• Journal of The Geomorphological Association of Korea
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• v.18 no.2
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• pp.81-98
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• 2011

Among the changes of the Curriculum from the liberation to the present, the biggest change in the highschool geography course appeared during the period from the Period of Syllabus to the 1st National Curriculum. More specifically, during the 1st National Curriculum the highschool geography course which previously had three subjects, 'Natural Environment and Human Lives', 'Human Geography', 'Economic Geography' was reduced to one subject, 'Human Geography.' In addition, while some contents related with astronomy, geology, and biology had been contained in the physiography course, they were left out from the human geography course of the 1st National Curriculum. This reduction of the geography course was related to the context that earth science was newly established in the 1st National Curriculum. Originally the draft plan released in June, 1953, which was 10 months before the formal time allotment criteria list had been made public, contained 'Physical Geography' instead of 'Earth Science'. What is sorry is that the name of 'Physical Geography' did not remain and was changed to 'Earth Science'. The underlying causes of the crisis the geography education is now facing are the reduction of Physical Geography and the emergence of 'Earth Science' during the 1st National Curriculum. To overcome the present crisis, the subject of geography should be changed more meaningful one based on the comprehensive perspective and academic product that geography has accumulated.

• Journal of the Korean Association of Geographic Information Studies
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• v.14 no.3
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• pp.52-67
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• 2011

The research investigates the identification of necessary geographic information needed by forest fire suppression helicopter pilots, and the ways to acquire the required information from public institutions. Firefighting helicopter pilots demand 7 physical geographic and 13 human geographic data. Applying the geographical information acquired from Korean public institutions, the following 15 characteristics (3 physical geographic, 12 human geographic) can be found: altitude and highlands, river, high population and urban areas, roads, national park and state boundaries, fuel re-supply facilities, freshwater areas, cultural assets, (LPG)gas charging stations, gas stations, ammunition storage areas, ground power cables, and steel towers. Within the database of physical geography, there is a need for improvement on bird habitat details. Also, the availability of visibility, wind directions, and wind velocity data is limited and therefore requires refining. The location of refueling areas can be obtained by applying information received from institutions to the GIS spatial analysis.

• Proceedings of the KGS Conference
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• 2002.11a
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• pp.1-8
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• 2002

본문은 지난 20여년간 중국 학자들이 한반도에 대한 연구논문과 단행본을 토대로 학문 일반의 연구 동향, 그리고 지리학에 관해서는 자연지리학과 인문지리학으로 분류하여 그 연구동향을 살펴보려 한다.(중략)

• Journal of the Korean association of regional geographers
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• v.10 no.4
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• pp.824-832
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• 2004

By reviewing the research papers and books about Korean geography published in China during the recent 20 years, the trend of research on the Korean geography in the filed of general and professional viewpoint was summarized in this paper. For general review, 4 major trends were observed. First, lots of research institutes have been newly established. Second, the amount of journals and books related to the Korean geography are keeping increasing. Third, a series of new academic results arc being achieved. Forth, academic exchange activities are being carried out actively in broader rangers. For professional geography study, researchers are more focused on the study of human geography rather than physical geography. And in the field of physical geography, studies about geology, earthquake and natural resource appeared livelier than others, while in human geography, studies about economic geography attract more interests. It was also observed that problems such as the research fields are limited and Jack of fundamental theory study exist. To solve these problems, the learned circles of Chinese geography should do more efforts, while an effort of introduction of achievements of Korean geography study to china by learned circles of Koran geography are also necessary.

