• 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.21 no.2
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• pp.411-425
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• 2015

Development education started in some of developed countries of Europe since 1960s. Japan was interested in the development education with realizing the impotance of quality of life in the late of 1970s after high economical growth in 1960s. Just like Eroupe, development education in Japan was done to citizen by development NGOs. But under close cooperation with JICA and MOE, development education was gradually absorbed in formal education. Development education in Japan is done through interdisciplinary studies and the subjects. Geography national curriculum and textbooks in Japan show that the subject aimed to nurture Japanese in the world in the period from the late of 1960s to the late of 1970s. Thus the period can be named the sprouting time of education of development. But with entering the late of 1980s, geography national curriculum started to focus on fostering global citizenship to students. The turn in the educational aims can be counted as practical start of education of development. And education of development through geography was extended the most in the late of 1990s. But in the recent revised geography national curriculum, emphasis on education of development is reduced a little. It can be told that education of development in Japan arrives at the level of the full growth.

• Journal of the Korean association of regional geographers
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• v.6 no.3
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• pp.101-115
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• 2000

This study aims to make a research on the secondary school education of geography and the system of teacher training in Belgium, focused on the case of Francophone Community. What has been made clear by this research can be summed up as follows. The first two years of the secondary school offer two hours of 'environment education', per week, which can be categorized into the learning of living geography, in that at this stage students learn how to observe the geographic phenomena in their daily life and pigeonhole them. The two years of the second stage of the secondary school offer one hour of 'world geography' which actually is focused on the district of Europe and Russia. The two years of the third stage of the secondary school offer an advanced course of geography which aims to teach systematically the physical geography and the human geography. A remarkable change in geographic education in Belgium is that in the wake of the Revision Act of the secondary school education, textbooks were replaced by other teaching manuals adapted to the regional condition by the teachers. This may result in a wide gap of achievements in geography according to the conditions of educational establishments. Another notable change is that the stress of geographic education tends to be placed on the ability of acquiring practical geographic knowledge rather than the geographic information itself. And it is also another marked tendency that most learning activities in geography class are conducted on the basis of student-centered and the method of investigation. Teachers of the lower secondary schools in Belgium are trained in the School of Education as multi-major teachers, such as a teacher for biology-chemistry-geography or a teacher for history-sociology-geography. Teachers of the higher secondary school education are trained in the Department of Teacher Education in universities as solo-major teachers in that they are required to know more deeply to teach an advanced course of geography in the higher secondary schools. To improve the teacher education many folds of policies are adopted. One is that many in-service teachers are officially put into services of guiding and teaching teacher training. Another is that faculty members in charge of teacher training course are trying to level up the qualifications of teachers by rigorous disciplining.

• Journal of the Korean association of regional geographers
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• v.1 no.1
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• pp.81-91
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• 1995

Modern geography in France since the end of 19th century was begun with regional geography. France after losing the Franco-Prussian war in 1871 had tried to regain the deteriorated national proudness through the colonial expansion. The social and historical contexts in France had encouraged French geographers to engage in detailed small area studies. In particular, after Blache became a faculty at Sorbonne University his idea on integrative rather than selective description on area studies had gained paradigmatic popularity not only in geography but in other disciplines. The regional geography tradition was then firmly established as a science and as an art by Vidalian school until the beginning of Second World War. However, when industrialization and urbanization were the dominant science since the 1950s spatial analytic geography has become popular research tradition replacing the previledged regional geography. Nevertheless, geography in France is still acknowledged as an interesting and valuable discipline since regional geography tradition had accumulated rich knowledges on various regions. As regional geography provides valuable information and helps to understand various world regions, it should be regenerated as a research tradition which are able to fulfill societal needs accruing nowadays. By doing this, geography can rectify its disciplinary identity which has been disintegrated internally by giving too much emphasis on specialties, and melding into nearby disciplines. Our geography education for the chorography in particular focuses mainly on the listings of simple geographic facts, in this regard. Rather than attracting students' concern and motivation, geography is considered as a subject oriented toward simply memorizing geographic facts. To overcome these problems, regional geography should be discussed openly and popularized in research. Regional geographic methods available and results produced in other countries should be introduced, and critical assessments should be made for selective acknowledgment for nurturing our regional geography.

