• Journal of the Korean association of regional geographers
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• v.22 no.2
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• pp.466-482
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• 2016

The purpose of this study is to develop learning modules for environmental education using goal-based scenarios and to examine their pedagogical benefits at the elementary educational level. To enhance environmental knowledge, skills, attitudes, and behavior, this research developed learning modules relevant to three sub-dimensions of environmental education: education about environment, education in environment, and education for environment. In particular, this study provided useful educational strategies based on students' everyday lives. The developed modules consisted of three parts: 1) acquiring knowledge concerning the cause of global warming, 2) practicing and internalizing environmental knowledge in students' everyday lives, and 3) extending and disseminating environmental knowledge and awareness to other people. After applying the modules, the students acquired knowledge regarding the causes of global warming through discussions with their peers, and furthermore, exercised pro-environmental behaviors in their everyday lives. Moreover, the participants created UCC to urge other people to act for environment.

• Journal of the Korean association of regional geographers
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• v.11 no.5
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• pp.458-473
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• 2005

This paper begins with a critique that researches of geography education in Korea have not reflected the ideological debates in education and geography. The purpose of this paper is to figure implications for socially-critical geography education being studied in England as openly-ideological approach. First, ideological viewpoints of geography education was categorized through analysis of ideology in education and geography. Especially, a limit of conservative and liberal approach is indicated, socially-critical viewpoint is intrinsically justified as alternative logic. Socially-critical theorizing can change teacher's role as an agent of curriculum change and their conduct knowledge as well as geography curriculum. Second, (social) concern-oriented geography education to be more concerned to 'the social' can be realized through the third space approach and committed geography education as critical pedagogy. And, critical literacy is needed to teachers and students for practice of socially-critical geography education.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.735-747
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• 2010

This study explains a turning to being cultured and geography management to get closer to popularization and specialization of geography, for which based on the assumption that they are for development of knowledge. It adopts the idea of human's geographical nature to solve the dualism which geography is referred as science and art. An object geographer studies is homogeneous, temporal as well as identifical and individual. To adopt human's geographical nature causes to human's geographical investigation, and uniting positivism to humanism. It deduces from the Bible and Evolutionism that it is characteristic of mobility, adaptabilty, connectivity, ideality, and hybridity. Geographical concepts is based on the fact that it can be applied to geographical research theme. Popularization of geography has to relate to being cultural, and specialization of geography has to relate to geography management.

• Journal of the Korean Geographical Society
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• v.48 no.2
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• pp.218-238
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• 2013

The objective of my paper is to investigate historical change in concepts of medical geography and to present its historical vision. Modern medical geography was established in the name of medical topography in Europe where it had to control tropical diseases in the course of exploration and voyages for colonial interests. England developed medical geography in the name of sanitary reform, France did so for civilizing mission, and geomedicine prevailed in Germany. The twentieth century witnessed two traditions of medical geography, with focus on disease ecology and medical care system, respectively. In addition, the paper emphasizes the significance of cartography of disease as knowledge as power. As the identity of place becomes increasingly important in relation to health at the around of the twenty-first century, geography of health has emerged as a new promising discipline independently of medical and public health geography.

• Journal of the Korean association of regional geographers
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• v.17 no.4
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• pp.459-476
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• 2011

This research aims to figure out the impact of different reflective thinking methods on pre-service geography teachers' teaching knowledge. Four pre-service teachers in the same level were selected through the first simulated instruction, Then, different reflective methods were given them to carry out the reflection. Afterwards, they carried out their second simulated instruction. The change of average score of pre-service teachers was analyzed through the peer reviews and Paired samples T-test. The results are as follows. First, when the first peer review score were compared with second peer review, average score of all pre-service teachers improved. But, pre-service teachers who got cooperative reflection with a specialist had the widest variation in the increase level of average score comparing to those without reflection or reflective journal writing. Second, reflective journal writing through self-reflection led to their reflective thinking, but it did not induce them to reflective practice. Finally, pre-service teacher who got cooperative reflection with experienced teachers got the significant improvement in PCK through the T-test. In particular, it had significant statistical value in instruction section and understanding of students section. It demonstrates that the contextual section could be improved by self-reflection or repetitive class practices, while instruction section and understanding of students section needed consulting by assistants.

• Journal of the Korean Geographical Society
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• v.32 no.2
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• pp.197-215
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• 1997

The purpose of this study is to show practices of teaching method based on the type of knowledge in geography education. The results of examining the type of knowledge according to the five themes in guidelines for geographic education in america are as follows: the empirical-analytic knowledge-centered contents are suited for designing concepts inquiry-centered teaching. The historical-hermeneutic knowledge-centered contents are suited for designing problem solving-centered teaching. The critical knowledge-centered contents are suited for designing decision-making-centered teaching. In this shsdy, 1 emphasized teaching method based on the type of knowledge in Ceographv Education according to the responses of students and academic achievement. However, in practice l propose that teachers construct their lesson plans according to their various spheres of interest.

• Journal of the Korean association of regional geographers
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• v.11 no.1
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• pp.1-18
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• 2005

Since the emerging period in !be Greek era, geography bas been defined as an empirical science in which travel and field trip bas been regarded as its major method for acquiring geographical knowledge or discovering geographical facts on the earth surface. In the contemporary geography, however, this kind of empiricism has been reduced to logical positivism which pursues rigid geographical laws, while diverse implications for empiricism (especially, that implied in the mythic imagination) have been ignored. On the other hand, recently a lot of books on trip for exploring regional cultural environments from the local to the global level have been poured out from outside of geography, and place-marketing has gained some attraction as a new method or strategy for regional development This paper is to consider diverse methodological implications of experience through geographical exploration especially hath from the standpoint of empirical geography and of humanistic geography, and the look on methodologically importance and limitations of place-marketing for regional development In conclusions, it is emphasized that those methodologies should be put together for a genuine exploration of regional cultural environment, and that place-marketing should be understood as a movement for rediscovering regional identity.

• Journal of the Korean Geographical Society
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• v.41 no.6 s.117
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• pp.639-656
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• 2006

The purposes of this paper are to examine the mechanism of the new economic spaces and to suggest directions of geographical research in the knowledge-based information society. It introduces the background of the formation of the new economic spaces and examines network, embeddedness, and agglomeration and dispersion as mechanisms of the new economic spaces. Based on the result of case studies of Kangnam area, the most active innovation region in Korea, and of Sunchang, one of the backward regions in Korea, the paper points out that new economic spaces are now developing even in the peripheral areas. Considering the result of theoretical discussions and case studies, the paper suggests three directions for future geographical research such as research from a integrative viewpoint, development of new methodologies of geographical research, and policy directed research in geography.

• 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 Geographical Society
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• v.42 no.1 s.118
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• pp.96-120
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• 2007

The purpose of this study is to look into practical knowledge of geography teacher that lead the teacher's conduct in performance assessment situation. In Classroom all activity of teachers is their unique creature and the behavior which express teacher's knowledge and competency as expert. Practical knowledge can be seen as a system of understanding that guides the teacher s decision, which involves the construction of contents to teach, methods of instruction, resources to use etc. Therefore if we fully read the teacher's instruction, we have to understand the practical knowledge of teacher. As an ordinary activity of teaming and teaching, performance assessment is conducted on active learning and teaching situation and has intention to advance learning. Thus All evaluating behavior conducted by teacher can be understood through the practical knowledge of teacher. For this purpose a series of performance assessment scenes conducted by teacher were selected observed and captured the imagery, principles and rules of practical knowledge through the qualitative research method. The result supposed that practical knowledge influence the whole process of geography teacher's performance assessment activity.