에 감지함으로써 불필요한 지식 유도 작업을 계속하지 않도록 설계하였다. 본 연구에서는 하둡/맵리듀스 프레임워크로 구현한 대용량 공간 추론기와 샘플공간 지식베이스를 이용하여 성능 분석 실험을 수행하였고, 이를 통해 본 논문에서 제시한 공간 추론 알고리즘과 공간 추론기의 높은 성능을 확인 할 수 있었다.

• Journal of the Korean Geographical Society
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• v.29 no.4
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• pp.438-449
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• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.786-801
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• 2013

This study aims to elucidate features of the geography assessment of France in which geography has a high status in school curriculum. The main data for analysing are the geography examinations(1999-2013) of the Baccalaur$\acute{e}$at. In terms of objectives of the assessment, the exams put emphasis on promoting cultural knowledges of students and developing their competences in graphic languages. In terms of formal aspect, the exams take a simple layouts to raise a readability, use variable test tools, especially an essay and a 'croquis'. They also emphasize students self-directedly constructing and representing geography knowledges and their inquiry abilities with geography materials. In terms of contents aspect, the exams mainly cover subjects of political-economic geography, particularly a spatial organization, a development inequality and the world powers in global contexts or macro spatial scales. One of a distinguishing characteristics of Baccalaur$\acute{e}$at's History-Geography examinations is that it designs to keep balance between two parties; history and geography.

• Journal of the Korean Geographical Society
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• v.43 no.3
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• pp.432-447
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• 2008

This study is to examine and analyze the the connection types between location knowledge and understanding the characteristics of world regions which 8th grade students are recognizing. In the analysis of the relation between the location knowledge and region understanding(clothing, food, housing and living style and so on), I analyzed the relation types between location knowledge and region living figures. Absolutely understanding the region needed the efact location knowledge on the world map, the knowledge of the longitude and latitude, symbolic area and the higher ranking region and the information about natural surroundings in which I grasp the region living figures. In addition, it needed the knowledge of locational attributes for the connection formation between region location knowledge on maps and understanding the region. The relative location knowledge related to the other regions and those natural surroundings and the linkage of those region locational attributes are needed in order that the location knowledge on a map could be connected to the knowledge about the actual region living figures. So I call it 'the structured location knowledge'. In order to form the structured location knowledge, the location knowledge of region on a map have to be connected to the multiple knowledge about absolute and relative locations with the knowledge of diverse location attributes. Therefore, it would be necessary that the location teaming for getting the characteristics of region have to be systematically accomplished departments of location-climate$^{\circ}{\mathbb{S}}$geographical features-region living figures.

• Journal of the Korean Geographical Society
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• v.47 no.4
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• pp.625-640
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• 2012

The purpose of this study is to introduce the current status of geography education research in South Korea. This article consists of mainly two parts: 1) source of knowledge and 2) content of knowledge in geography education research. The main academic journals are introduced as the sources of knowledge. The research trends in these journals are discussed as the content of knowledge. We classified geography education research into three types based on the framework suggested by Bednarz (2000): 1) nature of geographic knowledge, learning, and curriculum, 2) teacher education in geography, and 3) strategies in the geography classroom. Relevant research regarding each category is introduced. We hope this study serves as an access point where geography educators in South Korea and other countries facilitate interactions with each other.

• Journal of the Korean association of regional geographers
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• v.22 no.2
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• pp.466-482
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• 2016

The purpose of this study is to develop learning modules for environmental education using goal-based scenarios and to examine their pedagogical benefits at the elementary educational level. To enhance environmental knowledge, skills, attitudes, and behavior, this research developed learning modules relevant to three sub-dimensions of environmental education: education about environment, education in environment, and education for environment. In particular, this study provided useful educational strategies based on students' everyday lives. The developed modules consisted of three parts: 1) acquiring knowledge concerning the cause of global warming, 2) practicing and internalizing environmental knowledge in students' everyday lives, and 3) extending and disseminating environmental knowledge and awareness to other people. After applying the modules, the students acquired knowledge regarding the causes of global warming through discussions with their peers, and furthermore, exercised pro-environmental behaviors in their everyday lives. Moreover, the participants created UCC to urge other people to act for environment.

• Proceedings of the Korean Association of Geographic Inforamtion Studies Conference
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• 2008.06a
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• pp.45-50
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• 2008

웹의 폭발적인 성장으로 다양한 형태의 지역관련 정보가 웹 공간에 포함되어 있으며, 기존의 지리정보시스템에서 제공하지 못한 실생활의 다양한 지역 정보를 얻을 수 있게 되었다. 하지만, 사용자가 지역 정보를 얻기 위해서는 현재의 키워드 기반의 웹 검색 엔진을 사용하여 얻은 다수의 검색 결과와 이를 맵과 관련시켜 정리해야 하는 불편함이 있다. 이러한 문제를 해결하기 위하여, 본 논문에서는 특정지역에 대한 정확한 지리정보를 갖고 있는 수치지도와 방대한 지역정보를 갖고 있는 웹 공간을 융합하여 특정지역과 관련된 지역정보를 효율적으로 제공할 수 있는 시스템인 "경기21서치 2.0"을 제안한다. 본 시스템에서는 웹을 통해 분석한 지역의 특징 및 지역 간의 의미적 관련성을 키워드를 통해 지역지식 네비게이터로 구성하고, 이를 수치지도에 기반한 맵 인터페이스와 연동하여 보다 효율적인 지역 웹 정보검색을 지원한다.