• 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.45 no.2
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• pp.201-220
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• 2010

Geographical name is not only a spoken or written language that has been constructed as a linguistic element, but it is also a geographical phenomenon and a cultural element. Based upon this consciousness, the purpose of this paper is to examine current classification and management systems of the geographical names in Korea and to propose a new alternative classification and maintenance of the geographical names. In particular, the paper suggests three categories for the type classification of the geographical names: morpheme, linguistic change, and contestation types. In turn, this paper investigates the index of the geographical names contained in THE NATIONAL ATLAS OF KOREA (2007) on the basis of the preceding classification types in order to unveil the practical problems and limitations of the current classification articulated in the national atlas. This paper also proposes a new classification of the geographical naming that reflects the divisions of front and back morpheme of geographical names. Finally, from the discussions with the reinforcement of National Committee on Geographical Names, this paper invokes administrative and institutional protection and systematical management of the contesting and unofficial small scaled geographical names that have been set apart from the current geographical name standardization.

• Journal of the Korean Geographical Society
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• v.40 no.4 s.109
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• pp.454-472
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• 2005

This study is to discuss on intrinsic justification of 'citizenship' and 'spaces of citizenship' to inquiry possibility of citizenship education through geography subject. According to Peters' educational view as forms of knowledge and initiation, citizenship was intrinsically justified through examination of forms of geographical knowledge. The analysis of paradigms in geography shows that 'the human' and 'the social' are generally combined in 'space'-centered language and ideologies through post-positivism. That is, it refuses the concept of physical space which is value neutral, and seeks turn to spaces of citizenship which is value-intrinsic through social space theory. Given that changes in the forms of geographical knowledge lead changes in content knowledge of geography subject, citizenship is to be justified intrinsically. Thus, citizenship as content knowledge of geography subject is to be justified not extrinsically through acceptance of social studies' educational aim in itself but intrinsically through forms of geographical knowledge. And geographical education as initiation into value and belief of citizenship based on these spaces of citizenship is not about making students have arrived at a destination, but about them travel with a different view.

• International Area Studies Review
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• v.15 no.2
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• pp.451-481
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• 2011

This study is the identify of influence in the social adjustment stress on foreign female immigrants in Korea. the study is like followings: First, offering the opportunity of employment will increase social activity of foreign female immigrants in Korea, and it will be helpful for their adaptation in Korean society. Second, the service of supporting family should be provided for settlement of foreign female immigrants in Korea, and proper education for affirmative adaptation of them in all spheres of home life, language, culture and it should be performed through their family. Third, systematic service of social welfare should be offered. The adoption of the system which overcome geographical limitation and can provide the service to needed people is required. In addition, for foreign female immigrants in Korea who cannot receive basic Korean language's education because of geographical limitation, it will be another solution which creates programs about Korean language's education. Finally, for understanding culture shock and keeping social relationship, the plans of supporting foreign female immigrants in Korea are required.

• Journal of the Korean Geographical Society
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• v.43 no.1
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• pp.71-86
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• 2008

The ambiguity of spatial language can be a source of communication problems. For instance, the 'the opposite side' in a sentence such as 'where is the opposite side of building X' can mean more than one direction. Research interests are focused on the directions of a spatial language 'the opposite side'. This study also explored the effect of geometric properties such as reference object's shape and distance from the reference object and spatial reference frame in the comprehension of 'the opposite side'. The assessment tasks used consisted of rating how appropriate the sentence 'where is the opposite side of building X' was to describe a series of pictures. The results of experiment suggest that 'the opposite side' means in most cases more than one direction simultaneously. Changing spatial reference frame has significant effects on individuals' rating of the tasks. However, while reference object's shape (prolonged building) has a consistent effect of the ratings given, the distance from the reference object (shortened road width) has limited influence in comprehending the tasks.

• English Language & Literature Teaching
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• no.5
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• pp.49-62
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• 1999

Education systems throughout the world encourage their students to learn languages other than their native one. In Australia, our Education Boards provide students with the opportunity to learn European and Asian languages. French, German, Chinese and Japanese are the most popular languages studied in elementary and high schools. This choice is a reflection of Australias European heritage and its geographical position near Asia. In most non-English speaking countries, English is the foreign language most readily available to students. In Korea, the English language is actively promoted by the Education Department and, in less official ways, by companies and the public. It is impossible to be anywhere in Korea without seeing the English language alongside or intermingled with Korean. When I ask students why they are learning English, I receive answers that include the word globalization and the importance of English throughout the world. When I press further and ask why they personally are learning English, the students mention passing exams, usually high school tests or TOEIC, and the necessity of passing the latter to obtain a good job. Seldom do I ever hear anything about communication: about the desire to talk with other people in English, to read novels or poetry in English, to understand movies or pop-songs in English, to chat on the Internet in English, to search for information on the Internet in English, or to email pen-pals in English. Yet isnt communication the only valid reason for learning a language? We learn our native language to communicate with those around us. Shouldnt we set the same goal for learning a foreign language? In my opinion communication, whether it is reading and writing or speaking and listening, must be central to language learning. Learning a language to pass examinations is meaningless unless those examinations are a reliable indicator of the ability of the student to communicate. In previous eras, most communication in a foreign language was through reading novels or formal letters. This required a thorough knowledge of grammar and a large vocabulary. Todays communication is much less formal. Telephone conversations, tele-conferences, faxes and emails allow people to communicate regularly and informally. Reading materials are also less formal as popular novels and newspapers are available world-wide. Movies and popular songs have added to the range of informal communication available. Finally travel has ensured that people from different cultures will meet easily and regularly. This informal communication requires less emphasis on grammar and vocabulary and more emphasis on comprehension and confidence to speak. Placing communication central to language learning has important implications for the Education system and for teachers.

