• Journal of the Korean association of regional geographers
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• v.14 no.3
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• pp.199-211
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• 2008

This study looks into existing discussion about the entry time and the geographical criteria point of 'Ho-Nam' as a place name. And discusses the reason which the geographical criteria point is not clear with emphasis on the possibility of the geographical range change of place name. The result is as follows. Firstly, the regional criteria of 'Ho-Nam' is Kum-River if we consider direction and the role as a regional barrier among the existing offered criteria. Secondary, the criteria of Ho-Nam and Ho-Seo might be different each other. A place name of Ho-Nam had appeared before Chosun period as a geographical concept and changed to the cultural concept during Chosun period. And Ho-Seo was established in Chosun period. But 'Ho-Nam=Jeon-la Province' and 'Ho-Seo=Chung-cheong Province' is established during Chosun period as a cultural concept. Thirdly, the geographical range of Ho-Nam of Go-Ryeo period and Chosun period were different each other. Fourthly, the criteria of Ho-Nam may be the Han-River if we consider the entry time and geographical range change.

• Journal of the Korean Geographical Society
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• v.34 no.3
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• pp.281-293
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• 1999

이 연구는 개념 및 개념학습의 의미와 가치를 평가해 보고, 기존의 지리교육 기본 개념에 대한 논의를 정리하여 현장 교사들의 기본 개념 인식과 비교한 후, 향후의 지리교육 내용 구성의 방향을 모색해 보았다. 지리교육의 개념은 지리적 현상의 작동 과정을 이해하는데 도움을 주는 개괄적인 관념으로서 관련 지식들을 인지구조 속에 붙들어 매어주는 역할을 한다. 현장교사들이 가장 중요하다고 인식하고 있는 기본개념은 인간-자연관계, 입지, 지역, 지도화, 지역적 차이, 문화 등이며, 이는 전통지역지리학에서 강조되어 온 개념들이다. 반면에 지역적 결합, 공간 및 공간관계, 장소, 지구사회, 이동 등의 개념은 교사들이 잘 이해하지 못하고 있는 개념으로 밝혀졌다. 이러한 분석과 관련하여 주의를 기울여야 할 점은 지리학과 지리교육의 기본개념을 무차별적으로 혼용해서는 안 된다는 점이다. 학문적 성과와 교육적 성과는 다른 것이며, 이에 맞춰 지리교육의 교육적 효과를 높일 수 있는 구체적인 하위개념들이 개발되어야 할 것이다.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.263-277
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• 2005

Since the 1980's, metacognition has been one of the core subjects in the studies on teaching-learning. There have been significant considerations about the metacognition in the reaching-learning become increasingly important in relation with learner's thinking. Though, metacognition has now become important concept used in learning process, there have not been sufficient researches in geographic education. The purpose of this parer is to define metacognition concept in geograpbic education. First, the concept of metacognition in geograpbic education, alike in the other education, can be classified as metacognitive knowledge and metacognitive function. Metacognitive knowledge can be categorized as knowledge about self, task, and strategy. Metacognitive function can be categorized as function about monitoring, evaluating and controling. Next, based on geographical metacognition concept, this paper is researched the characteristics of geographical metacognition in the students' reading maps inquiry activity.

• Journal of the Korean Geographical Society
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• v.37 no.4
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• pp.425-441
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• 2002

This study focused on the geographical concepts development and its zone of proximal development(ZPD) through the collaborative interaction. Among the conclusions are: 1) Students who have higher cognitive structure represented the Creator Seoul Metropolitan Area(GSMA) as a geographical concepts, not as a spontaneous concepts. The concepts is developed from concrete facts, subordinate element concept to basic element concept hierarchically. The most difficult concept that the learner should internalize was represented as the basic element concept. 2) Although ZPD of GSMA is individualized, it could be divided into 9 types. The ZPD was developed differently according to the qualitative differences how much more and how systematically represented the geographical concepts. The characteristics shown in this development procedure was that there was a quality change based on quantity extensive.

• Journal of the Korean Geographical Society
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• v.35 no.1
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• pp.95-120
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• 2000

구성주의 수업은 삶의 경험 혹은 나의 문제로 전환된 문제를 학습주제로 하여, 교사와 학습자, 학습자간에 상호성과 상보성이 전제된 대화화 협력을 통해, 맥락에 적합한 지식을 구성하는 활동이라 할 수 있다. 구성주의 지리교육은 지리학을 위해 지리적 지식을 구성하는 것이 아니라, 지리적 삶을 위해 지리적 지식을 구성하는 것이다. 이것은 지리적 맥락과 맥락의 구성에 충실할 때 가능해 진다. 방법론적으로는 생활 주변에서 볼 수 있는 지리적 사상을 학습대상으로 하여, 이들을 그림이라는 상징을 통해 학습자 스스로 맥락에 따라 구성, 재구성하는 과정 속에 지리적 지식이 구성되게 하는 것이다.

• 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.

• Proceedings of the Speleological Society Conference
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• 2004.06a
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• pp.37-44
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• 2004

• Journal of the Korean Geographical Society
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• v.42 no.5
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• pp.728-744
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• 2007

In East Asia, regional identity can be expected to obtain popular consent more successfully when it is firmly based on historical-geographical reality. This study is an attempt to apply a broadened concept of place to the identification of East Asia as a cultural region. Cultural mixture within places at various scales, rather than cultural integration across those places, would give greater coherence to East Asia as a cultural region. This cultural mixture varies from one place to another, depending on the relative position in power relations. It could appear in the form of either domination or resistance, and even entanglement. The concept of a "mountain as a contested place" is proposed as an experimental effort to search for the basis for cultural identity within East Asia. This concept of place should be extended to the individual studies of such spatial units as houses, gardens, villages and cities. These individual studies, if accumulated, would result in improved theories of East Asia as a region that has a distinct cultural identity in historical-geographical terms.

• Journal of the Korean association of regional geographers
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• v.10 no.3
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• pp.579-591
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• 2004

Recently more emphasis thinking is domain-specific by cognitive psychologists, because problem solving needs domain-specific knowledge. Improving students' geographical thinking should ensure that geographic skills are used when developing teaching-leaming objectives. Knowledge is undoubtedly important, but for the purpose of the teaching of geography thinking, skills are critical. The purpose of this paper is to make specification of geographic skills as a frame of reference for instructional objectives. Based on cognitive psychology, this paper examined the interdependence relationship between thinking and knowledge. Next, we attempt to conceptualize high order geographical thinking and relatively lower order geographic skills and to explore specification of geographic skills in complex thinking strategical perspectives.

• Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
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• v.7 no.5
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• pp.675-684
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• 2017

Geographical Identification (GI) regulation is not common in Korea. Although studies on the regulation recently have been conducted, there is a lack of academic discussion about its domestic introduction and activation plan. GI regulation has advantages in terms of activation of local industry, consumer protection, and economic efficiency. Moreover, the quality of agricultural and marine products in Korea is not lower than that in Europe to apply GI regulation. Therefore, it is necessary to establish the regulation in Korea through the review of the reference cases. This study examines the status of GI regulation and policies in Korea and foreign countries for the protection of domestic liquor industry. This study also provides suggestions to achieve the growth of domestic Makgeolli through GI regulation as if the liquors representing a country such as French wine, Japanese sake, and German beer are being loved around the world.