Geography Reference
In-Depth Information
Table 3.3 Combinations of geographical approaches and regions to be addressed in textbooks
Geographical approach perspective
Example 1
Example 2
(a)
Natural environment
Kyushu
Hokkaido
(b) Historical background
Hokkaido
Kinki
(c)
Industries
Chubu
Chubu
(d) Environmental problems and environmental
protection
Kinki
Kyushu
(e) Population and urban and rural settlement
Kanto
Chugoku & Shikoku
(f)
Livelihood and culture
Tohoku
Tohoku
(g) Linkages to other regions
Chugoku & Shikoku
Kanto
Based on the textbooks of four publishers (see footnote 2)
the 'survey of the local area' to create a close continuity between 'Japan's various
local regions' and the 'survey of the local area.' Also, having piqued students' inter-
est and increased understanding in the learning content, it was thought that it would
be possible to carry out a 'survey of the local area' and that this would be effective
as well in 'nurturing a consciousness of social participation among the students,'
simultaneously reaching the aims of 'Education for Sustainable Development'
(ESD) in creating a sustainable society.
Ushigome ( 2009 ) proposed three methods to teach the core phenomena of
geography topics: (1) to focus on all core phenomena, 2(2) to focus on select core
phenomena, and (3) to use “window” method by studying phenomena of human and
physical geography topics across different regions.
3.2.4
Study of the Local Area
The Basic Act on Education and the School Education Law, partially revised in 2007,
clearly states that 'an attitude will be cultivated by participating as an actor in the
formation of society and contributing to its development, based on public spirited-
ness.' The nurturing of a social participation attitude also means to cultivate a foun-
dation of civic qualities, a goal of Social Studies. Learning geography also deepens
an understanding and interest to participate in the development of the local area
where students live. This objective is under the content subheading (2)-(D) 'survey of
the local area' in the 2008 version of the National Curriculum Standards. It emphasizes
investigative learning that incorporates social participation on local regional issues
in students' communities giving them opportunities to participate in local commu-
nity formation and to cultivate an attitude of students' desire to work for their
region's development. 'Local regional issues' are defi ned as geographic phenomena
with a location or an areal extent. It is necessary to distinguish these from local
regional issues such as regional fi scal budgets, etc. that are related to content taught
in civics classes.
 
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