• Journal of the Korean Geographical Society
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• v.45 no.6
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• pp.711-720
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• 2010

The geography education in korea has contributed to citizenship education since the late 19th century. But today geography has seen crisis in the school curriculum. In order to overcome this crisis we investigate educational implication of social change. Based on M. Poster's theory of mode of information, we examine changing nature of knowledge and its implication on school. These aspects ret1ect teenager culture and emotional aspect of geography education. However we needs support from the national ethos. We suggest a few directions of geography education, contribution of cultural landscape to korean identity, housing and land justice, future cities, geopolitics and culture area.

• Journal of the Korean association of regional geographers
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• v.12 no.3
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• pp.421-435
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• 2006

This study considered the history and range of concern to the citizenship education in the British geography education with respect to the appearance of the citizenship subject in National Curriculum. Although British geography education mainly put on emphasis citizenship education focused on national identity through imperialism ideology up to World War II, it has aimed at the local and global citizenship education which put focus on the reflection of students to individual value and value position, and social justice after the 1980s. Not only an inner change of such geography education but the external factor of appearance of citizenship subject has stimulated more concern about citizenship education. After that, British geography education community constructs the logic of theoretical justification and urges teachers' practical research and continuous concern as plan for geography subject to lead citizenship education all the time. On the other hand, recently British political and social cultural geographers observe spaces of the citizenship which makes difference and identity and the radical and critical citizenship which put focus on the local and the global scale from the national. Therefore, citizenship education through geography subject must put more emphasis on not national identity but the local and global identity for social justice and a better world.

• Journal of the Korean association of regional geographers
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• v.23 no.1
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• pp.213-226
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• 2017

Geography textbooks and atlases are typical printed materials broadly used in the classroom and the public education as certified materials. The students' atlas, as supplementary materials, is useful in teaching and learning geography in the classroom. This study examines and evaluates the supplementary role of the students' atlas in the institutional and pedagogical perspectives. The textbook and the atlas were written by different writers and publishers based on the interpretation of the geography curriculum, the pedagogical beliefs and interests. The textbook is submitted to be certificated by Ministry of Education. Then the textbook and the atlas which is passed in the certification process can be distributed to schools to use in the classroom. Most maps and materials are supplied in the textbook and the atlas variously depended on the authors' interpretation of geography curriculum, which are designed complementally. But, that maps and materials of respective book of even different author are similar and duplicated. Sometimes maps and materials of textbook and atlas are independent, not mutual complement. It needed that geography textbook and student's atlas take a efficient role supplementarily in these certification system of textbook.

• Journal of the Korean Geographical Society
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• v.31 no.1
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• pp.38-48
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• 1996

Value objectives have been relatively neglected in geography education. Then in this study I reviewed some value objectives and their contents which have been discussed in geographic education and curriculum in secondary education. Value objectives which are reviewed in geographic education, are regional consciousness, loving home country and nation, international understanding and citizenship, art of landscape, natural and environmental beauty, and human right. But values objectives in geography curriculum are included value incalculation: national development, participation in economic development, etc.. Namely development education is more emphasized than individual life and experience in geographic education. Value objectives should be on the basis of social education and citizenship education for geographic education. Futhermore, it is required to develop teaching methods which help student's socialization and social competence through geography education focused on value objectives and their content.

• Journal of the Korean association of regional geographers
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• v.8 no.3
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• pp.364-379
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• 2002

The purpose of this study is to search for a rationale of world geography curriculum. Elementary school children tend to get impressionistic and distorted information about other countries through snapshot TV programs. But they need to get more balanced understanding about them from the perspective of each country. Children's judgment about other countries, favorable or unfavorable, tends to be emotional, based on the first-order conditions of life in those regions, such as atmosphere, food, and habitat, and the symbolics of the place. But their systematic understanding about the relationship between their own life and the life of other locations or countries tends to be meager. It seems to be partly due to the practice of co-centric curricular construction. The geography curriculum may have to be in relation to other countries, from the regional geography of the third grade on.

