Geography Reference
In-Depth Information
detailed world topography or more in-depth physical geographic content, they will
gain a deeper understanding of Japan and the world. Moreover, students will be able
to understand the value of learning geography.
21.4
Characteristics and Issues of Basic Geography
The characteristics of Basic Geography are foundation to the fi eld. These are sum-
marized in the four points below:
(1) Considering current and important geographic phenomena,
(2) Giving close consideration to place, space, and time,
(3) Presenting the natural environment and social/cultural issues in a comprehen-
sive and integrated manner by undertaking specifi c case studies,
(4) Conducting examinations by employing maps and GIS.
Geography education plays a role in ESD, which fosters individuals who are
conscious of their relationship with others, their relationship with society, their
relationship with the natural environment, and who are able to highly value rela-
tions and connections. Basic Geography offers content that is relevant to these
ESD concepts.
There are two issues worth mentioning about the implementation of Basic
Geography. The fi rst point is that since Basic Geography is a two-credit course, the
content that forms the “basics” is carefully selected. There is no consensus among
geographers on the elements of geography; however, it is aligned to the geography
curriculum taught throughout school grades. Geography education researchers in
universities, geography teachers in senior high schools, and junior high school
Social Science teachers who specialize in geography contributed to its formulation
and reviewed the ensuing drafts. Geography researchers were also involved as read-
ers of the content and provided suggested revisions.
The second point is whether Basic Geography will be taught by all geography
and history educators. It would be optimal for Basic Geography to be taught by
teachers specializing in geography; however, owing to a shortage of trained geogra-
phy teachers, it is conceivable that teachers specializing in history will teach it. The
obstacle for non-geography teachers is that the knowledge, skills, and ways of
thinking in Basic Geography are not simple. This issue has to do with the way that
the university teaching certifi cate and in-service training systems are organized.
Social teachers have a license that allows them to teach geography and history.
Unfortunately, many teachers did not major in geography at university and their last
geography class was in junior high school. In contrast, many more teachers have
studied history in senior high school. Even if teachers have no experience in geog-
raphy, they could be allocated the class. This causes geography education support-
ers to worry about the state of geography in schools. The lesson is that in-service
training for teachers is important to implementing content rich courses.
