• Journal of the Korean association of regional geographers
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• v.9 no.2
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• pp.153-168
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• 2003

Since 1945, geography textbooks of South Korea and North Korea have been developed differently. Taking both geography textbooks of South Korea(printed in 1996 and 1997) and them of North Korea(printed in 1995), this study compares and analyse geography textbooks of South and North Korea systematically, then to show their likeness and difference. Results of this study are as follows: First, Most of contents in South Korean textbooks consist of explations and many tables, graphs and photographs leading to inquiry activities, whereas those in North Korean textbooks consist of mostly sentences that explain topics, diagrams and sketches. Second, Geographical education in South Korea puts strong emphasis on human geography and regional geography, whereas that in North Korea does strong emphasis on physical geography, economic geography and education of cartography. Third, The geographical words of South Korean textbooks contain words written in Chinese character and words of English origin, whereas Those of North Korean textbooks do many pure Korean words.

• Journal of the Korean Geographical Society
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• v.50 no.1
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• pp.91-103
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• 2015

The purpose of this study is to investigate if there is any regional distribution difference in the frequency of geographical location's name mentioned on the SAT Korean geography test. The reviewed items were used for geography subject test in Korean SAT exam in between 2005 and 2015. Researchers analyzed how often a location had been mentioned in the form of maps, captions, and graphs in the national college entrance exam for 11 years. The result indicated that 42% out of the 220 items were using map and about 33% of them represented a specific region. Especially, items related with climate, industries, and local area section contained a specific area information more frequently than others. Moreover, there were 76 cities mentioned in geography subject test on Korean SAT exam during 11 years and 25 places among them were referred to more than three times. The most frequently appeared city was Seoul followed by Incheon, Daegu, Busan, Gangneung, and Jeju and this result shows that there were some regional bias in geography test on the SAT Korean exam.

• Journal of the Korean association of regional geographers
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• v.10 no.4
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• pp.824-832
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• 2004

By reviewing the research papers and books about Korean geography published in China during the recent 20 years, the trend of research on the Korean geography in the filed of general and professional viewpoint was summarized in this paper. For general review, 4 major trends were observed. First, lots of research institutes have been newly established. Second, the amount of journals and books related to the Korean geography are keeping increasing. Third, a series of new academic results arc being achieved. Forth, academic exchange activities are being carried out actively in broader rangers. For professional geography study, researchers are more focused on the study of human geography rather than physical geography. And in the field of physical geography, studies about geology, earthquake and natural resource appeared livelier than others, while in human geography, studies about economic geography attract more interests. It was also observed that problems such as the research fields are limited and Jack of fundamental theory study exist. To solve these problems, the learned circles of Chinese geography should do more efforts, while an effort of introduction of achievements of Korean geography study to china by learned circles of Koran geography are also necessary.

• 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 association of regional geographers
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• v.22 no.3
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• pp.730-744
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• 2016

This study aims to seek for solution to reinforce affective domain in World Geography instruction using travelog. The result can be summarized as follows. First, The World Geography textbooks are given too much emphasis on cognitive domain. This overevaluation is due to the fact that official World Geography curriculum is concentrated in cognitive domain. Second, Travelogs can be effectively used for reinforcing affective domain in World Geography education. They can reinforce the various attitudes and values that students need. I hope that this study could activate discussion on affective domain and graphic skills in geography education.

• 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 Geographical Society
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• v.39 no.3
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• pp.409-424
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• 2004

This study examines Korean-related description from 1931 to 2002 in 18 university-level ‘World Regional Geography’ textbooks, being published as English. During this period, the amounts of Korean-related contents in world regional geography textbooks have gradually increased. The main Korean-related topics were generally ‘Colonization by Japan’, ‘Korean War’, ‘Rapid economic development in South Korea’, and ‘North Korea’. The distorted information and erroneous description about Korea were mostly found in textbooks. The national and cultural identity of Korea was severely distorted and made a fallacy by ‘accidental-centered’ thought. It is suggested that foreign geographers who refer ‘Korea’ in World Regional Geography textbooks need to critically re-examine the ways in which Korean-related contents are in proper place.

• Journal of the Korean association of regional geographers
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• v.15 no.4
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• pp.478-493
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• 2009

The purpose of this paper is to discuss the educational implications of global citizenship and regional identity in geographic education of multicultural society. Geographical education inquires into places and region on local, regional, national and global scales. Geography studies geographical representation of ethnical, cultural, political diversities of human societies. Therefore geography is a very proper subject for multicultural education. Geography has also inherent legitimacy on multicultural education in the viewpoints that space or region has valued inherent nature which is constructed by human experience, perception and response etc. Citizenship in multicultural education requests some abilities and attitudes of world citizens superior to state or nation oriented citizenship. However the education of world citizenship doesn't mean abandonment of regional identity in geographical education. Citizenship is based on geographical units which have their territories. Regional identity is the feeling of belonging as a member of a certain region, and is formed not only by race, ethnic, gender, political and social position but also by thought of nature, landscape, national identity, regional dialect, and historical context, etc. The regional identity in multicultural society means the homogeneity which includes the heterogeneity of diverse groups, and has a key which solves the conflicts of diverse groups in the region. Consequently multicultural education in geography would focus on the cultivation of regional identities which are founded on critical thinking to solve the conflicts of multicultural society. The geographic education in multicultural society would rather emphasize on region than on race or nation, and can integrate the global vision of world citizenship with the diverse viewpoint of multicultural education.

• Journal of the Korean association of regional geographers
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• v.11 no.2
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• pp.155-168
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• 2005

This study gropes for historical geographic approach to regional research in view of new regional geography. A geographical methodology in regional geography pursues the dialectics of concrete totalities. Regional researches think that social processes interact with the uniqueness of regional characteristics and that region is a historical unit which changes dynamically. Time in regional changes is understood in terms of a dialectics of continuity and break. Transition from feudalism to capitalism is the important period which is captured continuity and break simultaneously. Research objects in this research are money, market and city. Money symbolizes transition to capitalism, and market and city have the importance in transition from feudalism to capitalism In Korea, historical geographic approach to money, market and city both in the era of opening ports and in the Japanese colonial times in Korea are important objects in regional geography. Colonial urban research in view of money and market from the era of opening ports to the Japanese colonial times in Korea is a theme which includes a dialectic of concrete totalities in historical geographic approach in regional geography.

• Journal of the Korean association of regional geographers
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• v.14 no.6
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• pp.752-766
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• 2008

For all the region is the basic unit of geographical learning and the grounds of human activities, regional learning can't possible be carried out at the class. Because there are very few regional learning materials that are applicable to class and can be expanded to geographical basic concept. This paper aims to regulate the construction principles of regional learning and select the contents of regional learning. Firstly, the six basic concepts of geographical education be made a selection of the construction principles of regional learning: human-environment, location, region, interaction, change, scale. And then, I suggest the upper five subject that be based on the results of systematical geography. Those are the necessity and method of regional apprehension, the physical environment and the regional human-life, the resource and industrial activities. the regional life-space's formation and change, and the changing world and region. And I propose the subdivided the mid and the lower subject that be reflected the learner's need and the social demand, and could be experienced the results of geography and the everyday life. For the best regional learning, these subjects can be combined one or more in various scale.