• Journal of the Korean association of regional geographers
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• v.23 no.2
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• pp.420-436
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• 2017

This study is to design and apply the Havruta class in the geography class and to investigate the effects of the students' attitude on the geography class and the change of the academic achievement through the Havruta class. As a result, it was found to be effective. The students who experienced the lessons in the class were more interested in the geography class, so they were more active in the class activity and they were useful as the class strategy to turn into the self - leading learner participation class. Through the help of Havruta class, students have been helped to understand the concept of geography, and it can be seen that their interaction with their mates has changed into an active attitude to improve their problem-solving ability and creative thinking ability. But, the students who experienced Havruta class did not get a meaningful difference in the evaluation of academic achievement after the class application. We can expect a positive effect on the application of short-term teaching, but it is necessary to give appropriate grace period to the evaluation of the cognitive domain and to develop a proper evaluation method rather than the existing selective evaluation I knew.

• Iberoamérica
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• v.22 no.2
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• pp.153-179
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• 2020

In the Mexican territory the cultural diversity is associated with the environmental diversity, this is demonstrated by the presence of native groups that inhabit the regions of the country, which are characterized by the management of various natural resources that they obtain from the terrestrial and aquatic environments of each of the regions. Through the RECREA Model: complex thinking, information and communication technologies and research-action, complemented with fundamentals of geography, environmental geography, cultural ecology, field work and cartographic information, we explained and analyzed the association between environmental diversity and cultural diversity to demonstrate that in Mexico there are still links between the environment, society and culture, a situation that determines the existence of human groups that subsist in the context of a global capitalist system that extracts in an unsustainable way natural resources. Based on these results, an instructional model is made to put it to practice with international students, in this case from Japan and South Korea, to allow the observation of its functionality in transmitting the aforementioned results on environmental and cultural diversity in Mexico during the teaching-learning process.

• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.484-503
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• 2014

This study is to point out importance of narrative as a way of learning values and interests for learners. Thus, geography value instruction models with narrative was developed and applied to teaching model. The results are as follows: First, narrative is useful to value education. Because narrative includes the contextual information, leaners are able to make a moral decision in respect of socio-cultural approach and to reach more truthful and practical decision with empathic understanding. Second, comparing with an expository text, the narrative text is more interesting, understandable, and preferred. Third, Web of meaning, one of scaffolding skills, is helpful to expand the scope of learner's thinking and group activity. Fourth, learner's awareness toward the topic changes. However, it is required to develop a practical method for elaborate assessment tool and for learners' active participation.

• Journal of the Korean Geographical Society
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• v.47 no.6
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• pp.899-920
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• 2012

The purpose of this study is to examine and better understand student's perception of territory in the deterritorialized world. Students' sketch maps were analyzed to investigate the way of which they recognized the form of national territory, border, geographic location, and neighboring countries. In addition, students' values, attitudes, and affection for their homeland and other countries were observed through the awareness of North Korea, DMZ, and Dok-do island. Scrutinizing students' sketch maps and follow-up interviews provided much more in-depth context for understanding students' narratives about territorial identity than did the analysis of structured surveys since they can freely draw and sketch their cognition. A qualitative data analysis builded a code list with 67 codes generated from 626 quotations. These data were exported to CSV format to elicit and evaluate differential variances of territorial identity along with student's Social Studies score and Grade Point Average for inferential statistics and quantitative data analysis using SPSS. Based on the results of data analysis and discussion, some suggestions to build a model of territorial education and to develop teaching and learning materials in the domain of geography education were provided.

• Journal of the Korean Geographical Society
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• v.46 no.3
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• pp.382-395
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• 2011

Considering that GIS (Geographic Information Systems) has not been widely adopted by teachers despite educators' considerable efforts to incorporate it into secondary education, if some teachers voluntarily participate in GIS in-service education without guaranteed benefits, those teachers deserve attention. This study investigates why teachers actively participated in a GIS staff-development program offered by Seoul National University in South Korea. Questionnaires were distributed to teachers and interviews were conducted. Results indicate that active participants are mostly young teachers who are expected to have had experiences with GIS during pre-service education. Teachers see the potential of GIS, but they also worry about several issues. Participating teachers' primary motivation was to learn enough about GIS to incorporate it into their teaching. Suggestions to facilitate the incorporation of GIS into education are provided.

