• Journal of the Korean Geographical Society
• /
• v.47 no.6
• /
• pp.934-954
• /
• 2012

Constructed-response items are useful to estimate a higher-order thinking abilities such as sense of place, graphicacy, and geographical imaginations which are aimed by geography education. This study aims to identify the conception of the constructed-response items, to classify those feasible items in geography education, and to propose some comments and suggestions for development and application in Korea. The author tries to classify the constructed-response items by analyzing the NAEP items in the formal aspect and the aspect of cognitive dimension respectively. In the formal aspect, they are classified as 'question-standalone' type and 'material-presenting' type. In the aspect of cognitive dimension, they are classified into three types as 'knowledge-requirement', 'understanding-requirement', and 'applying-requirement'. Some comments and suggestions are as follows. First, it is necessary to develope the constructed-response items that coherent to both content and cognitive dimensions. Second, it is required for students who take an examination to use a great variety of graphics, photos, thematic maps related to geography. Third, we need to inquire the rubric, grade, process to scoring because they are vital to success of the constructed-response items.

• Journal of the Korean association of regional geographers
• /
• v.17 no.3
• /
• pp.332-347
• /
• 2011

This study is to analyze on territorial education described in geography textbooks in Korea and Japan. The following is the result that shows similarities and differences of the geography textbooks when it comes to territorial education. Korea and Japan have a contrasting territorial background. However, both countries start their territorial education by learning the location and shape of their country. Japanese geography textbooks focus on what people in the world think of Japan, but in case of Korea, the geography textbooks focus on how Koreans look at the world. In short, the territorial education in Japan try to emphasize Japan from the view point of the world. The next common ground is that the two countries provide territorial models in their geography textbooks in order to increase understanding. However, the Japanese students are provided with these territory models much earlier than Korean students and these models help them visualize and solidify their concept of territory. And, the two countries both put great importance on teaching territorial sea. In Japan, they try to include EEZ(Exclusive Economic Zone) in their territory. Considering these facts, it can be concluded that Japan is enlarging their concept of national territory as maritime territory. Lastly, after learning of territory the two countries both treat on territorial problems. But Korea treats passively territorial problem as such Dokdo, but Japan treats actively their territorial problems. Like that, the contents of territorial education described in geography textbooks in Korea and Japan are similar in terms of selection, but differ in quality in terms of organization. Therefore, future territorial education in Korea will be actively and successively done through succession and sequence of geography curriculum.

• Communications of Mathematical Education
• /
• v.19 no.4 s.24
• /
• pp.577-586
• /
• 2005

In this paper, we introduced that the differences and reasons about oriental and western consciousness structure by borrowing from Dr. Richard E. Nisbett who is a professor of Michigan University of USA and writer of . And then, we introduced two survey results about likeness, dislikeness and aesthetic sence on mathematics. In their surveys, we researched the differences and attitudes between Korean male students and female students. Furthermore, we present a new educational curriculum to promote university students' various culture consciousness on mathematics.

• Journal of the Korean Geographical Society
• /
• v.45 no.2
• /
• pp.293-317
• /
• 2010

With deepening globalization, various problems happening all over the world have not been limited to a country any more, but have had an influence over neighboring countries and international community. To deal with these problems international cooperation is getting important. Thus, over the existing individual- and state-centered thought, the alternative education is required to teach how to make a sustainable society and what to do for living together. In particular, current students are asked to be equipped with proper knowledge and attitude since they are to live as a global citizen beyond the Korean citizen in globalized era. This study analyzes the status of development education in other countries and in Korea, and it also suggests the use of terminology, approach to teaching, educational contents, and last but not least how to link the regular school curriculum in elementary, middle, high school.

• Journal of the Korean Geographical Society
• /
• v.51 no.6
• /
• pp.915-933
• /
• 2016

This paper is to elucidate geographical implications of fieldwork activities of everyday-life space of students of an elementary teachers college. The students depended mainly on questionaries and interview for gathering data during fieldwork. They had difficulty in processing data to visual-spatial representation, i.e. map, tables, and diagrams. But they were favourable for appling their fieldwork experiences to teaching the elementary geography. This is viewed as an unique behavioral orientation or desirable attitudes of students of an elementary teachers college. On the basis of the self-assessment and peer-assessment of fieldwork activities, it could be ascertained that the students came to understand the geographical value and significance of fieldwork activities. The fieldwork activities made them to heighten their interest of everyday-life space, and so to internalize positive their senses of place, to enforce their identities of place. According to the results of this research, we need to develop a systemic contents for fieldwork activities in geography curriculum of elementary teachers colleges.

