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나정향,남상준 한국지리환경교육학회 2019 한국지리환경교육학회지 Vol.27 No.3
This study examined how children experience and perceive natural disasters in everyday life, and confirmed the characteristics and meaning of their perception of natural disasters. In addition, this study examined the implications of this perception of natural disasters for elementary geography education. Based on the results of the study, the meaning of elementary students’ perception of natural disasters in geography education is as follows. First, geography education should include the actual natural disaster experiences of children as its education contents, reflecting the scope of life closest to the children’s everyday life. Second, the education contents of geography education should revolve around geographical phenomena that can be directly understood by children considering the psychological hierarchy of their learning contents. The education contents should also be based on the problems and experiences of everyday life children are interested in and attracted to. Third, practical environment education should be provided based on the children’s perception of natural disasters, allowing them to learn about these disasters and naturally inducing their interest in solutions to environmental problems and protection. Fourth, safety and prevention education should be provided considering the children’s life experience and characteristics of geography education, so that they can independently make decisions and respond to natural disasters in real life. 본 연구는 어린이들이 일상생활에서 자연재해를 어떻게 경험하며 인식하고 있는지 알아보고, 어린이들의자연재해에 대한 인식의 특성과 의의가 무엇인지 파악하였다. 그리고 이러한 자연재해에 대한 인식 특성이 초등지리교육에 어떤 시사점을 주는지 알아보았다. 본 연구를 바탕으로 도출한 초등학생들의 자연재해에 대한 인식이 주는 지리교육적 의미는 다음과 같다. 첫째, 어린이들의 일상경험과 가까운 생활세계를 반영하여 어린이들이 실제 경험하는 자연재해를 지리교육의교육 내용으로 삼아야 한다. 둘째, 어린이들이 가지고 있는 학습 내용의 심리적 위계를 고려하여 직관적으로 이해할 수 있는 지리적인 현상을 중심으로, 그들의 관심과 흥미에 맞는 일상생활에서 부딪히는 문제와 경험을 바탕으로 하여 지리교육의 교육 내용을 조직해야 한다. 셋째, 어린이들의 자연재해 인식을 바탕으로 하여 자연재해에대해 학습하면서 자연스럽게 환경문제 해결과 환경보호에 관심을 가질 수 있도록 실제적인 환경교육이 이루어져야 한다. 넷째, 어린이들의 생활 경험과 지리교육의 특성을 고려하여 실제 자연재해가 발생했을 때, 어린이들이 스스로 상황을 판단하고 행동할 수 있는 대처 능력을 기르는 안전·방재교육이 이루어져야 한다.
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남상준 ( Sang-Joon Nam ),장혜정 ( Hye-Jeong Jang ),나정향 ( Jung-Hyang Na ) 한국지리환경교육학회 2022 한국지리환경교육학회지 Vol.30 No.4
Children’s-geographies-Education (CGE) is an educational trend formed in the 1990s by combining Children’s Geographies, child anthropology, and learning-ism. In Korea. Discussions on CGE began in earnest in the early 2000s. The purpose of this study is to analyze the research trend of CGE conducted in Korea from 2004-2021. Furthermore, based on this, I would like to discuss the development tasks of CGE. First of all, 135 master's, doctorate papers, and academic papers that satisfy the criteria were selected from thesis search portals and online libraries. By analyzing these papers, the following research results were obtained. First, the number of papers produced tended to increase over the entire period. In particular, 2008 was an inflection point for the increasing trend. This is judged to be the influence of the introduction of the 2007 curriculum. Second, research is concentrated in the Learner category and the Class category. This may be because the two categories are the main bodies of CGE. Third, Korea National University of Education and Seoul National University of Education are the centers of thesis production. The former is specialized in the subject of children's place experience, and the latter is the study of the implementation of geography classes. Fourth, most of the academic papers were published in the Journal of the Korean Association of Geographic and Environmental Education. This is due to the authority of the journal and interest in the field of primary geography education (PGE). Fifth, two research flows appear. First, it is to study children’s geographical perception and thinking as an approach to the subject or issue of PGE. Very few research papers belong to this flow. Another flow is research to understand the geographical life of children itself. Furthermore, I would like to explore the implications of it on PGE. Most of the research belongs to this flow. In light of the development model of subject, Korea's CGE is at an early stage. CGE is a direction for the paradigm shift of PGE research in Korea. It is expected that the meaning of CGE in PGE research will be widely shared.
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