Geography Reference
In-Depth Information
In South Korea, ESD is covered under ethics, science, technology and home
economics, and Social Studies. According to Lee et al. (
2007
), for a truly integrated
understanding of sustainable development, Geography and Social Studies teachers
in South Korea should consider environmental, physical, economic, social, and
cultural aspects, as well as relationships across these components.
In 2008, Japan's elementary and junior high school curriculum was revised
to provide specifi c measures to instill in students the “living skills” that they need.
The current junior high school curriculum refers to the sustainability of nature,
economy, and society. Hence, the ESD concept was enhanced within each subject,
including Social Studies and Geography. An example of a suitable ESD topic is
pollution (Nagata
2009
), which has been integrated in Social Studies and Geography
since the 1960s and incorporated into the national curriculum in 1969.
17.5
Conclusion
This chapter presented current trends in school geography across four countries in
Asia, Singapore, Hong Kong, South Korea, and Japan. Trends were found via the
following case studies.
• The geography curriculum was designed by combining several teaching
approaches. Although a descriptive regional approach is not central to this
design, region is still a key concept in that curriculum.
• The geography curriculum promotes inquiry-based learning to induce skill
development. Through the inquiry process, students develop a wide range of
geographical and general skills.
•
School geography is an especially important subject for ESD. Geography supports
student understanding of human and environmental relationships, an important
foundation for their contributions to a sustainable society and environment.
References
CDC (2011) Personal, social and humanities education key learning area geography (secondary
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Chang CH (2011) Is Singapore's school geography relevant to our changing world? Rev Int Geogr
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Gerber R (2003) The global scene for geographical education. In: Gerber R (ed) International
handbook on geographical education. Kluwer Academic Publishers, Dordrecht
Haubrich H (2006) Changing philosophies in geographical education from the 1970s to 2005; an
international perspective. In: Lidstone J, Williams M (eds) Geographical education in a changing
world; past experience, current trends and future challenges. Springer, Dordrecht, pp 87-92
IGU-CGE (1992) International charter on geographical education.
http://www.igu-cge.org/charter-
translations/1.%20English.pdf
.
Accessed 6 Dec 2013
IGU-CGE (2007) Lucerne declaration on geographical education for sustainable development.
http://igu-cge.tamu.edu/LucerneDeclaration.pdf
.
Accessed 6 Dec 2013