• Journal of the Korean association of regional geographers
• /
• v.13 no.2
• /
• pp.220-233
• /
• 2007

In the context of region reconceptualized as a learning framework, using the Seoul region as an example, this paper focused on the debate and the condition of regional social studies curriculum in elementary schools, It means that regionalization of curriculum is the decentralization of power to develop and manage curriculum In that case, region is understood to he a resource used to connect the subject matter to children's experience, Furthermore, region is interpreted as Heimat, community and world around, Heimat is intended to be understood, loved and belonged to, Community is the resource for learning and the space of communication, participation and action, World around is the typical example to be searched, compared and explained by the concept and theory. On the base of the regionalization debate and the classification of learning a region, I analysed the local textbook, Social Studies Inquiry: Life in Seoul and suggested the framework of learning a region. In this paper, I tried to pick out the spatial demension of Seoul. It is classified into the space of experience, participation and inquiry, In conclusion, the region-specific materials and approach laying stress on the issue and topic in the geographical context of the region will determine that a proper regionalization occurs through not only methods hut also content.

• Journal of the Korean Geographical Society
• /
• v.36 no.4
• /
• pp.483-494
• /
• 2001

The purpose of this study is to analyze the relation between regional identity and national identity in a regional textbook in Korea. In geography education, regional textbooks are curriculum materials which represent regional identity based on territorial difference from other regions. In local curriculum level, the harmony between national unity and regional identity is to be pursued as educational objective. However, this harmony appears to be distorted in the school textbook in Je-Ju Province, a case region. For example, Confucian cultural landscapes are represented as otherness in regional discourses, but togetherness in the regional textbook. Also, the regional textbook implies that the boundary of external territorialization is mainly not regions but nations, and it seems to intend that leasers get a sense of place towards their region as periphery of nation. Therefore, we argue that regional identity, which must be stressed in a regional textbook, is marginalized in a case region.

• Spatial Information Research
• /
• v.23 no.3
• /
• pp.123-132
• /
• 2015

Recently both the importance and the interests of field-experience learning have kept increasing since the Education of Ministry encourages students to take a field-experience learning with the self-driven and creative education as the main issue in the 7th revised education curriculum in 2009. As the importance of field-experience learning goes up continuously, not only the release of its related mobile applications is increasing, but also a variety of researches for supporting the field-experience learning are ongoing. In this research we perform two things. First, we define the basic concept of authoring tool for which support the field-experience learning based on its characteristics and user requirements analysis. We confirmed that the authoring tool for the field-experience learning has to 1) support all activities that happen in pre-field, field-experience and post-field phases, 2) be possible to write the location-based field work, 3) have the authoring function which reflects the characteristics of curriculum such as history, science and geography, etc. that the field learning can be realized, 4) be designed as the structure that the results of inquiring activity after the field experience activity can be reused. Second, we create a conceptual design after confirming the authoring tool.

• Journal of the Korean Geographical Society
• /
• v.37 no.3
• /
• pp.276-291
• /
• 2002

The contents of geographical education present too inclusive and abstract regard as criteria in an existing curriculum. And geographical education oneself's system is difficult because they are set to the one part of educational side. This study pursuit to make content standard of geographical education based on geography as an alternative. This paper present standard setting up 5 steps. They are Ultimate Theme, Basic Theme, Major Standard, Standard, Detailed Standard. Ultimate Theme is discern geographical education whole : understand of interaction human and environment, understand of place and region, understand of interaction human and region. Basic Theme is concrete of ultimate theme ; geographical skill, physical environment, human environment, place and region, interaction of human and region. Standard is concrete and measurable level of basic theme, it is consist of three steps in Major Standard, Standard, Detailed Standard tv level of specification. Major Standard is consist of 17 item, Standard is 48 item, and Detailed Standard is detailed to unit level.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.1
• /
• pp.1-8
• /
• 2022

This study examined whether the integrated education social studies textbooks developed for students with disabilities were properly implemented in terms of universal design for learning. For analysis, "Teaching and learning materials for inclusive education of students with disabilities: grade 3~6 social studies textbooks", which were instructional adaptation, were selected for students with disabilities who are unable to learn the contents of general textbooks for the 3rd to 6th grade of the elementary school social course in the 2015 revised curriculum. The social curriculum grades are composed of 20 units, including general public, geography and history. The content analysis standard was based on detailed items of 9 definitions according to the 3 principles of UDL presented in CAST (2018). Overall, the aspect of providing multiple means of action and expression was the most frequently observed, followed by providing multiple means of representation and providing multiple means of engagement. Special education teachers and textbook developers can use these results as a resource for designing curricula and lessons for students with disabilities in the inclusive classroom.