• Journal of the Korean Geographical Society
• /
• v.36 no.2
• /
• pp.161-176
• /
• 2001

This study is to find a theoretical basis for the effective teaching-learning of the geographical concept through comparing two cognitive pshychological perspectives: Piaget's cognitive development stage theory and Vygotsky's theory with higher mectal function and zone of proximal development(ZPD). Piaget't theory of cognitive development stage has been empirically proved in the spatial concept development and provided a basis for geographical educational psychology. In spite of this contribution, it has its own limitation in that students cannot learn cocepts beyond their cognitive development stage. On the other hand, Vygotsky supposed that concept development has been done by teaching-learning. This study suggests that Vygotsky's theory gives more comprehensive thoretical basis for its effective teaching-learning about the geographical concept development.

• Journal of the Korean Geographical Society
• /
• v.37 no.4
• /
• pp.425-441
• /
• 2002

This study focused on the geographical concepts development and its zone of proximal development(ZPD) through the collaborative interaction. Among the conclusions are: 1) Students who have higher cognitive structure represented the Creator Seoul Metropolitan Area(GSMA) as a geographical concepts, not as a spontaneous concepts. The concepts is developed from concrete facts, subordinate element concept to basic element concept hierarchically. The most difficult concept that the learner should internalize was represented as the basic element concept. 2) Although ZPD of GSMA is individualized, it could be divided into 9 types. The ZPD was developed differently according to the qualitative differences how much more and how systematically represented the geographical concepts. The characteristics shown in this development procedure was that there was a quality change based on quantity extensive.

• Journal of the Korean association of regional geographers
• /
• v.14 no.3
• /
• pp.199-211
• /
• 2008

This study looks into existing discussion about the entry time and the geographical criteria point of 'Ho-Nam' as a place name. And discusses the reason which the geographical criteria point is not clear with emphasis on the possibility of the geographical range change of place name. The result is as follows. Firstly, the regional criteria of 'Ho-Nam' is Kum-River if we consider direction and the role as a regional barrier among the existing offered criteria. Secondary, the criteria of Ho-Nam and Ho-Seo might be different each other. A place name of Ho-Nam had appeared before Chosun period as a geographical concept and changed to the cultural concept during Chosun period. And Ho-Seo was established in Chosun period. But 'Ho-Nam=Jeon-la Province' and 'Ho-Seo=Chung-cheong Province' is established during Chosun period as a cultural concept. Thirdly, the geographical range of Ho-Nam of Go-Ryeo period and Chosun period were different each other. Fourthly, the criteria of Ho-Nam may be the Han-River if we consider the entry time and geographical range change.

• Journal of the Korean Geographical Society
• /
• v.42 no.5
• /
• pp.728-744
• /
• 2007

In East Asia, regional identity can be expected to obtain popular consent more successfully when it is firmly based on historical-geographical reality. This study is an attempt to apply a broadened concept of place to the identification of East Asia as a cultural region. Cultural mixture within places at various scales, rather than cultural integration across those places, would give greater coherence to East Asia as a cultural region. This cultural mixture varies from one place to another, depending on the relative position in power relations. It could appear in the form of either domination or resistance, and even entanglement. The concept of a "mountain as a contested place" is proposed as an experimental effort to search for the basis for cultural identity within East Asia. This concept of place should be extended to the individual studies of such spatial units as houses, gardens, villages and cities. These individual studies, if accumulated, would result in improved theories of East Asia as a region that has a distinct cultural identity in historical-geographical terms.

• Journal of the Korean Geographical Society
• /
• v.17
• /
• pp.1-10
• /
• 1978

• Journal of the Korean association of regional geographers
• /
• v.15 no.1
• /
• pp.99-114
• /
• 2009

The purpose of this paper is to identify the authour of Baekdusanhaenggi, Yun Hwasu's understanding of place and the types of geographical knowledge shown in the book. He regarded ideologically the place as a paradise or a sacred land on the base of empirical understanding of it. Geographical knowledge in Baekdusanhaenggi was expressed as two main types; geographical content and geographical concept. The content of geographical knowledge consist of physical geography such as climates, vegetations, geographical features and human landscapes such as settlement landscapes, cultural landscapes. The geographical concept consist of locations, distances, regions.

• Journal of the Korean association of regional geographers
• /
• v.11 no.2
• /
• pp.263-277
• /
• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.

• Journal of the Korean Geographical Society
• /
• v.51 no.4
• /
• pp.559-576
• /
• 2016

The concept of 'cultural diversity' has emerged as a key concept and the buzzword of the 21st century's international community in education, science and culture sectors since UNESCO's "World Declaration on Cultural Diversity"(2001). However, the appropriate and correct implementation in educational level and in a subject scale can not be pursued without special understanding of multilateral implications of UNESCO's 'cultural diversity' because the concept of cultural diversity has been distributed to various applications according to individual scholars and institutions before the "World Declaration on Cultural Diversity" was released. The ultimate orientation of 'cultural diversity', the concept presented in "World Declaration on Cultural Diversity" is 'world peace' and 'the coexistence of various cultures of mankind'. In this regard, 'cultural diversity' has special 'educational' meaning to the next generation as well as the current one. Also, it is meaningful to take educational practices on cultural diversity in case of the "World Geography" subject in view of that international society of geographical education came up with "International Declaration of Geographical Education for Cultural Diversity" in the IGU(International Geographical Union) 2000. From this point of view, the author proposes that the 'cultural diversity' concept implies four folds of meanings as an ideology, as a symbol, as a vision, and as a epistemological turn based on the analysis of literatures on 'cultural diversity' of UNESCO, then presents an educational practice centering around the examples and its usage of teaching materials of cultural diversity.

• Journal of the Korean Geographical Society
• /
• v.51 no.6
• /
• pp.819-836
• /
• 2016

The development paradigm based on modernization theory and economic growth since the WWII reached an impasse in the 1980s. As an alternative, the new perspective on development as a whole social development beyond economic growth has emerged, and culture as an important method for as well as a approach to development has been emphasized. Post-development theories destruct the European development concept and suggest alternative developments emphasizing culture restoration, endogenous growth, diversity, and neopopulist developments movement emphasize community, gender, ownership, and participation. International Organizations such as UNESCO have also examined and developed the relations between culture and development. Although different from that of the past development paradigm, acknowledging other cultures, however, this elaborated concept of culture has some limitations and need to be reconceptualized through applying the geographical concept of 'relational place.' The concept of relational place can help recognize internal diversity within culture and community and link them to a broader economic and political contexts.

• Journal of the Economic Geographical Society of Korea
• /
• v.6 no.2
• /
• pp.327-338
• /
• 2003

The concept of industrial cluster began with the agglomeration economies occurring in a small scale place, which are mainly drawn from intense networking between companies, universities, research centers and other institutional bodies. Recently, however, as cooperation between autonomous administrative units and between industrial clusters has been more active than ever, there has emerged the concept of extended industrial cluster (EIC) and, subsequently, policy measures for nurturing it. This study focuses on the concept of EIC, mainly in the perspective of the need to adopt it into the industrial cluster literature. The study identifies the raison d'etre of EIC in the respects of the flexibility of geographic range, complementarity and cooperation between functions and regions, scale economies and productivity, and the development stage of industrial clusters. It also suggests how to establish the concept of EIC in the Korean context and how to apply EIC policy in the Korean industrial policy.