장소 중심 지리교육내용 구성원리의 탐색

Abstract

The purpose of this study is to enhance the learners? relevance in organizing the geography contents in social studies education. In this study, I have tried to re-conceptualize the concept of region in geography domain of social studies education in accordance with the educational implications of the regionalization principle. In short, I have considered it as a place that learners can perceive the size and characteristics of the region which has the relevance and interconnections to learners, and a specific size of place that learners can experience and form individual meaning. Thereafter, I have considered the meaning of place, and suggested that a place has an important geography educational meaning as a vein of authentic geographical knowledge formed in children?s daily lives, a unit of geographical awareness through children?s perception and a foundation of geographical self-formation. Based on the foregoing, I have re-interpreted the meaning of place, a primary study subject of regionalization and an organizational principle of the geographic contents, positively, considering elementary school learners? experience and their level of understanding, leading to suggest a new place-based organization of contents as a beginning of grasping the meaning of the region.When it comes to the organizational principle of the place-based geography contents, I have four basic principles as follows. Firstly, the contents of geography education should be selected by the basis of children?s life-world. Secondly, the contents should be organized progressively from children?s private geography. Thirdly, we have to emphasize the lived-experience of place and the exemplar place study. Fourthly, the geographic contents should be organized for children to form the sense of place.