• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.117-138
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• 2000

This study is, from the view point of constructive social studies which is the foundation of the 7th curriculum, to explore whether there is any viable program and to investigate it by which students, using photo resources in social studies, can organize their knowledge in the way of self-directed thinking. The main results are as follows: If it is a principle of knowledge construction process of constructive social studies that individual construction (cognitive construction) develops into communal construction(social construction) and yet communal construction develops itself, interacting with individual construction, it will be meet the objectives of social studies. In social studies, photos are a powerful communication tool. communicating with photos enables to invoke not only the visual aspects but also invisible aspects of social phenomena from photos. It, therefore, can help develop thinking power through inquiry learning, which is one of the emphasis of the 7th curriculum. Having analyzed photo resources appeared on the regional textbooks in elementary social studies, they have been appeared that even though the importance and amount of space photo resources occupy per page is big with regard to total resources, most of the photos failed to lad to self-directed thinking but just assistant material in stead. Besides, there appeared some problems with the title, variety, size, position, tone of color, visibility of the photos, and further with the combination of the photos. Developing of photo resources for constructive social studies is to overcome some problems inherent in current text books and to reflect the theoretical background of the 7th curriculum. To develop the sort of photo that can realize the point just mentioned, it would be highly preferable to provide photo database to facilitate study with homepage through web-based interaction. To take advantage of constructive photo resources, the instruction is strategized in four stages, intuition, conflict, accommodation, and equilibration stage. With the advancement of the era of image culture, curriculum developers are required to develop dynamic, multidimensional digital photos rather than static photos when develop text books.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.75-92
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• 1996

Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.

• Journal of the Korean Geographical Society
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• v.31 no.4
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• pp.699-715
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• 1996

This paper examines the cross-sectional development of children's conception of place. Previous research by Piaget and Weil, Jahoda, Daggs has questioned how young children develop the ablity to comprehend place. Oral interview and graphic test were made vy the children at the age of 5-14, in order to attain information on their knowledge, understanding and feeling about place. These data were used ti indentify developmental stages through cluster analysis. The results suggest that young children's conception of place develops with an identifiable 4 stages. There is no significant difference in development of conception of place between the 2nd year of kindergarten and the 1st year of elementary school, or the between the 5th, 6th year of elementary school and 1st, 2nd year of middle school. Rather, the 4th year of elementary school is an important and crucial truning point in the development of children's conception of place. It is concluded that children's conception of place develops in line with Piaget's general cognitive developmental theory in which the pre-conceptual stage ends at age 7 and the concrete-operation stage starts at age 11 to 12.

• Journal of the Korean association of regional geographers
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• v.20 no.3
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• pp.282-299
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• 2014

Cette $\acute{e}$tude a pour objectif de d$\acute{e}$velopper le g$\acute{e}$otourisme des $\hat{i}$les de Geomun et de Baek dans le Parc Marin National de Dadohae pour conna$\hat{i}$tre les caract$\acute{e}$ristiques de cette r$\acute{e}$gion du point de vue $\acute{e}$cologique, historique et culturel $\grave{a}$ partir de ses ressources g$\acute{e}$omorphiques et g$\acute{e}$ologiques qui ont la haute de valeur $prot{\acute{e}}g{\acute{e}}e$. Il y a plusieurs ressources g$\acute{e}$omorphiques et g$\acute{e}$ologiques sur l'$\hat{i}$le de Baek: falaise; caverne marine; tafoni; le relief li$\acute{e}$ $\grave{a}$ les roches volcaniques. Il y a aussi plusieurs ressources historiques et culturels sur les $\hat{i}$les de Go et d'Est: le cimeti$\grave{a}$r d'arm$\acute{e}$e anglaise li$\acute{e}$e $\grave{a}$ l'occupation ill$\acute{e}$gale de l'$\hat{i}$le de Geomun en 1885; le site historique de Kim Ryu(金劉) qui a enseign$\acute{e}$ les disciples de confucianisme et qui a $succ{\acute{e}}d{\acute{e}}$ au Confucius; la for$\hat{e}$t de feuillus de zone $temp{\acute{e}}r{\acute{e}}e$ sur l'$\hat{i}$le d'Ouest et la ceinture de falaise sur l'$\hat{i}$le de Baek. Une route g$\acute{e}$otouristique part de l'$\hat{i}$le d'Ouest et continue $\grave{a}$ l'$\hat{i}$le d'Est: c'est la route $\acute{e}$cologique, historique et culturel sur l'$\hat{i}$le de Geomun. L'autre route continue de la c$\hat{o}$te de l'$\hat{i}$le de Baek: c'est la route de paysages g$\acute{e}$omorphiques et g$\acute{e}$ologiques. Nous proposons des plusieurs exemples pour d$\acute{e}$velopper le g$\acute{e}$otourisme des $\hat{i}$les de Geomun et de Baek: installation de centre visiteur et de panneaux d'explication g$\acute{e}$otouristique sur le g$\acute{e}$osite central ; monitoring environmental.