• Journal of the Korean association of regional geographers
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• v.14 no.3
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• pp.269-278
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• 2008

This research analyzed the effect of lessons with the GIS application as an alternative scheme of teaching and learning of geography in elementary school. Two classes in the third grade at Y elementary school in Andong were selected to conduct lessons on 'The Landscape of My Hometown' from March 6 through June 30, 2006. In the experimental class, the lessons were conducted with the GIS application; while, in a comparative class, the lessons were carried with usual teaching and learning method. To find out the effect of lessons with the GIS application, differences of spatial cognition of students were figured out between groups, and before and after lessons. The difference between the spatial concept development stages and materials on the textbook discouraged students to pursue their learning as well as made them hard to achieve the goals of lessons. The GIS application had been suggested as an alternative teaching and learning method to overcome the difference; however, it has been hard to find any empirical research to verify the effect of the lessons with GIS application in elementary school. The ability of spatial cognition of the third graders at an elementary school was very low as the result of that curricula in the first and second grades dealt with sketch maps as teaching and learning media. The map learning of third grader on the transitional stage would play the critical role to develop the spatial cognition ability in the future. The field study contributing to developing spatial cognition ability would not be conducted at school. It was required to have the alternative learning schemes such as lessons with GIS application. The lessons with GIS application verified effect of GIS application as the alternative method. The GIS application helped students to recognize landmarks, directions and distance effectively as well as reduced the spatial cognition difference among individuals and/or groups.

• 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.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.219-231
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• 1996

The aim here is to analyse the system of description of GIS in all of the high school textbooks passed with the official approval, to find the degree to which teachers understand about GIS, and to consider the present condition of GIS instruction. Most of the authors of textbooks generally underestimate importance of GIS, and there is difference among their awareness. In the system of description of GIS, there are only a few kinds of textbooks in which explanation of GIS is made coherently from the purpose of instruction aim through the chapter summary and to overall test in both of the Korean Geography and the World Geography. This trend is due to the degree of distribution of the GIS specialists in writing a textbook while the other texts books shows just a brief introduction of GIS concept. Although there is the limit for teachers to study how to teach GIS due to its very technological aspect as well as few previous training and teacher's guide. Thus it is evident that about a half of teachers who responded taught high school students without a knowledge on GIS, and a few of them even never referred to that concept. These facts may negatively affect the status of a geography in the society of information. For the solution of these issues, it is considered how to repair the description system and its contents. Besides, the variation among textbooks is reduced at the further revision of the 7th curriculum. And the printed matters of GIS are sufficiently provided for the teachers to use as their teaching aids. It is desirable that the GIS instruction models should be further developed for college education, and the programs for the on-the-job teachers training should be arranged. Besides, the previous training for the on-the-job teachers should be achieved more practically with enough time before the revision of curriculum.

• Journal of the Korean Geographical Society
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• v.39 no.4
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• pp.620-632
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• 2004

This paper tries to examine differences between geography classes taught by majored and non-majored teacher and to find problems in the latter case, tv observing four middle school geography classes in Seoul, from April to May 2003. The observation was fecund on (1) organization of a class (2) dialogue between teacher and students (3) strategy of explanation. In addition, the author conducted personal interviews with social studies teachers in the schools where the observations were made. The analyses of the observed classes were made by micro-ethnographic research method. Major findings of the observation and analysis are as follows. First, the transition from one topic to another topic was not smooth in the case of non-majored teacher class. Second, the questions that the non-majored teacher posed in the classroom played less significant role in keeping up the class in an organized fashion than those that the majored teacher posed. Third, the non-majored teacher focused on the concepts, terms and contents appeared in the textbook and simply tried to explain them, whereas the majored teacher demonstrated teaching methods such as comparing and contrasting cases to provide students with a more dynamic and comprehensive understanding on the topic they teamed. Fourth, the non-majored teacher used maps less frequently and less actively than the majored teacher. In addition, although the non-majored teachers are well aware of their problems in the class as a non-majored teacher, they think that the problems are inevitable in a given curriculum structure of social studies in Korea.

• Journal of the Korean association of regional geographers
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• v.17 no.3
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• pp.332-347
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• 2011

This study is to analyze on territorial education described in geography textbooks in Korea and Japan. The following is the result that shows similarities and differences of the geography textbooks when it comes to territorial education. Korea and Japan have a contrasting territorial background. However, both countries start their territorial education by learning the location and shape of their country. Japanese geography textbooks focus on what people in the world think of Japan, but in case of Korea, the geography textbooks focus on how Koreans look at the world. In short, the territorial education in Japan try to emphasize Japan from the view point of the world. The next common ground is that the two countries provide territorial models in their geography textbooks in order to increase understanding. However, the Japanese students are provided with these territory models much earlier than Korean students and these models help them visualize and solidify their concept of territory. And, the two countries both put great importance on teaching territorial sea. In Japan, they try to include EEZ(Exclusive Economic Zone) in their territory. Considering these facts, it can be concluded that Japan is enlarging their concept of national territory as maritime territory. Lastly, after learning of territory the two countries both treat on territorial problems. But Korea treats passively territorial problem as such Dokdo, but Japan treats actively their territorial problems. Like that, the contents of territorial education described in geography textbooks in Korea and Japan are similar in terms of selection, but differ in quality in terms of organization. Therefore, future territorial education in Korea will be actively and successively done through succession and sequence of geography curriculum.