Geography Reference
In-Depth Information
environment, in particular the spatial arrangement of places and the interaction
between humans and the environment” (CDC
2011
, p. 9). The curriculum is
designed to facilitate student understanding and application of key geographical
concepts, including space, place, region, human-environment interaction, global
interdependence, and sustainable development (CDC
2011
).
In South Korea, junior high school geography is subsumed under Social Studies.
Although students acquire some geographic concepts, they are limited. Since learn-
ing about concepts requires a deeper understanding beyond facts, it is diffi cult to
provide a comprehensive curriculum of geographic concepts within Social Studies.
This diffi culty is compounded by the fact that Social Studies teachers may not have
majored in geography. Kim and Ryu (
2006
) argued that the integration of Geography,
World History, and Civics in Social Studies textbooks actually narrows student
understanding of geography. Conversely, geography in Social Studies can provide
students with a spatial perspective of various social problems and issues.
In Japan, the current junior high school geography curriculum emphasizes the
acquisition of basic knowledge and concepts, and is a separate subject that is part
of Social Studies. Although there is a conceptual curriculum for geography as in
South Korea, it is taught by Social Studies teachers who may not have majored in
geography.
17.4.2
Geographic Skills and Inquiry-Based Learning
Geographic skills include fi nding, analyzing, processing, evaluating, presenting, and
using geographical information (Haubrich
2006
). The junior high school geography
curriculum in Singapore stresses the teaching of geographic skills such as atlas and
map reading, as well as photo interpretation. Generic skills in data collection, analysis,
communication and application of geographic knowledge have also been integrated
into the curriculum (MOE
2005
). There are a variety of activities (e.g., group dis-
cussions, cooperative learning, simulation exercises, role playing, debates, and fi eld
studies) that furnish students with a range of meaningful learning experiences
(MOE
2005
). In particular, fi eld studies can give students skills that they need to
connect to the world.
In Hong Kong, skills are divided into three parts, geographical inquiry skills,
geographical skills, and competencies. Geographical inquiry skills are abilities to
ask geographic questions, to locate and collect information and data relevant to the
inquiry from a variety of sources, to organize and present information and data in
appropriate formats, and to analyze and interpret information and data for drawing
conclusions. Geographical skills include atlas and map reading, photo interpreta-
tion, fi eldwork methods and IT techniques. Competencies include communication
skills, critical thinking skills, and creativity (CDC
2011
).
South Korea's Social Studies curriculum states that students should “develop
skills collecting, processing and using information and data to understand social
phenomena and issues, skill of inquiry, decision making and social participation to
