• 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.

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

• Journal of The Geomorphological Association of Korea
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• v.26 no.1
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• pp.93-106
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• 2019

The Yangsan Fault is one of the main fault systems in the Korean peninsula. It can be divided into three segments (northern, central, and southern) by its paleoseismic and structural geologic properties. Based on the geomorphic features of the northern segment, which includes the Yugye Fault, we identified deflected streams as a geomorphic marker of strike-slip component of the fault, and knickpoints along the streams as evidence of dip-slip component of the fault. Geomorphic analyses showed that (1) the horizontal displacements of deflected streams decreased and (2) the retreat amounts of knickpoints tend to increased toward north along the lineament. We interpreted the variations caused by strain partitioning; that is, there might be some increases of the vertical component toward north, whereas the main strike-slip fault system dies out, splaying into horsetail structure toward north. Based on the response time of the landforms, these interpretations imply that (1) there were differences between horizontal slip rate and vertical slip rate along strike, and/or (2) there were different timings between horizontal and vertical deformations by fault.

• Journal of The Geomorphological Association of Korea
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• v.26 no.4
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• pp.107-121
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• 2019

This study documents the distribution of (active) faults around the southern part of the Yangsan Fault and the Moryang Fault and the middle part of the Dongrae Fault. For this objective, we extracted lineaments and fault-related landforms by analyzing aerial photos and digital elevation models and with the result of fieldwork on fault-relating features of the Quaternary landforms. Geomorphological techniques for active fault study are not only preliminary but also essential methods because, in general, an active fault can be defined only with fault-deformed Quaternary sediments when there is no way to detect precise timing of faulting. Therefore, geomorphological interpretation in active fault research is necessary to determine the extent, direction, termination and timing of fault. This study addresses the results of such geomorphological analysis and geomorphic markers for tracing the active faults in the study area. It is plan to investigate with geophysical and geological techniques the sites referred in this study.

• Journal of the Korean Geographical Society
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• v.51 no.5
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• pp.713-737
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• 2016

This study is to review research issues on North Korea and unified territory in terms of topics and approach method in Korean human geography. The conclusion of this paper is as follows. Before 1980's, topics on political geography, such as geopolitics or unified land, were the main stream in research. In 1990's with the end of the cold war and the access to material which was published in North Korea, scope of research was widened especially in geography education. After 2000's with the expansion of cooperation between South and North Korea, the scope of topics were more expanded in all field of human geography, for example, critical geopolitic in political geography, Gaeseong Industrial Complex, Najin-Seonbong region in economic geography, place names, Geumgangsan, North Korean defectors in social and cultural geography. The approach method of toward North Korea is fall into two categories. One is regional geography and the other is the unified land. In the latter approach, topics on the regional structure after reunification or on the life adaptation of defectors in South Korea etc. were studied. After unification of land, new Korean Studiea will be established and human geographers should make ready for this. Before unification, research on the land in north Korea should be proceeded in terms of historical geography.

• Journal of The Geomorphological Association of Korea
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• v.20 no.4
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• pp.29-36
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• 2013

This article focuses on the contents of physical geography described in elementary Manguk-Gygi, in the period commonly regarded as the Enlightenment Period in Korea. During this period, this textbook contains wide-range of facts and knowledges of worlds. The results are as follows. First, in written korean-chinese letters, people can easily interpret the contents of geography. Second, people can know conceptual understanding of difficult geomorphic words in accord with people's levels. Third, many information of world nations can be introduced by this book. Fourth, this book made a major contribution in overcoming traditional natural perspectives, by introducing foreign cultures, consists of contents of physical geography aimed at rational and objective perception of the nature. But it is possible to conclude that pro-Japanese education acted on the educational authorities could be carried out in Korea from the late of Nineteenth century.

