지리다운 수업의 구성: 지리 지식의 구성 대상과 과정을 중심으로

Abstract

The nature of both materials and process of doing geography may be related to the overall difficulty of geography education. The outside raw materials may not be easy to be transported into the classroom, and the process of operating the raw materials into an idea or understanding may not be a natural phenomenon for children. But the critical thinking in geography could largely be fostered through the inquiry process of operation, interpretation, judgment and so on, of the raw materials not adapted for the special purpose of school instruction. Teachers may thus have to be mindful of at least three points for successful geography education. First, learning materials may have to be authentic; raw materials not cooked or adapted for instructional purposes. Second, an inquiry process could not be pre-specified and thus immaculately orderly. It could appear messy, but still be a desirable learning activity, insofar as children are eager to distill meanings from raw unadapted materials. And last, the social construction of geographic understanding would have to be a rule rather than exception of geography lessons throughout, until it becomes a habit among children and the teacher. These will enable children to eventually construct textbook-like knowledge, and be geographers so to speak.