• Journal of the Korean Geographical Society
• /
• v.44 no.4
• /
• pp.577-603
• /
• 2009

The purpose of this study is to understand two geography student teachers' experience of practical knowledge on the geography classroom organization during their student teaching. I carried out a qualitative case study on the geography classroom organization and its practice. Data was gathered through participant observation and in-deep interview. The results are as follows: 1) I present portraits two pre-service geography teachers' lives, which represent typical case of intrinsic deep motivation and spontaneous interest in subject matter. 2) Their classroom are organized $9{\sim}14$ segment, its segment organizations in introduction close steps and main lesson step behave differently. The segment activities in close step behave most irregularly. 3) In the reflection rubric, the level of their reflection is middle, mostly concentrated on 'technical' or 'dialogue' level. On the basis of these findings, it can be concluded that a different way of understanding the relationship between knowing to teach and knowing about teaching is necessary.

• Proceedings of the KGS Conference
• /
• 2004.05a
• /
• pp.97-97
• /
• 2004

본 연구에서는 전공 교사와 비전공 교사에 의한 지리 수업의 차이점과 비전공 교사에 의한 지리 수업 운영의 문제점을 분석하고자 2003년 4월과 5월에 서울의 3개 중학교에서 이루어진 4개의 지리 수업을 관찰하였다. 수업 분석 내용은 (1) 수업의 조직, (2) 교사와 학생간에 이루어지는 대화의 이동 양식, (3) 수업 방법이다. 수업 관찰 이후에 해당 학교의 사회과 교사들과 면담을 통하여 비전공 교사가 지리를 가르칠 때 어려움과 해결 방법 등에 관련된 자료를 추가로 수집하였다. (중략)

• 한국지역지리학회:학술대회
• /
• 2009.08a
• /
• pp.51-62
• /
• 2009

• Journal of the Korean Geographical Society
• /
• v.39 no.4
• /
• pp.620-632
• /
• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.

• Journal of the Korean Geographical Society
• /
• v.35 no.4
• /
• pp.565-583
• /
• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• Journal of the Korean Geographical Society
• /
• v.35 no.2
• /
• pp.341-349
• /
• 2000

본 연구는 삶의 질의 문제가 지리교육 분야에서는 어떻게 제기될수 있는지를 살펴보고, 지리교육 활동에 참여하고 있는 사람들의 삶의 질을 높이기 위해서 수행되어야 할 과제는 무엇인지를 밝힌 것이다. 지리교육분야에서 제기되는 삶의 문제란 배우고 가르치는 활동의 질과 밀접히 관련되는데, 지리를 가르치고 배우는 과정에서 투입되고 활용되는 다양한 소프트웨어와 하드웨어의 질적 개선이 없이는 지리교육 분야에서의 삶의 질을 고양되기 힘들다는 것이다. 교재와 학습 프로그램과 수업운영방법에 있어서의 질적 발전을 도모하기 위해서는 지리교육의 목표 명료화, 지리교육과정의 계열적 조직방안 개발, 지리교육의 개념과 내용체계 표준화, 자료에 근거한 사고력 기르기 학습프로그램의 개발 등의 연구가 앞으로 체계적으로 이루어져야 할 필요성이 있음을 논의하였다.

• Journal of the Korean association of regional geographers
• /
• v.20 no.4
• /
• pp.484-503
• /
• 2014

This study is to point out importance of narrative as a way of learning values and interests for learners. Thus, geography value instruction models with narrative was developed and applied to teaching model. The results are as follows: First, narrative is useful to value education. Because narrative includes the contextual information, leaners are able to make a moral decision in respect of socio-cultural approach and to reach more truthful and practical decision with empathic understanding. Second, comparing with an expository text, the narrative text is more interesting, understandable, and preferred. Third, Web of meaning, one of scaffolding skills, is helpful to expand the scope of learner's thinking and group activity. Fourth, learner's awareness toward the topic changes. However, it is required to develop a practical method for elaborate assessment tool and for learners' active participation.

• Journal of the Korean Geographical Society
• /
• v.33 no.1
• /
• pp.109-122
• /
• 1998

The purpose of this study is to develop value instruction program which can deal with geographic value problem(GVP) in geographic education. This program is organized into seven stages: identification of GVP(reading of content of GVP, and categorization and description of action which involved in content), analysis of GVP(comparison and analysis of GVP, and ordering of value positions), decision making, justification of decision making and actualization. The processes of decision making and their related activities are emphasized in this program. In experimental classroom, it took effects to providing subjective experiences with students, developing decision making ability, and giving responsibility of decision making. Therefore this study suggests that this program helps students to improve their social participation ability as the democratic citizenship.