• Journal of the Korean Geographical Society
• /
• v.51 no.2
• /
• pp.185-200
• /
• 2016

The discipline of Geography is broadly concerned with the interconnections between people and the environment. Particularly, this unique human-environment relationship often can be typically reflected from, and well illustrated by, the dynamics of microstates' island environment. While Tuvaluans living on vulnerable, low-lying atolls in the Pacific are not primarily responsible for contributing to climate change, yet they are experiencing its dreadful effects. Population pressure, caused by the differences in population size, distribution, and composition, has been constantly affected by resource unavailability and environmental instability on the islands. It also represents one of our challenges in understanding the complex influence of population dynamics on the living environment. What can be learned from Tuvalu in the context of population geography and environmental geography as well as its relationship with other Pacific island microstates? What are Tuvaluans' migration responses to their atolls' environmental crisis as well as the carrying capacity scenarios related to overpopulation? What are the current living experiences and settlement situations of Tuvaluan internal and external migrants both at home and abroad? This research examines the contemporary migration literature in the context of Tuvalu's population geography, while analyzing Tuvaluan migration patterns, discourses and perspectives in relation to environmental change.

• Journal of the Korean association of regional geographers
• /
• v.19 no.1
• /
• pp.181-200
• /
• 2013

The Chinese Geography Standards for Senior Secondary Schools(trial) was released in 2003. The Standards put forward some changes for senior geography education, the changes in geographical education are reflected explicitly and implicitly by the textbooks. The purpose of this descriptive study was to review of the improvement of Chinese senior geography education by analyzing contents organization and coherence of the new standards-based geography experimental textbooks. The results of study are as follows. The textbooks adopts a student-centered approach through the way of 'more chapter topics with slimmed contents' and by introducing four type activities, geographical inquiries. These student activities are implicity encourages students' active acquisition of geographical knowledge what they have learned in their real lives. The organic coherence of the textbooks' contents rests on the compulsory and the elective subject relating to diversification of the learning areas. The organic coherence between the compulsory and the elective subject rests on diversification of the learning areas. More, looking at the arrangement of the four basic concepts(population, resource, environment, sustainable development) among the textbooks, it was imbalanced by subject.

• Journal of the Korean Geographical Society
• /
• v.29 no.4
• /
• pp.438-449
• /
• 1994

This paper focuses on recontextualizing geography curriculum, i.e. examining recent changing aspects in three geography curriculum locators-society, student and discipline of geography-and searching future directions of geography curriculum in light of such changes. For conciliation and reflection of changing aspects of each locators, this paper dealt with social issues and societal changes in terms of locator of society, increased concern to student and development of cognitive science in terms of students, and challenging views on science and the meaning of epistemological changes in geography in terms of discipline. As a result, three future directions in geography curriculum are searched : issue-based geography curriculum, thinking geography curriculum, geography curriculum toward equity and accessbility.

• Journal of the Korean Geographical Society
• /
• v.51 no.5
• /
• pp.613-632
• /
• 2016

The recent diagnosis of the Anthropocene challenges public understanding of nature as a pure and singular entity removed from society, as the diagnosis confirms the earth-changing force of humans. In geography, the nature-society divide has been critically interrogated long before the diagnosis of the Anthropocene, developing several ways of theorizing nature-society relations. This paper introduces a new frontier for such theoretical endeavors: more-than-human geography. Inspired by the material and performative turn in geography and the social sciences around the 2000s, more-than-human geographers have sought to re-engage with the livingness of the world in the study of nature-society relations. Drawing on actor-network theory, non-representational theory (NRT) and vitalism, they have developed innovative ways of thinking about and relating to nature through the key concepts of 'nonhuman agency' and 'affect'. While more-than-human geography has been extensively debated and developed in recent Euro-American scholarship on cultural and economic geography, it has so far received limited attention in Korean geographical studies on nature. This paper aims to address this gap by discussing the key concepts and seminal work of more-than-human geography. I first outline four theoretical strands through which nature-society relations are perceived in geography. I then offer an overview of more-than-human geography, discussing its theoretical foundations and considering ontologies, epistemologies, politics and ethics associated with nature-society relations. Then, I compare more-than-human geography with political ecology, which is the mainstream critical approach in contemporary environmental social sciences. I would argue that more-than-human geography further challenges and develops political ecology through its heightened attention to the affective capacity of nonhumans and the methodological ethos of doing a careful political ecology. I conclude by reflecting on the implications of more-than-human geography for Korean studies on nature-society relations.

