• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.66-77
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• 2001

The contents and results of teaching should be evaluated periodically and intermationally in the age of globalization. The Third Internatinal Geography Competition, held from August 13 to August 19,2000 in Seoul, was a good opportunity to compare the level of achievement in geography among Korean students with that of other countries. Students from 13 countries competed with one another by demonstrating their geographical knowledge via three kinds of test. The aim of this study is to evaluate the international level of high school students in geography education in light of the result of the competiton. Four specific contents ate analysed here: 1)the process and result of the competiton, 2) the analysis of test scores of all students, 3) the international comparison of achievement level of the Korean students, and 4)the evaluation of the examination items and their comparison with those of the first competition. The result of this study will help to evaluate ths competitive achievement of geography education in high school. Although the Korean studenrs scored high marks overall, their were relafively weak in the fieldwork assignment. This shows that instructions in geography are unbalanced.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.747-763
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• 2013

Books on world geography, so called "萬國地誌" had an important influence on changing Koreans' views of the world and the nation through the introduction of new world geographical knowledge during the period of modern enlightenment(1894~1910). "小學萬國地誌" was published in 1895 by Hakbu as an early world geography textbook. This study sought to discuss the significance and influence of "小學萬國地誌" by focusing on its contents organization and description style. The findings are as follows. The six regional contents organization adopted the modern regional geographical method by regional scale classification, describing the human geography based on the physical geography, comparing regional characteristics or studying the relationship between human and the nature. In addition, this textbook was written using the kukhanmun style that displays several characteristics of modern printing culture. Many geographical names were written in Korean characters and geographical knowledge was accepted actively from the modern world, subsequently contributing to the generalization of geographical knowledge. This textbook led to the transition of the Koreans' worldview from a China-centric focus by providing practical and specific knowledge about the world, toward the Korean modernization based on the multiple ideologies of social Darwinism and the advent of enlightenment, imperialism and nationalism.

• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.421-435
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• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.

• 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.

• 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.

• The Korean Journal of Quaternary Research
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• v.18 no.2 s.23
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• pp.51-55
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• 2004

• The Korean Journal of Quaternary Research
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• v.19 no.2
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• pp.65-67
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• 2005

• The Korean Journal of Quaternary Research
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• v.22 no.2
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• pp.43-44
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• 2008

In this brief present are about some advanced results from investigation geomorphology in basin of river Tui and distribution of relief their peculiarities, types morphogenetic, convert to ekzogen process of relief ( fluvial system, permafrost process, wind process, slope process etc) and dynamic process of sedimentation.

• Proceedings of the KGS Conference
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• 2004.05a
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• pp.94-94
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• 2004

In this paper the author surveys the available literature on "bioregionalism", a relatively new intellectual tradition evolved from the North American environmental social movements of the 1970s and 1980s. The so-called "bioregional approach" is gaining acceptance among environmental planners in North America and elsewhere, and has attracted the attention of some geographers. (omitted)ographers. (omitted)

• Proceedings of the KGS Conference
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• 2001.05a
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• pp.151-153
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• 2001