• Journal of the Korean association of regional geographers
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• v.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

• Journal of the Korean association of regional geographers
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• v.2 no.2
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• pp.75-92
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• 1996

Geography education is one of the best ways to improve the understanding of other countries. By analyzing Korean and Japanese textbooks on world geography, I tried to find out how well they explain the other country and to set forth guiding principles for geography education. To achieve these aims, weight analysis are used. The major findings in this study can be summarised as follow. The contents of Korean and Japanese geography textbooks were analyzed deviding into 2 major topics, 6 minor topics, and 20 key concepts. (1) By analyzing Korean geography textbook of the 5th curriculum the weight percentages which had been given to each minor topics were found. They are as follow: resource problem(57.7%), human right problem(21.4%), population problem (9.0%), mutual dependence(6.0%), environmental problem(3.3%), international competition(2.6%). (2) By analyzing Korean geography text-book of the 6th curriculum the weight percentages which had been give to each minor topics were found. They are as follow: resource problem(42.7%), human right problem(21.7%), mutual dependence (20.9%), environmental problem(7.7%), population problem(4.6%), international competition(2.4%) (3) By analyzing Japanise geography text-book of 5th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows: resource problem(49.9%) human right problem(21.7%), mutual dependence(15.5%), population problem (7.1%), international competition(6.2%), environmental problem(3.8%) (4) By analyzing Japanise geography textbook of 6th curriculum ammendment the weight percentages which had been give to each minor topics were found. They are as follows human right problem (31.6%), mutual dependence(22.8%), resource problem(20.7%), population problem(12.7%), environmental problem(8.6%), international competition(3.6%). We can see that in the field of dependence Korea and Japan put the similar weight but in the field of common problem they put the fairly different weight. It can be viewed as the difference of curriculum. That is to say Korea used both the systematic method on the basis of unit but Japan used only topical method on the basis of unit. Therefore Korean geography textbook introduce agriculture, forestry, fishery, mining industry and manufacturing industry. Japanese textbook, however gives a detailed account about residents' lives in specific area. For that reason in Korean textbook, resource was stressed, while in Japanese textbook, culture was stressed.

• Journal of the Korean association of regional geographers
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• v.16 no.2
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• pp.182-200
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• 2010

This study aims to review the problem of East Asia notation and location in the world geography textbook. Major findings from this study are follows. First, Eastern Asia is used to denote the area where the Korea, China and Japan are located in world geography textbook, while Eastern Asia area covers Korea, China, Japan, Taiwan, and Mongolia on the map. Second, East Asia is appeared in textbook from the 2th national curriculum, as a cultural region shares same cultural tradition. It is recommended that East Asia might be the suitable place name to designate Northeast Asia and Southeast Asia, Northeast Asia can be use for the area where Korea, China, Japan, Taiwan and Mongolia are located.

• Journal of the Korean Geographical Society
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• v.43 no.4
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• pp.655-679
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• 2008

This study is to analyze the base of selection and feature of description on Korea-related content in Japanese curriculum(geography and history) and high-school geography textbooks. Japanese curriculum requires that there are two or three neighbor countries to be selected and their contents consist of life and culture and have to compare with those of japan in view of understanding and respect on similarity and difference. The content of physical environment is only dealt as factors influencing on life and culture because regional teaming of neighbor countries focus on it. Dok-do is described with conflict region in most of textbooks. But some textbooks describe Dok-do with territory of Shimane-Hyun in Japan or devide like japanese territory on the map. There are described han-gul(Korean language), confucianism, buddhism and christianity, han-bok(Korean clothes), rice and soup, bulgogi(Korean meat dishes) and scissors, spoon and chopsticks, ondol(Korean floor heater), etc. with the cases of specific Korean life and culture. And, exchange between Korea and Japan focuses on more cultural view increasing recently than political and economical view. Then Japanese high-school geography textbooks humanize geography because of they focus on life and culture and promote not only knowledge and understanding but also altruism and empathy because they focus on similarity and difference through comparison between neighbor country and Japan. This shows how to able to practice regional teaming in globalization and multicultural society.

• Journal of the Korean association of regional geographers
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• v.9 no.3
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• pp.395-409
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• 2003

In this study the meaning and necessity for self-regulation in managing and organizing the national curriculum is researched in order to reflect the reality that the tide of regionalization appears apparently with globalism. Hwacheon is chosen and applied as an example region for selecting and forming a new learning content in geography education and teaching and learning that content. The regional geography should be learned in high schools according to the approach of regional textbooks being made and used now in primary and middle schools, and the contents of textbooks should be properly reorganized in accordance with the students' school ages rather than organized simply with enumerating geographic facts in a row. And the contents should be organized centering on the learners' daily living sphere. In addition, teaching-learning method should be taken into consideration according to the scale of the regions. Consequently, in this study small-scaled area was chosen as a learning content, laying stress on daily lives within the living zone, and therefore field work is considered as a learning method.