• Journal of the Korean association of regional geographers
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• v.19 no.1
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• pp.181-200
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• 2013

The Chinese Geography Standards for Senior Secondary Schools(trial) was released in 2003. The Standards put forward some changes for senior geography education, the changes in geographical education are reflected explicitly and implicitly by the textbooks. The purpose of this descriptive study was to review of the improvement of Chinese senior geography education by analyzing contents organization and coherence of the new standards-based geography experimental textbooks. The results of study are as follows. The textbooks adopts a student-centered approach through the way of 'more chapter topics with slimmed contents' and by introducing four type activities, geographical inquiries. These student activities are implicity encourages students' active acquisition of geographical knowledge what they have learned in their real lives. The organic coherence of the textbooks' contents rests on the compulsory and the elective subject relating to diversification of the learning areas. The organic coherence between the compulsory and the elective subject rests on diversification of the learning areas. More, looking at the arrangement of the four basic concepts(population, resource, environment, sustainable development) among the textbooks, it was imbalanced by subject.

• 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.

• Journal of The Geomorphological Association of Korea
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• v.28 no.1
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• pp.67-81
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• 2021

Geomorphological development and distribution at the macro scale provide a clue to the geotectonic characteristics that have affected the geomorphological system. This is because the developmental characteristics and distribution of the landform at the macro scale remain spatial characteristics due to tectonic processes, such as fault activity. From the perspective of tectonic geomorphology, this study identified the developmental characteristics and distribution of the Quaternary landforms in central-southern Yangsan fault and discussed its relevance to fault activity. In this paper, we presented examples and results of morphotectonic analysis of the Yangsan fault, and will present the results of age dating, stratigraphic relationship of the Quaternary landforms, and calculation of cumulative slip rate in the next paper.

• Journal of the Korean Geographical Society
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• v.47 no.1
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• pp.121-139
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• 2012

The purpose of this study is to derive the implications for improving 'the Geography of Korea' by analyzing the regional geographies of other countries. For this purpose, the regional geographies of eight countries are used: the United Kingdom, France, and Germany in Europe, the United States in America, Japan and China in Asia, and Turkey and Pakistan in Arab. After we select the representative regional geography for each country, its general characteristics, structure, style, and contents are analyzed. Based on the findings, implications for improving 'the Geography of Korea' are summarized in terms of the contents, style, and publication project. These implications suggest that 'the Geography of Korea' needs to be improved by explaining the regional identity in a more refined way and by attracting more readers.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.154-169
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• 2008

Geography textbooks often have treated the world as a collection of independent nations. Also, many scholars have warned of ethnocentric bias in geography textbooks. Global education that emphasizes world interdependence and pursues global perspectives offers some possibilities to go beyond the status quo of current World Geography textbooks. The primary objective of this study is to analyze current US World Geography textbooks in terms of global education. A secondary objective is to explore a framework for rereading World Geography textbooks critically. This interpretive qualitative case study indicates that US World Geography textbooks maintain an imperialist and American-centered perspective. Especially, the case of Korea shows that other places and people are underrepresented through dichotomy, negative attitude and exclusion, misconception and stereotyping, and simplification in textbooks. Therefore, we need to detect conscious and unconscious fallacy and bias, to understand the world view and experiences of underrepresented people, and to deal with controversial global issues from diverse perspectives through global perspectives and post-colonial perspectives of global education.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.1-14
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• 2001

In geography education, the research which conceptualize the subject matter is still scare. Generally, the subject matter is used as a given or taken for granted as tested. The subject matter is not accepted as a given, but needed to construct what is founded on learner's life as a thing of most important the process of teaching and learning. Today, most critics argue that schooling seems to represent only a catalog of subjects, a structure of socially prescribed knowledge, or a complex system of meanings, which may or may not fall within his grasp. To solve this problem the meaning of terms should be separated from socially fixed conditions. Therefore, this resarch explores ways to reconceptualize the subject matter of geography based on the learner's everyday life in geography education.

• Fourth Industrial Review
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• v.4 no.1
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• pp.11-18
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• 2024

Purpose: The purpose of this study is to develop a geography class teaching and learning guide that enables learners to realistically explore the characteristics of the world's climate and geographical environment using digital tools. Research design, data and methodology: We review previous research on classes using goal-based scenario learning models, gamification, and digital tools, and explore tools that can be applied to world geography classes. Based on the exploration results, a goal-based scenario learning module is designed and a strategy for promoting educational gamification is established based on the ADDIE instructional design model. Results: The study comprises four sessions. Sessions 1-3 involve performance evaluations using a goal-based scenario learning module. Learners create game characters reflecting geographical characteristics, present results, and proceed with 3D modeling. In Session 4, a gamification class using Google Sites on the CoSpaces metaverse platform will be conducted. Conclusions: The study introduces a goal-based scenario learning model and a gamification class using digital tools to empower learners in exploring geographical diversity and its impact on lifestyles. Utilizing an accessible online platform, the study provides practical measures for integrating digital tools into geography education, addressing the current importance of digital technology in teaching.

• Journal of the Korean association of regional geographers
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• v.10 no.2
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• pp.223-234
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• 2004

Geography as a field of learning had its beginnings among the scholars of ancient Greece. The emergence of modern Geography was much due to the collection and classification of information about overseas areas. Today, world regional geography, which may be called area studies in other social sciences, is regarded as an introductory geography course in many American universities. World regional geography, however, has been much neglected by Korean geographers. Many factors have made Korean geographers not concentrate their efforts to area studies. The exterior factors include the great expenses for the area studies' fieldworks, and the many geographers' involvement in the writing of geography textbooks and atlases for school students. The interior factors include all the ethno-centric, mysterious, and authoritarian perspectives a large number of Korean geographers strongly stick to.

• Journal of the Economic Geographical Society of Korea
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• v.24 no.1
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• pp.102-121
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• 2021

Financial geography is an evolving subdiscipline in economic geography. This paper identifies and reviews three important 'waves' constitutive of the current state of financial geography: including the 'first' wave before 1990s when finance was regarded as a byproduct of the over-accumulation process in production sphere in the Marxist geographical political economy tradition; the 'second' wave in the mid-1990s during which financial geography was firmly established as a subdiscipline, influenced by the cultural turn and poststructuralist thoughts; and the most recent 'third' wave after the 2008~2009 global financial crisis that urged financial geographers to take power and politics more seriously and 're-politicize' with the analytical ideas of governmentality and financial subjectification from a neo-Foucauldian perspective. These waves have helped financial geography become a practice-oriented academic discourse, in which different philosophical thoughts, foci of analytical level and object, renditions of the subject, perceptions of power and politics, and geographies of finance and financialization coexist and also compete and contest one another.

• Journal of the Korean Geographical Society
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• v.48 no.3
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• pp.482-496
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• 2013

This study aims to investigate high school students' misconceptions in the subject of Korean geography, and further to create categories to systematically understand the misconceptions. The researcher asked experienced geography teachers to produce a list of students' geographic misconceptions, and then classified the misconceptions. The following five categories were created: 1) self-centered understanding based on everyday life and experience, 2) confusion by words, 3) inappropriate applications of operational definition or geographic concepts, 4) naive inference, and 5) inflexible generalization. The validity of this classification was established through a panel discussion with experts in geography education. The misconceptions that belonged to the categories of naive inference and inflexible generalization occupied a great portion. The misconception list in this study provides a useful data-set for researchers whose interest lies in misconception, and geography teachers can devise a lesson plan that explicitly emphasizes correct geographic concepts to prevent students from establishing misconceptions.