• Journal of The Geomorphological Association of Korea
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• v.27 no.1
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• pp.103-115
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• 2020

This study has analyzed and revised the geomorphological terms in the Reference Guide for Geography Textbook Compilation issued by the Ministry of Education in 2017. The current geography glossary is composed of 1,150 terms of which 24.4 percent are geomorphological one. They also amount to 52.2 percent of the terms registered in the physical geography glossary. The number of terms in coastal landforms is the maximum of fifty-eight, while the one in weathering landforms is the minimum of six. This suggests a large difference in the number of terms among landform types originating from varying geomorphic processes. A lot of ordinary words are included in the geomorphology glossary. Since they have been already registered in the Korean Standards Dictionary which is another reference guide for textbook compilation, it is appropriate to delete them out of the geomorphological terms. The geomorphology glossary also contains difficult terms written in Chinese characters, inappropriate terms and even incorrect terms which are likely to lead to misconception on landforms. The revised glossary consists of 284 geomorphological terms in which 101 terms are newly added after taking all the problems into consideration.

• Journal of the Korean Geographical Society
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• v.31 no.2
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• pp.317-328
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• 1996

The purpose of this paper is to review the trend of research in geographical education since the launching of the Korean Geographical Society in 1945 and to suggest the areas and directions for future oriented research in geographical education. 422 articles (including 12 books) were reviewed and analized for this paper. The outputs of research in geographical education contributed in developing and improving the geographical education in primary and secondary school geography. But to achieve stable and desirable status as a subject in the school curriculum, research in geographical education has to be changed in its target areas and methods. The results and the suggestions of this study are summarized as follows: First, research in geographical education in diverse areas, especially in the areas of significance, aims and objectives, and psychology of geographical education should be preceded the revision of the school curriclum so that the results could be used as the basis information and evidences in decision making about the curriculum. Second, research in geographical education for affective domain and skill development should be implemented more actively in accordance to the trend of integration centering around the dicipline-inquiry skill and citizenship skill. More close relationship between the circles of geographical education and geography would be one of the ways to satisfy the social needs. Third, the linkage between primary and secondary school geography is crucial to the research in geographical education. Considering the sequence in human development research in geographical education for two levels of school should be conducted in more wide school-year span. Fourth, critical and prescriptive research in geographical education focusing on the individual, diciplinary, and social relevancy of the content of geographical education may be recommended. Finally, the outputs of the research in geographical education should be publicized more widely so that the rationale for justification of subject geography and geographical education may be shared with among the researchers, educational administrators, and practioners.

• Journal of the Korean Geographical Society
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• v.41 no.4 s.115
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• pp.491-506
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• 2006

In terms of the importance of ocean as a present and future resource and the Korean peninsular location, it is strongly urged to develop renewed recognition and educational programs on ocean, so as to respond properly to the newly emerging political changes surrounding the country. By setting up the purpose of marine education as engendering greater interests in and knowledge of ocean, this research suggests that the frame of marine education can be founded appropriately on four educational sub-categories: humanity education, territory education, economy education, and resources and environment education. At an operational scale, this paper particularly analyzed ocean- related contents in the 7th national curriculum in order to find substantial ways for strengthening marine education. The study simultaneously compared the result of content analysis with the curriculum of marine education in other countries, and founded that explicit ocean-related contents in the 7th curriculum were significantly limited. Yet, the study alternatively points out that it is possible to use a variety of teaching materials and apply them for writing textbooks or developing teaching-teaming curriculum. I provide some of the ways for strengthening marine education by using marine-related themes in the curriculum of geography education. Marine is not simply one of the key elements in the discipline of geography. But, more importantly, I suggest that geography is particularly useful in developing various and familiar themes such as swimming beach, fishing villages, ports, marine-bound industrial district and port cities into teaching materials.

• Journal of the Korean association of regional geographers
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• v.22 no.1
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• pp.267-285
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• 2016

This study presents a comparative analysis of newly developed curriculum of Travel Geography as the career elective subject in high school for the 2015 revised curriculum in Korea and Tourism Geography in China. Travel Geography Curriculum comprises subject objectives, the contents organization, and achievement standards which reflect the core concept of geography. It utilizes travel as the topic and frame to raise the availability, interest and empathy in the geography classroom. The main research contents are comparative analysis on the similarities and differences of the subject character, goal, content, teaching-learning method and assessment of the national geography curriculum in Korea and China. Practical implications are presented for textbook compilation of the Travel Geography and its Practice classroom teaching-learning.