• Journal of the Korean association of regional geographers
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• v.18 no.2
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• pp.217-231
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• 2012

Geography is a core subject for mutual understanding a relationship between Korea, China, and Japan. But the research and report on the Chinese geography education are poor progressed in Korea. This study aims to review the Chinese geography curriculum changes and the organization of Geography Curriculum Standards(GCS). The results of study are as follows. First, from the perspective of the Chinese geography curriculum development, political ideology and changes of society could lead to serious influences on the geography education. It is change through the process stage of prosperity${\rightarrow}$withdrawal${\rightarrow}$promotion${\rightarrow}$development. Second, most recently, Chinese GCS carried out a drastic reform of their geography curriculum emphasized the importance of a student' needs and activity, the organic correlation between the geographical knowledge and skills, and synthesis, practical value of the geography. Third, the organization of GCS consist of an introduction, curriculum objective, contents standard, performance rules. Fourth, the middle school GCS emphasized the importance of a basis of the geographical knowledge and skills in the 4 subjects(the earth and the maps, world geography, Chinese geography, regional geography). Finally, The high school GCS emphasized the importance of a student' occupational course and consideration of regional circumstances.

• Journal of the Korean Geographical Society
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• v.48 no.3
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• pp.466-481
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• 2013

The purpose of this research is to propose a model for education for sustainable development (ESD) within the geography curriculum. The study consists of two parts. The first part discusses the normal view of a model to assess the curriculum, namely the content and the cognitive dimensions. The ESD component necessitates an action program with skills and citizenship considered as the Objective Dimension. The second part of the paper examines the means for adding the Objective Dimension which follows a taking action approach through knowledge, skills, and citizenship that are consistent with ESD goals. The research procedure applied the methodology of the Delphi process. The theoretical model was initially developed by the researchers based on current practices in geography assessment in South Korea and the U.S. The model was tested using the Delphi technique by high school geography teachers and geography education faculty members in both countries who were recognized experts in their field. The research complements the curriculum and instructional activities that have been under way with the United Nations Decade of Education for Sustainable Development (UNDESD). The model may be used to deliberate proposals for building an ESD component into existing assessment practices.

• Journal of the Korean association of regional geographers
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• v.18 no.4
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• pp.445-463
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• 2012

This paper focuses on media literacy as a trial for reestablishing the relationship between media and geography education. So far, a geographical phenomenon represented through media has been treated as a transparent window on the world, but now needs to be recognized as a product of representation constructed socially by a range of subjects and their purposes. The epistemological turn of media has brought interest on social construction and media literacy in terms of teaching and learning. It is required that teaching and learning geography through media should be turned from the existing massmedia in education(or the education using media) to the education for fostering an active media literacy to analyze and reason critically how the media as text is constructed and selected. This geography education as media literacy is very important because it enables students to reveal the ideology and power relation embedded in the media as text, as well as to stimulate and enrich their geography imagination through an active work.

• 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 association of regional geographers
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• v.8 no.2
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• pp.131-149
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• 2002

Geography has been defined traditionally as a discipline on regions, that is, as chorography, which means regional geography. Regional geography, which once withered up with the development of positivist geography, has gained recently its vitality. In particular, as social theories have been introduced actively into geography since the 1980s, new methodologies for regional geography have been suggested through a series of debates, for example, on spatiality, locality, restructuring, and post-modernism, though there remain still some important conceptual issues which have not yet settled down. On the other hand. new regional geography has made its development and significance for regional development in the age of the so-called globalization in the reality. That is, new regional geography has been required for a systematic conceptualization of region and for a theoretical consideration on the dynamic change of regions in the process of globalization. Furthermore, an emphasis can be given to geography education for new regional geography in order to understand new strategies for regional development.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.873-892
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• 2016

2015 was the seventieth year from the liberation and the division of Korean peninsular. Although the research on the unification has been performed in various interdisciplinary fields since the liberation of Korea, the geographic research on the unification based on the space stays in a minority. It is time to wrap up the literatures and discourses centered on geography for preparing the unification and taking a view of Korean territory of future unification. The starting point is to define the concept of the geography for unification and give careful consideration to the geographic research trends related to the unification that has been achieved since the liberation of Korea. The geography for unification should be understood in the concept of time and space. First of all, the geography for unification can be composed of the stages such as the research for unification, the research for unification impact, the research for united Korea, and the geopolitics of East Asia under the concept of time. It also can be divided into the regions such as Korea, North Korea, borderlands between North Korea-China and North Korea-Russia including South and North Korea, and North East Asia and Pan Pacific Ocean. The geographic research on the unification embracing the concept of time and space can be defined as the geography for unification. The purpose of this study is to elicit the concept and the research field of the geography for unification in the perspective of discourse, investigate the research trends by geographic themes, and suggest the agendas of the geography for future unification.