• Journal of the Korean association of regional geographers
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• v.7 no.2
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• pp.97-119
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• 2001

The present education situations are rapidly changing to adapt to 'the Knowledge & Information-based Society'. Especially, the implementation of 'the 7th National Curriculum' put strong emphasis on the learner-centered education that refers to the ability grouping. Therefore, it is necessary that the change from a traditional teaching method to a learner-centered one in geography education will take place. This study will present a design of geography ability grouping through the Task-Solving Learning. This ability grouping method is suitable for the large class. And this study also presents a strategy by applying WBI, which make use of the advantage of computer and constructivism. This WBI model can be applied properly to many teaching-learning methods that includes Self-Directed Learning, Collaborate Learning, Ability Grouping, and Applying ICT Instruction. Actually they are demanded in the current education. A geography-classroom will have an accessible internet program as a precondition for this instruction.

• 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.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

• Proceedings of the KGS Conference
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• 2004.11a
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• pp.63-64
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• 2004

• Proceedings of the KGS Conference
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• 2004.11a
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• pp.67-67
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• 2004

• Journal of the Korean Geographical Society
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• v.41 no.4 s.115
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• pp.491-506
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• 2006

In terms of the importance of ocean as a present and future resource and the Korean peninsular location, it is strongly urged to develop renewed recognition and educational programs on ocean, so as to respond properly to the newly emerging political changes surrounding the country. By setting up the purpose of marine education as engendering greater interests in and knowledge of ocean, this research suggests that the frame of marine education can be founded appropriately on four educational sub-categories: humanity education, territory education, economy education, and resources and environment education. At an operational scale, this paper particularly analyzed ocean- related contents in the 7th national curriculum in order to find substantial ways for strengthening marine education. The study simultaneously compared the result of content analysis with the curriculum of marine education in other countries, and founded that explicit ocean-related contents in the 7th curriculum were significantly limited. Yet, the study alternatively points out that it is possible to use a variety of teaching materials and apply them for writing textbooks or developing teaching-teaming curriculum. I provide some of the ways for strengthening marine education by using marine-related themes in the curriculum of geography education. Marine is not simply one of the key elements in the discipline of geography. But, more importantly, I suggest that geography is particularly useful in developing various and familiar themes such as swimming beach, fishing villages, ports, marine-bound industrial district and port cities into teaching materials.

• Journal of the Korean Geographical Society
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• v.38 no.4
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• pp.640-656
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• 2003

This study is to focus on the National Curriculum and the Geography National Curriculum in England. First, it is studied the background of the National Curriculum establishment by the Education Reform Act(1988) in England where had been carried out curriculum policy allowing teacher to plan curriculum in school level for a long time. Secondly, the background of included Geography in the Foundation Subjects is investigated. Thirdly, the structure of the National Curriculum and the improvement of the Geography National Curriculum from the 1991 version to the reviewed versions of 1995 and 2000 are explained. And finally, the impact of the National Curriculum on geography education in curriculum planning in school level, teaching material and the status of school geography is explored.

• Journal of the Korean association of regional geographers
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• v.9 no.3
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• pp.395-409
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• 2003

In this study the meaning and necessity for self-regulation in managing and organizing the national curriculum is researched in order to reflect the reality that the tide of regionalization appears apparently with globalism. Hwacheon is chosen and applied as an example region for selecting and forming a new learning content in geography education and teaching and learning that content. The regional geography should be learned in high schools according to the approach of regional textbooks being made and used now in primary and middle schools, and the contents of textbooks should be properly reorganized in accordance with the students' school ages rather than organized simply with enumerating geographic facts in a row. And the contents should be organized centering on the learners' daily living sphere. In addition, teaching-learning method should be taken into consideration according to the scale of the regions. Consequently, in this study small-scaled area was chosen as a learning content, laying stress on daily lives within the living zone, and therefore field work is considered as a learning method.

• Journal of the Korean Geographical Society
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• v.48 no.1
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• pp.128-150
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• 2013

This paper is to examine the interrelationship between morality (or ethics) and geography and education in terms of the moral and ethical dimension embedded moral turn in geography. Since the 1970s, the geography have morally turned with stressing realization of social relevance and justice through interest on moral issues such as the spatial inequality and human welfare in the world of difference. This moral turn in geography has formed the area of moral geography, and emphasized the ethics of care and responsibility of human and nature with warning of immoral geographies of others and nature in the world of difference with the recent trend of postmodernism. For morally careful geography teaching, it is now good time that geography educators need to think the moral turn in geography education. If geography education is willing to contribute to make a better world, it needs to reflect more morally on geography curriculum and instruction in terms of the ethics of care and responsibility.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.