Geography Reference
In-Depth Information
how it relates to others is connected to deeper questions of how the structure of a
region is perceived. This helps to cultivate a regional image.
A third method adopted under this topic is cluster sampling, also known as
“learning by case study” or “sample study”. During the study of a certain region,
students focus on one part of it, analyze it in detail and are thus able to relate it to
an overall understanding of the entire region. This is based on the idea that the
local distinctiveness of a region extends across its various parts. The advantage of
the cluster sampling method is that learning about relatively large-scale regions
(e.g., nation states) makes it easier to grasp details of small-scale regions.
These methods were included in the discussion of ways to handle content in the
1969 National Curriculum Standards for junior high schools (Ministry of Education,
Science and Culture
1969
).
6.5
The Meaning of Methods-Focused Regional Geography
Education and Related Issues
In the 1998 edition of the National Curriculum Standards for junior high schools
(Ministry of Education, Science and Culture
1998
), the focus on exhaustive regional
geography education vanished and geography education was reorganized with
importance placed on different scales, from communities and prefectures to coun-
tries and continents.
The 1998 National Curriculum Standards for junior high schools was based
around methods-focused regional geography education. Criticism of this so-called
cramming education and a rise in public demand for a more relaxed educational
environment led to cutbacks in teaching hours and content. Regional geography
education was required to follow suit.
Knowledge-focused regional geography education is based on the premise that
every region has a unique existence. When a particular region is studied, the
knowledge gained is isolated and not directly applicable to a generalizeable applica-
tion across other regions. Under content-focused regional geography education, it
becomes essential to deal directly with all regions. Reduced instruction hours in a
knowledge-focused regional geography education system means a reduction in
either the number of regions taught or the amount of learning content taught for
each region. However, enlarging a regional unit would also increase the discrepancy
between units within a course. Further, a reduction in content for each region would
make multifaceted examination of regions very diffi cult, and instruction would be at
a superfi cial level.
Methods-focused regional geography education has been adopted into modern
topographic or area studies. According to Yagasaki (
2003
), researchers in area stud-
ies aim to understand regions by fi rst setting out topics of study through exchanges
and inquiries with people in the studied regions, before conducting fi eldwork and
related research. Yagasaki (
2003
) also argues that students who understand a region
in this fashion will form a framework to comprehend the world. In other words,
