• Journal of the Korean association of regional geographers
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• v.20 no.4
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• pp.379-392
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• 2014

Southeast Asian studies in Korea have been developing rapidly, thanks to strategic and collective efforts invested by the area specialists. Especially, political scientists' contribution as 'institution builders' were remarkable. Anthropologists' leadership as 'solidarity makers' between humanities and social science is now experimenting. In terms of quantity, contribution of geography to area studies is not satisfactory yet, though geography is regarded as a discipline inseparable with area studies. However, geographers as 'horizontal networkers' can contribute to area studies through conducting research in unexplored subject and connecting the human and the physical science.

• 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 Geographical Society
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• v.38 no.2
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• pp.224-236
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• 2003

This study tries to identify the terms which shared the same meaning with a present-day geographical concept region, or jibang(地方) in Korean, Prior to the initiation of modem geography. The analysis of the annals of the pre-modem political regimes and the earliest geography textbooks ends up with the terms oe(外), bang(方), oebang(外方), ji(地面). These terminologies, although having had almost similar meanings that region intends, nonetheless deliver somewhat different connotation depending on the context and times in and during which they were used. Another finding of significance is that region and jibang, both central .words in contemporary geography, began to be used only after the introduction, by way of Japan, of modem geography in the early 20th century. The colonial experience and subsequent political and social turmoil, however, results in careless uses of the terms in geography teaching and research. Efforts need to be continued to address the problems of misuse of these basic terms and, by doing so, to raise geographical pursuits on a right track.

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.63-81
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• 2007

This Paper aims to explore the socio-spatial implication of urban policy dialectic. The urban policies to solve various social problems are definitely related to the spatial situation of his society. In France there have been several kinds of urban policies to meet 'social exclusion' as new concept of poverty. To fix 'ZUS(Zones Urbaines Sensibles), being based on the 'Pacte do relance pour la ville' of 1996, is one of them. It makes a conclusion in this paper that the purposeful zoning by urban policy to meet social exclusion can lead to deepen them. The situation of social exclusion in ZUS is related to the spatial exclusion by zoning marginal areas. To define the key concepts of 'social exclusion' and 'ZUS' is absolutely needed to accomplish the purpose of this study.

• Journal of the Korean association of regional geographers
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• v.5 no.1
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• pp.77-90
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• 1999

This paper aims to understand the changing characteristics of the Kumi region as a locality in Korea through the regional geography of the world-system approach. To illustrate the changing regional characteristics, we analyzed the economic characteristics or position of the Kumi region within the world-economy and its spatial structure with three divisions of Korean capitalist periods: the Japanese colonial period ($1910{\sim}1945$), the social chaos period ($1945{\sim}1960$), and the economic development period ($1960{\sim}$present). In the Japanese colonial and social chaos periods, as Korean society was incorporated into the peripheral zone within the world-System (world-economy), Kumi also was made into a peripheral agricultural area. As a result, the Kumi region shaped the rural spatial structure without an urban center or regional dominant center. In the development period, influenced by the manufacturing-centered economic policy which boosted Korea as a semi-periphery within world-economy, Kumi also was developed into an industrial region(or semi-periphery) with the establishment of the Kumi electronic and textile industrial complex. This industrialization transformed the rural spatial structure of Kumi into a core (urban center)-periphery (rural area) structure. As we identified above, the regional geography of the world-system approach turned out to be a useful methodology to study a locality or internal region. Therefore we should make efforts to study such regions through the regional geography of the world-system approach.

• Journal of the Korean Geographical Society
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• v.46 no.4
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• pp.534-553
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• 2011

Analogical thinking is a problem-solving strategy to use a familiar problem (or base analog) to solve a novel problem of the same type (the target problem). The purpose of this study is to provide new insight into geography teaching and learning by connecting cognitive science research on analogical thinking with issues of geography education and suggest that teaching with analogies can be a productive instructional strategy for geography. In this study, using the various examples of analogical thinking used in geography we defined analogical thinking, addressed the theoretical models on analogical transfer, and discussed conditions that make an effective analogical transfer. The major research findings include the following: a) the spatial analogy, indicating skills to find places that may be far apart but have similar locations, and therefore have other similar conditions and/or connections, can provide a useful way to design contents for place learning; b) representational transfer, specifying a common representation for two problems, can play a key role in solving geographic problems requiring data visualization and spatialization processes; and c) either asking learners to compare/analyze similar examples sharing common structure or providing them examples bridging the gap between concrete, real-life phenomena and the ideas and models can contribute to learning in geographic concepts and skills. The spatial analogy requiring both geographic content knowledge and visual/spatial thinking has the potential to become a content-specific problem-solving strategy. We ended with recommendations for future research on analogy that is important in geography education.