• Journal of the Korean Geographical Society
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• v.36 no.2
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• pp.141-160
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• 2001

본 논문은 지리교육의 통합을 위한 논리적 토대와 준거틀을 구축하고, 이를 토대로 통합의 구성원리 제시를 목적으로 하고 있다. 주요 연구결과는 다음과 같다. 1) 새로운 지리교육이 삶과 삶의 터전을 위한 것이라면, 지리교육은 삶의 통합적인 모습을 해석하고, 이해하는 쪽으로 가야 한다. 2) 지리교육과정의 통합은 지역을 중심으로, 그 속의 지리적 현상을 주제로 간학문적.초학문적 통합의 장점이 조화된 통합 방식이 가장 적절하다. 3) 지역 중심의 주제를 통한 통합지리교육의 주목적은 학습자들이 자신들의 삶의 터전 속에 내재된 지리적 의미를 찾아 해석하고 이해하는 것이며, 부차적으로 이 과정에서 관련된 지리적 지식을 능동적으로 구성하는 것이다. 4) 통합지리교육은 지역화 지리교과서 편찬으로부터 출발해야 한다.

• Journal of the Korean Geographical Society
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• v.35 no.4
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• pp.565-583
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• 2000

레지오 접근법을 토대로 한 구성주의적 지리교육이 현실적 적실성을 갖기 위해서는, 첫째, 도식적 언어를 통한 상징적 표상을 지식 구성의 결과가 아닌 과정적 도구로, 또는 토론의 매개체로 전환하여야 한다. 둘째, 주제(선도) 개념을 중심으로 연계성과 위계성을 가진 개념을 조직하고, 이를 토대로 여러 차시의 내용을 연계하여 수업해야한다. 섯째, 개인적 구성보다 사회적 구성이 보다 고차적이고 심층적인 지식 구성을 가능케 한다. 따라서 구성주의 수업은 협동적.토론적인 모습일 때가 바람직하다. 넷째, 수업의 방향성과 학습의 목적성을 위해 안내자, 조력자로서 교사의 역할을 다하여야 한다. 이때 안내는 학습자 스스로 자신의 학습 목적과 방향을 판단하는 매개체로서, 그리고 사고력을 증진시키는 디딤돌로써의 안내이어야 한다. 다섯째. 선행학습에서의 구성과정과 구성맥락을 재 상기시키고, 이를 통해 구서의 지속성과 심층성을 강화하는 나선형적 구성의 절차를 반드시 밟도록 해야 한다.

• Journal of the Korean Geographical Society
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• v.36 no.1
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• pp.15-34
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• 2001

This is the second segment of an action research on the constructivist geography education.(1)Deeper and lasting construction of knowledge may be possible especially when some key or leading concepts are utilized, around which other related concepts may be further explored. (2) Graphic languages may be more pedagogically effective than any other language, when they are viewed as means of learning may be the teacher's questioning, cooperative discussion, and the teacher's guidance and assistance. The questioning by the teacher seems effective when it is appropriate to the different levels of learner's comprehension, and cooperative discussion among thern seems productive with the teacher's attentive guidance. And, (5) constructivism may best be understood when teachers try to embody it in their own classrooms. This may be part of the context in which action research is called for.

• Journal of Preventive Medicine and Public Health
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• v.42 no.4
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• pp.209-214
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• 2009

Objectives : The aim of this study was to develop search filters able to retrieve the South Korean scientific output and relating the fields of public health, preventive medicine, and physical education, activity, fitness, exercise and sport in MEDLINE between 2000 and 2007. Methods : The search filters were constructed and applied in MEDLINE accessed through PubMed according to the affiliation and subject. The language and place of publication were identified and the evaluation of the geographical filter performance was done. Results : The search format was successfully elaborated and applied, and the articles originated, published in Korea and/or abroad focusing on the fields of public health, preventive medicine, physical education, activity, fitness, exercise and sport, added to MEDLINE between 2000 and 2007 were retrieved. Publications in six languages originated in South Korea were detected. Conclusions : A geographic search filter determined the South Korean research output, and combined with additional filters focused on specific areas. The dynamics of the scientific output followed an increased evolution in all categories. Articles were written mainly in English/Korean. Further research is recommended on developing search strategies in order to retrieve precise and reliable information.