• Proceedings of the Korean Society for Environmental Edudation Conference
• /
• 2001.11a
• /
• pp.59-63
• /
• 2001

• Proceedings of the Korean Society of Precision Engineering Conference
• /
• 2011.06a
• /
• pp.315-316
• /
• 2011

• Journal of the Economic Geographical Society of Korea
• /
• v.24 no.1
• /
• pp.29-51
• /
• 2021

The present research explores the tendency of the items that require Place Location Knowledge (PLK) of the Korean Geography subject in the College Scholastic Ability Test. The major findings are as follows. First, the geographical regions of the items are spatially skewed, especially in the Yeongnam regions, which are tested more frequently compared to the others. Second, the fact-based items more concern with regionality such as geographic indication system and regional festivals. Third, the concept-based items can be divided into physical geography and human geography and there were four items related to economic geography. Fourth, students tend to find it challenging in the items asking PLK. The difficulty varies according to the type of items. The students find concept-based items which require high-order thinking more challenging. There is also differences identified between contents. For example, the section of physical geography, especially climatology-related, were considered the most challenging followed by those of economic geography. Finally, the differences in the rate of correct answer are associated with the scale of the regions covered in the items and students experienced more difficulty in the items asking more precise scale.

• Journal of the Korean earth science society
• /
• v.44 no.3
• /
• pp.236-252
• /
• 2023

Both Earth science II and Korean geography textbooks emphasize the importance of content related to 'geology of the Korean Peninsula'. This study aimed to analyze the differences in the content related to the 'geology of the Korean Peninsula' presented in the textbooks, and to find out whether these differences are consistent with the latest scientific knowledge in any inconsistencies are found. For this purpose, seven textbooks (four Earth science II and three Korean geography) published under the 2015 revised curriculum were selected as the subject of analysis, and the difference in the description of the tectonic provinces of the Korean Peninsula, geologic time scale, and explanatory texts of geological characteristics between Earth science II and Korean geography textbooks were compared. As a result of the analysis, there are some cases of inconsistencies between Earth science II and Korean geography textbooks in terms of terminologies, names, and distribution ranges related to the tectonic provinces of the Korean Peninsula. The Korean geography textbooks had inconsistencies in the geochronologic data of the rocks as they cited outdated data. In addition, inconsistencies were found in the explanatory texts describing the 'distribution of rocks on the Korean Peninsula', 'characteristics of the Pyeongan Supergroup', and 'great hiatus of the Paleozoic Era'. Both Earth science and Geography have many concepts in common, therefore, effort is needed to minimize the differences in content. It is important to select the content appropriately which should reflect the latest scientific knowledge and presents the concepts consistently.

• Journal of the Economic Geographical Society of Korea
• /
• v.15 no.4
• /
• pp.457-463
• /
• 2012

This study examines the epistemological approach of the economic geography and the approach in the ontology of geography which has been studied based on the region, and thereby aims at the systematization of economic geography. Since 1956, Korean economic geography study has been conducted under the development of studies in developed countries without discussing the uniqueness of the study or the systematization of the research approaches. As a result, the systematization is built after the economic geography is divided into neoclassical economy, geographical political economy, regional structure of the national economy, and local autonomous entity economy on a axis of epistemology and ontology for the systematization of approaches. We should pursue the intellectual change adding the major economic phenomena theories such as the world-system perspective, the regulation theory, network theory, and the institutionalism etc. into the systematization of the economic geography.

• Hwankyungkyoyuk
• /
• v.11 no.2
• /
• pp.156-176
• /
• 1998

On the border between the Geography subject and the Science subject, much of the content area is found to be interrelated or shared in common due to the characteristics of each subject. This possibly causes a problem of which of the two subjects should treat these overlapping areas with more responsibility and importance, and, as a result, might cause teachers to neglect the areas and result in insufficient treatment of the areas on both sides. In other words, these overlapping area can be overlooked on both subjects. On the other hand, as the science subject treats these areas more deeply and widely in both quantity and quality, the geography subject might lose its original content area to the science subject and accordingly lose its characteristics as an independent subject. To conclude, the following suggestions must be taken into consideration when we develop and organize the environment-related unit in the geography subject. First, the various real cases damaged by pollution, the efforts and steps to avoid being polluted, the inquiry questions and activities to set up the value of the environment conservation, and sufficient assistant materials such as maps, graphs, photos, illustrations, statistics, which will help to realize the environment problem more directly and clearly, must be presented in the textbooks. Second, as the environment education is not just teaching the environmental pollution, the content should be composed for the students to realize the value of the environment and to change their awareness and attitude toward the environment. Third, the environment education cannot be restricted to a certain subject, or it needs to be approached in multi-subject areas. To exercise a effective environment education while we maintain the unique characteristics of the geography subject, a way to link the environment and the region, which is one of the main concepts of geography, should be developed. Finally, textbooks are indispensible materials to teaching-learning, but for more effective teaching the teachers of geography should try to recompose and reorganize the content and to develop newer and more effective teaching material-aids.