• Journal of the Korean association of regional geographers
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• v.20 no.3
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• pp.344-355
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• 2014

This study examines American geography educators' familiarity and knowledge of Korea, their perception on sovereignty education, and their knowledge on Korea's sovereignty issues using the survey conducted at the annual conference of the National Council for Geographic Education (NCGE) in the United States in 2010 and 2012. This study also analyzes how much these knowledge and perception influence on values of sovereignty education and Korea's sovereignty issues and further investigates proper educational approaches on territorial issues in Northeast Asia. Knowledge on the geography of Korea of American geography educators is higher than their knowledge on Korean culture. Both experiences attending educational programs about Korea and visiting Korea further enhance their knowledge on the geography of Korea and Korean culture. They agree the importance of sovereignty education in geography education and believe that sovereignty education should promote students' sense of patriotism and encourage students to be global citizens who promote public interests. However, they value less on teaching on the economic value of their own country's territory and students' ability to understand territorial conflicts with other countries. American geography educators' perception on sovereignty education improves their familiarity with and knowledge of Korean territorial issues. This study identifies that providing opportunities to learn about Korea and Korean territorial issues can maximize geography educators' accessibility to Korean territorial issues, regardless of their interest in territorial issues. These findings help Korean government develops better strategies for formulating and implementing future international public relations practices for Korean territorial issues.

• Journal of the Korean Geographical Society
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• v.42 no.1 s.118
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• pp.82-95
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• 2007

This study aims to describe the status quo of the social studies curriculum of universities of education in Korea, to extract the questions at issue, and to suggest new directions for improvement. To approach these purposes, the author grasps the viewpoints that the intensifying course of the department of social studies is investigated with relation not only to the national curriculum on elementary social studies but also to both specialization course and liberal arts course. Intensifying course have been organized to strengthen the teaching-teaming abilities on the subject matter contents since the beginning. But the present day, intensifying course meets several problems waiting solution: problems in reference to overlap with specialization course, to disconnection with liberal arts course, and to the internal disequilibrium. So, the author proposes six solutions for the problems.

• Journal of the Korean association of regional geographers
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• v.17 no.2
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• pp.231-244
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• 2011

This study is to examine how activities using local multi -cultural resources and world geography lessons using the CCAP(Cross-Cultural Awareness Programme) affect students' multi-cultural understanding. Activities using local multi-cultural resources were carried by visiting in an alien worker community, volunteering in multicultural center, attending on UNESCO ASP(Associated School Program), and making radio broadcasting program associated with 'SCN FM' which is a local broadcasting station on the weekend. And world geography lessons using the CCAP were conducted with 5 classes including orientation by inviting foreign instructors from that place after reconstructing the Southeast and South Asia unit of the countries such as Pakistan, the Philippines, Myanmar and Cambodia. According to twice questionnaire survey conducted before and after activities using local multi-cultural resources and world geography lessons using the CCAP, it appeared that students had familiarity more than before through direct meeting with foreigners inside and outside classroom, and understood and respected other cultures by acquiring contextual regional knowledge. In the end, multi-cultural activities and world geography lessons using the CCAP contributed to students' global citizenship, which overcame prejudice toward third world cultures. Like that, if world geography classes provide continually students with opportunities to experience directly diverse cultures inside and outside classroom, world geography overcome negative image that it transmit decontextual regional knowledge and is regarded as the subject that is very fit for nurturing global citizenship based on contextual knowledge, consideration and tolerance needed in global and multi-cultural society.

• Journal of the Korean housing association
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• v.1 no.1
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• pp.1-8
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• 1990

There has been a discussion about housing classes in sociology and cultural geography since Rex and Moore`s study that housing classes are existing according to home ownership. Besides social classes. housing classes as a variable which explains life styles are existing. The study of housing classes needs microsociological approach which includes multiple aspects of resident`s social class, family type, home ownership, residential area.