• 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.11 no.5
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• pp.474-487
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• 2005

This paper aims to provide empirical evidence required to describe the level of achievement by analyzing students' item response in NAEP implemented in the United States in 2001. The geography assessment in the NAEP is aimed to test students of 4th, 8th, and 12th grades, and consists of content dimension and cognitive dimension, The former includes 'space and place' 'environment and society' and 'spatial dynamics and connections,' and the latter includes 'knowing' 'understanding' and 'applying,' The level of achievement is defined as three levels for each grade: Basic, Proficient, and Advanced. In this paper, descriptions of achievement is derived inductively from an analysis of student's responses to the items which were selected by using item-mapping method. As a result, there is a great difference between the level of achievement derived empirically from students' response and the level of achievement designed principally suggested by the expert committee. The former could have a contribution to the improvement in geography curriculum.

• Journal of the Korean Geographical Society
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• v.39 no.1
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• pp.45-55
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• 2004

The paper describes the rainfall-runoff. soil moisture distribution and subsurface flow of 'U-shaped Goll' valley head slope to evaluate quantitatively the interaction between the water circulation system and geomorphic development. The findings are as follows: The fissure and the pipe entrance in front of 'U-shaped Goll' introduce a lot of direct runoff into either the soil pipe or the soil layer to accelerate the erosion of the soil layer, so that they are likely to contribute to the expansion and development of the soil pipe. Most of soil water is to be drained in pipe flow, while some of remaining soil water is to be fed into groundwater. Therefore, low rainfall intensity is thought to let both the groundwater level and the pipe flow react sensitively by the effects of the precedent rainfall even at events: As a result, the soil pipe is said to be an important factor having influence upon the material balance of 'U-shaped Goll' valley head slope. On the other hand, the groundwater shows greater specific flux at the top than at the bottom, and relatively larger specific flux is applied to the top to make 'U-shaped Goll' valley head slope go back to the top.

• Journal of the Korean Geographical Society
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• v.32 no.4
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• pp.511-520
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• 1997

As the spatial analysis paradigm was established in the discipline during the 1960s, the regional geography became regrded as a nonscientific enterprise. However, school geography has remained an old fashioned regional paradigm. Since then, regional framework which characterized geography curricula in education has been attacked and replaced by more scientific and systematic content. But recently, globalization and localization has rapidly transformed the everyday life of ordinary people. This social change requires regional awareness in school. The purpose of this study is to find relevant learning theories for geography in deucation and to suggest principles of constructing content for regional geography. We must transform the logic of regional concepts into educational content with reference to the learning process. We must examine various propositions for the leaming process. According to the Atomic view of knowledge, the learning process is cumulative, but this can't be applied to sophisticated knowledge. In the Organic view, the learning process is regarded as gradual differentiation. But the learning process is reciprocal, and socially constructed. Applied to geography in education, this view regard "meaningful learning" as social interaction between student's private geographies and content based on public (or academic) geographies.

• Journal of the Korean Geographical Society
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• v.43 no.2
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• pp.188-201
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• 2008

With recent rapid globalization, accurate information for the foreign countries is increasingly important. Errors based on inaccurate information and unequal international relationships complicate the situations. In this article, authors analyzed the Japanese place names which appear on the Google Earth images and place name database of the NGA. Google Earth already becomes a tremendous soft power in internet society; therefore, accurate information on the satellite image is more necessary than ever. This article finds that many types of errors exist in the place names in Google Earth image service. Also many place names are listed with Japanese pronunciation in GNS database as variants. The Japanese place names have not been used in topographic maps published since 1910s and 1930s. Japanese place names were widely used in US military maps published in 1946. 1:250,000 maps published in 1954, however, doesn't seem to use Japanese pronunciation any more.

• Journal of the Korean Geographical Society
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• v.41 no.5 s.116
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• pp.600-622
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• 2006

The consistent use of appropriate names for the undersea features is an essential element of effective communication among ocean scientists. The correct use of names on bathymetric and nautical charts provide benefits to national and international communities. Also it is expected that naming of the marine geographical features within the territorial waters and EEZ contributes to secure the territorial waters and preserve the various marine resources. This paper will seek to addresses a variety of activities where geographic names issues for undersea features arises. For the purpose of this paper, the attention will be given upon 1) the general history of activities on naming undersea features in Korea; 2) development of the guideline for standardization of marine geographical names; 3) geomorphological characteristics of undersea features in East Sea; and 4) future plan to conduct a systematic analysis for naming marine geographical features in Korea.

• Journal of the Korean Geographical Society
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• v.46 no.1
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• pp.100-114
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• 2011

The purpose of this study is to suggest the contents for geography education about East Asian cultural diversity. I chose "Human Relationship and Living-Habit" culture among East Asian diverse cultures and fixed 4 themes: family cultures, traditional cultures, friendship cultures and relationship cultures with other people. For making the lesson contents for East Asian cultural diversity, I analysed Geography 2009 Revised Curriculum and presented specific contents differently depending on grades. Until now, static and homogeneous cultures in East Asia have been emphasized mostly at school but cultures that are dynamic and related to students$^{\circ}{\phi}$ life are proposed in this study. Through understanding the differences of the East Asian cultures, it will be possible to expand mutual understandings among the East Asian people. This study will be a good alternative and paving the way for enhancing cooperations in East Asia.

• Journal of the Korean Geographical Society
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• v.45 no.1
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• pp.184-200
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• 2010

The production period of Daedongyeojijeondo is estimated from 1861 to 1866 in consideration of place names. Daedongyeojijeondo is elaborated enough that there are the latest data in, especially is better than Haejwajeondo that is a representative map in the 19th century in marking distance. Daedongyeojido is an official map for national defense and administration, on the other hand Daedongyeojijeondo is a popular map in which social and economical contents are included. The recognition of mountains and rivers based on organic view of the land is also represented in Daedongyeojijeondo, and the principle of the whole of mountains and rivers is well reflected. It is far better than modem maps in the expression of road system and distances, tidal area in rivers.

• Journal of the Korean association of regional geographers
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• v.19 no.4
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• pp.787-804
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• 2013

The purpose of this study is to explore the effect of 'World Cafe' conversations for collective intelligence. For this purpose, 'World Cafe' was applied to the class 'presentation and discussion' of university class. To explore the effect of 'World Cafe' conversations for collective intelligence I surveyed the responses of students participating in the class and analyzed results of the survey and class activities. The results are as follows: first, 82 percent of all students were actively involving in the class, second, topics were more discussed through World Cafe class than general discussion class. These results suggest 'World Cafe' class induced active participation of the students in class and have the effect producing the collective intelligence.

• Journal of the Korean Geographical Society
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• v.45 no.5
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• pp.647-668
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• 2010

As well as "Sangyeongpyo," "Gogyeong-Jeongripyo," table of national road transportation system is important to comprehend identity of national geography in Joseon era even if it had not been researched yet. The aim of this study is to divide type of these tables and find its genealogy through mainly analyzing the road network and land names. As the result of this research, "Yeojigo," topographical researches of Korea, edited by Shin Gyeong-Jun as a palt of "Dongguk-Munheonbigo" official book in natural history of the Joseon Dynasty published in 1770, might be identified as the origin for all copy of "Gogyeong-Jeongripyo." Then "Gogyeong-Jeongripyo," can be divided into at least three major types; almost direct descent of "Yeoji go" as 'type1', minor modification as 'type2', and hybrid edition(type3) with second type that quoted many land names as route information from "Dorogo," another topography specialized for road transportation. Since "Dorogo" was also composed by Shin, after all, all genealogy of "Gogyeong-Jeongripyo" came from him.