• Journal of the Korean Geographical Society
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• v.12
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• pp.21-26
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• 1975

이 글에서는 다음의 내용을 다루었다. 1. 기후의 인문적 고찰 2. 주요 도시의 인문기후

• Journal of the Korean association of regional geographers
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• v.8 no.2
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• pp.256-269
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• 2002

This paper is the first geomorphological research on TAENGNIGI which is famous for old geography book in Korea. The purpose of this paper is to explain TAENGNIGI in modem geomorphological viewpoint and then, lay the foundation for establising Korean style geomorphological terms. It also analyzes TAENGNIGI from Lee, Jung-Hwan(the authority of TAENGNIGI's geomorphological viewpoint. The main results are summarized as follows. Firstly, It is estimated that TAENGNIGI is a geography book including human and physical geography. Secondly, in spite of Lee, Jung-Hwan's some metaphysical explanation of feng-shui in TAENGNIGI. his geomorphological appreciative eye is excellent. Thirdly, it is possible that a Korean style geomorphological term will be established based upon the result of this paper on TAENGNIGI. Fourthly, Lee, Jung-Hwan indicted geography(地理), profit(生利), human nature(人心), landscape(山水) as factors in selecting of people's dwelling place(可居地) and he described that geography(mainly physical geography) was mostly important among the four factors mentioned in selecting of people's dwelling place. Especially he also mentioned that good landscapes have a favorable influence upon the forming of people's character.

• Journal of the Korean Geographical Society
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• v.48 no.2
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• pp.288-302
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• 2013

This paper aims to compare and analyze the undergraduate geography curriculums of Korean and American universities. is rarely offered as an undergraduate geography subject in both Korean and American universities. This may be due to the fact that the four fields of geography(human geography field, physical geography field, regional geography field, and other geography field) are not easily able to be integrated and taught as an independent geography subject. The ratio of the subject number of human geography field(39.4%) is greater than that of physical geography field(24.5%) at the geography departments of Korean universities, but the ratio of the subject number of physical geography field(32.8%) is a little more greater than that of human geography field(29.4%) at the geography departments of American universities. The ratio of the subject number of regional geography fields at the geography department of American universities(18.1%) is greater than that of Korean universities(13.8%), so more stress seems to be laid on the field of regional geography in American universities than in Korean universities. Although the geography curriculums of Korean universities seems to follow generally those of American universities, this paper reveals that there is also differences between the geography curriculums of Korean and American universities in terms of their emphasis on four fields of geography. The differences could be explained by the historical context of the geography departments of Korean universities during the last half a century.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.53-71
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• 2015

Geographical travel(Geotravel) is new theme tourism based on geographical fieldwork. Geotravel is an emotional journey to explore physical and human landscapes, and is also a comprehensive environmental one beyond the scope of historical tourism. Geotravel provides an optimized regional content and programs for experiential tourism of the family. Taking advantage of geographical characteristics as spatial tourism, the geotravel methodology in catchment unit is strongly recommended. The geotravel content has to be developed in convergence standpoint. The integrated key words of geotravel are human and water. Geotravel is a pattern of specialized edutainment tourism for the public and elementary, secondary school students as well. The development of geographical travel courses is necessary for the popularization of geotravel. Mobile apps will be the medium that delivers easy geographical travel information. And geotravel curator has to be raised quickly for the generalized easy and interesting geotravel.

• Journal of the Korean association of regional geographers
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• v.9 no.2
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• pp.153-168
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• 2003

Since 1945, geography textbooks of South Korea and North Korea have been developed differently. Taking both geography textbooks of South Korea(printed in 1996 and 1997) and them of North Korea(printed in 1995), this study compares and analyse geography textbooks of South and North Korea systematically, then to show their likeness and difference. Results of this study are as follows: First, Most of contents in South Korean textbooks consist of explations and many tables, graphs and photographs leading to inquiry activities, whereas those in North Korean textbooks consist of mostly sentences that explain topics, diagrams and sketches. Second, Geographical education in South Korea puts strong emphasis on human geography and regional geography, whereas that in North Korea does strong emphasis on physical geography, economic geography and education of cartography. Third, The geographical words of South Korean textbooks contain words written in Chinese character and words of English origin, whereas Those of North Korean textbooks do many pure Korean words.

• 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.