• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.255-267
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• 1996

The so-called Cultural and Historical Geography, sometimes called even as the Historical and Cultural Geography, has been defined as an interdiscipline that encompasses several disciplines in Korea. Scholars with various academic background have participated in the academic activity of the Association of Korean Cultural and Historical Geographers that was organized in the late 1980s. The academic majors of these participants are cultural geography, historical geography, history of geography, urban geography rural geography, economic geography, social and economic history anthropology, landscape architecture, and so on. It was in the 1960s that articles about the Cultural and Historical Geography appeared for the first time in the major academic journals in Korea. The pioneers of publishing these articles in the 1960s continued to conduct their research, while training students majoring in the Cultural and Historical Geography in the 1970s. All of these pioneers and their students were very active in the formation of identity vrith the Cultural and Historical Geography In the 1980s. Cultural and Historical Geography in Korea took a great leap forward both in quantity and in quality. The number of articles in the journal increased substantially, and the range of research theme and methodology extended in a great deal. It was also in the late 1980s that the Association of Korean Cultural and Historical Geographers was organized in Seoul, Korea, and this association began to publish a professional journal named Cultural and Historical Geography once a year. In the 1990s, single-authored books dealing with Korean Cultural and Historcial Geography began to appear in public as textbooks or research monographs. These books are expected to speed up the spread of Cultural and Historical Geography in Korea. If it continues to grow further both in quantity and in quality as it has been, Cultural and Historical Geography in Korea will be able to stand as an independent academic field in the future. Until then, however, it cannot but avoid its mission to contribute to an integrated development of human geography in Korea. It has already gained not only its own merit in the humanistic perspective but also its own strength in its synthetic understanding.

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2001.11a
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• pp.59-63
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• 2001

• 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 association of regional geographers
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• v.12 no.1
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• pp.142-153
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• 2006

The purpose of this paper is to develop effective lesson planning and to describe what happened when GIS was integrated in the teaching and learning of regional geography in a highschool classroom. To achieve this, first, regional geography learning modules were designed using strands model. Second, six hour instructions were carried out. Third, students' reflections were analysed. Fourth, suggestions for the next implementation of GIS in regional learning are discussed. The results of the study are as follows. First, students showed interest in learning with GIS and they engaged actively in the teaching-learning process. Second, GIS was effective for enhancing students' achievement on concepts about GIS and mapping. Third, GIS promoted students' interest on regional learning. Fourth, students preferred collaborative GIS learning. Finally, GIS was not shown to be entirely effective in this case, due to the limited access to appropriate hardware and lack of time.

• 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 Geographical Society
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• v.49 no.6
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• pp.949-969
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• 2014

The purpose of this study is to analyze the share of global citizenship education in the 2009 Revised Social Studies (geography area) School Curriculum of the Republic of Korea. I selected the achievement standards of the geography domain in the fifth and sixth grades as the subjects of analysis. The chosen subjects were examined using content analysis: I used KrKwic, a Korean language content analysis tool, to analyze the content and drew a semantic network of the analysis results using UciNet/NetDraw. I found that the geography domain of the 2009 Revised Primary School Curriculum included the concepts of and factors of global citizenship education. However, global citizenship education did not account for a major portion of the curriculum, and the curriculum achievement standards were noticeably nation-state centered. Global citizenship education factors were not closely associated with to other related factors in fact, they even revealed a isolated pattern. These findings suggest that the inclusion of global citizenship education in primary geography education is limited, because the connections between global citizenship education and related contents, such as the environment, sustainable development, conflict, and cooperation, are probably impeded. Globalization accompanies the transformation of territories, identities, and the relations between nation-states and the world, although nation-states continue to play a significant role in the globalized worlds. Therefore global citizenship education, a educational trend focusing on the global community, is particularly important and is required in the geography curriculum of the global era. I expect that the examination undertaken in this study to contribute to future curriculum revisions regarding globalizatin and global citizenship.

• Journal of the Korean Geographical Society
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• v.48 no.5
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• pp.786-801
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• 2013

This study aims to elucidate features of the geography assessment of France in which geography has a high status in school curriculum. The main data for analysing are the geography examinations(1999-2013) of the Baccalaur$\acute{e}$at. In terms of objectives of the assessment, the exams put emphasis on promoting cultural knowledges of students and developing their competences in graphic languages. In terms of formal aspect, the exams take a simple layouts to raise a readability, use variable test tools, especially an essay and a 'croquis'. They also emphasize students self-directedly constructing and representing geography knowledges and their inquiry abilities with geography materials. In terms of contents aspect, the exams mainly cover subjects of political-economic geography, particularly a spatial organization, a development inequality and the world powers in global contexts or macro spatial scales. One of a distinguishing characteristics of Baccalaur$\acute{e}$at's History-Geography examinations is that it designs to keep balance between two parties; history and geography.

• Journal of The Geomorphological Association of Korea
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• v.23 no.3
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• pp.93-104
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• 2016

High school textbooks of world geography show geomorphic featuresin arid environments such as sand dune, yardang and ventifact which are largely created by aeolian processes. Desert pavements, ubiquitous armored surfaces composed of a mosaic of clasts in hot and arid regions, are introduced as a major landform which can be attributed to wind erosion. However, they are formed by a variety of processes including deflation, surface runoff, upward clast migration and dust accretion that cause coarse particles concentration at the surface. The deflation by wind leaving a lag of coarse clasts has been solely regarded at home, even though the classical mechanism of deflation has been evaluated as a relatively unimportant process of pavement formation abroad through empiricalstudies. The accretionary model is gaining wider acceptance, thus implying that desert pavements could be formed through deposition of aeolian material. In addition, sheetflood and upward migration of clasts, irrelevant to the aeolian processes, could also create stone pavements. As a consequence, the deflation process in high school textbooks has to be urgently modified into a range of processes including aeolian mantling. By stressing that desert pavements are an exceptional geomorphic feature in deserts where wind is a predominant geomorphic agent, they can be used as a good example to demonstrate that a landform is not monogenetic.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.975-992
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• 2012

This study analyzed the citation count of papers and authors in the field of human geography through the multidimensional scaling and social network analysis with the papers and their references published in Journal of Korean Geographical Society(Geography). The major findings of this study are as follows. Group formation of common approaches in intelligent network has not formed by cited literature in the field of human geography of a journal representing Korea. Then, each researcher should study consistently on a subject to form a school rather than diversify the field and subject of study. They also need to increase the citation count by accumulating research work with a high degree of completion. In addition, many universities with a lot of enrolled graduate students of master's and doctorate course have a responsibility to encourage the formation of school. Meanwhile, if the master's and doctoral dissertations are not official publications unlike journals, the citation of them should be avoided institutionally because it is the unique phenomena of Korea.

• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.721-734
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• 2010

This study suggests two kinds of policies to strengthen the national land education in Korea. One is the substantiality of school education on the national land. Korea Should take the national land education by the way of teaching the national and worldwide geography in schools, so that Korea can get to the place of advanced countries like Germany, France, England, and the USA. The other is the strengtheness of citizens education on the national land. We can have the thorough knowledge of the natinal land by the three methods, including the establishment of the Citizens University of the National Land, the arrangement of Various national land events, and the book publication and portal site management of the national land.