지리교육의 5대 빅아이디어를 적용한 초등 사회과 지리 영역의...
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? 54 2 2019(251~269)
5
*
A Study on the Development of Contents Framework for Elementary Geography Education Applying The Five Big Ideas of Geography
Education
* (Korea Institute for Curriculum and Evaluation, Research Fellow)
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Abstract : This study explored ways to improve the contents framework of elementary geography education by applying the five big ideas of geography education presented in the 2015 revised national curriculum. First of all, the author diagnoses that the contents framework of the current elementary geography is an ambiguous combination of the classification of geography as a discipline and the expanding environments sequence, and that there is a lack of clear educational grounds and logic. The author notes that the 2015 revised national curriculum specifies five big ideas of geography education for the first time in the history of geography education in Korea and summarizes their educational significances and that, but, five big ideas of geography education present in the curriculum have some problems which do not fully correspond to the contents framework of elementary geography. The author proposed two ways of interworking between the five big ideas and curriculum framework: one is to reflect in contents framework of the current elementary social studies from a conservative point of view and the other is to reconstruct the contents framework of the geography education. Finally, the author mentions that it is major research themes to research on the contents organizer of geography education, to develop the contents framework compatible with the contents organizer, and to research on how to correspond to the contents framework of history and civics as two other areas of social studies.
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Key Words : Elementary Geography Education, Five Big Ideas of Geography Education, Curriculum Frame- work, Content Organizer, Scope and Sequence
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, 6
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ronment), (human geography)(Depart-
10) 2015
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, 1992, 1992-16
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,” , 10(1), 53-64.
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, 16(4), 347-364.
() .
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,” , 54(4), 65-83.
, 2016, “2015
,”
, 24(1), 15-32.
,” , 24(1),
lines for Geographic Education, Elementary, and Sec-
ondary Schools, National Council for Geographic
Education, Washington, DC.
Boehm, G. and Petersen, F., 1994, An Elaboration of the
Fundamental Themes in Geography, Social Educa-
tion, 58(4), 211-218.
- 269 -
5
subject content(: https://assets.publishing.ser-
England: Geography Programmes of Study (:
https://www.gov.uk/government/publications/
young children: neurologic evidence for early de-
velopment and “educability”, Journal of Geography,
106, 181-91.
Geography for life: National Geography Standards
1994, National Geographic Research & Explora-
tion, Washington, DC.
geospatial concepts with geographic educational
needs, Geographical Research, 46(1), 85-98.
Janelle, G. and Goodchild, F., 2009, Location across Dis-
ciplines: Reflection on the CSISS Experience. In:
Scholten, J., Manen, N. and Velde, R.(ed.), Geospa-
tial Technology and the Role of Location in Science,
15–29. Dordrecht, Netherlands: Springer.
Vender, C., 2003, Teaching to the Standards: A k-12 scope and
sequence in geography, The Geographic Education
National Implementation Project, Washington,
National Standards for Geography: A Standards-
Based Guide to K-12 Geography, Canadian Council
for Geographic Education, Ottawa(: www.
ccge.org).
(: esjang@kice.
re.kr, : 043-931-0377)
riculum and Evaluation, 8, Gyohak-ro, Deoksan-myeon,
Jincheon-gun, Chungcheongbuk-do, 27873, Korea(e-mail:
5
*
A Study on the Development of Contents Framework for Elementary Geography Education Applying The Five Big Ideas of Geography
Education
* (Korea Institute for Curriculum and Evaluation, Research Fellow)
: 2015 5
.
.
2015 5
. 5
. 5
.
.
,
.
: , 5 , , ,
Abstract : This study explored ways to improve the contents framework of elementary geography education by applying the five big ideas of geography education presented in the 2015 revised national curriculum. First of all, the author diagnoses that the contents framework of the current elementary geography is an ambiguous combination of the classification of geography as a discipline and the expanding environments sequence, and that there is a lack of clear educational grounds and logic. The author notes that the 2015 revised national curriculum specifies five big ideas of geography education for the first time in the history of geography education in Korea and summarizes their educational significances and that, but, five big ideas of geography education present in the curriculum have some problems which do not fully correspond to the contents framework of elementary geography. The author proposed two ways of interworking between the five big ideas and curriculum framework: one is to reflect in contents framework of the current elementary social studies from a conservative point of view and the other is to reconstruct the contents framework of the geography education. Finally, the author mentions that it is major research themes to research on the contents organizer of geography education, to develop the contents framework compatible with the contents organizer, and to research on how to correspond to the contents framework of history and civics as two other areas of social studies.
- 252 -
, , , ,
.
,
.
.
‘ ’ .
·
.
.
‘ ’
,
,
.
‘
’ .
.
,
,
.
.
·
.
.
5 ‘’1)
. 2015
( , 2015, 84-88)
‘
’
.
.
2015
.
,
5 .
5
, 2015
5
, 5
. 5
,
.
’
Key Words : Elementary Geography Education, Five Big Ideas of Geography Education, Curriculum Frame- work, Content Organizer, Scope and Sequence
- 253 -
5
.
5
,
.
.
2015
.
2015
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- 254 -
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5 (The Five Themes of Geography)
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(Boehm and Petersen, 1994, 211-
218).
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18 (standards)
(Vender, 2003). 6 18
- 258 -
6
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.
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ronment), (human geography)(Depart-
10) 2015
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-.
.
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