Geography Reference
In-Depth Information
16.3
The 2000s
In the 2000s, a curriculum was developed to support geographic decision-making
and social participation, including Education for Sustainable Development (ESD)
as contextual background. Regional geography education is emphasized in the
National Curriculum Standards that was introduced in 2008/2009. This section
summarizes infl uential Japanese research that has shaped geography education.
16.3.1
Curriculum Development
Yamaguchi (
2002
) published novel research fi ndings on student development of geog-
raphy awareness. He believed that children's geography awareness progresses in three
stages: (1) A preparation period, (2) development period, and (3) deepening period.
The latter period is also known as the “explosive growth period,” which is crucial to
understand in order to create a successful curriculum for geography education.
Yamaguchi's views are persuasive because of the large amount of data presented.
Saito (
2003
) was infl uenced by Piaget's research on childhood cognitive develop-
ment, and proposed the developmental theory of geography education. This theory
strives to match “spatial experiences,” “knowledge acquisition” of the world, and
“skill acquisition” with a child's developmental progression as a foundation. The aim
is to teach international understanding, international politics, and environmental
problems for connecting the child with modern society. This perspective has led to
new curriculum theories and experimental research on children's spatial cognition.
Kusahara (
2004
) believed that geography education is a purposeful tool and cen-
tral subject that can develop the next generation of leaders in the nation and society.
He developed a new framework described as education to develop leaders of a
democratic nation and society, to rethink theories governing geography education.
He borrowed geography education research in the U.S. as reference in framework
formation. Kusahara concluded that the contribution of geography education to the
development of its citizens is desirable for the development of scientifi c social
awareness. His research is broadly accepted and found in curricula and book
chapters, and he is recommended as a speaker in lecture schedules. His work also
communicates the importance of geography in Social Studies education.
Yoshimizu's (
2002a
,
b
) research focus was on learning content in Social Studies.
His work suggests that the structure of teaching materials would be effective if orga-
nized around ideas of location and distribution (e.g., industry locations in Japan).
16.3.2
Geography Education History
The history of geography education and its structure has been investigated by some
researchers over time. Gion (
2009
) examined the history of geography education in
Fukuoka Prefecture, before and after World War II. This work clarifi ed that Social
