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Analysis on the Contents of ‘Sense of Place’ Represented in Elementary Geography Education

  • Journal of the Association of Korean Geographers
  • Abbr : JAKG
  • 2018, 7(3), pp.275-287
  • DOI : 10.25202/JAKG.7.3.3
  • Publisher : Association of Korean Geographers
  • Research Area : Social Science > Geography
  • Received : October 8, 2018
  • Accepted : November 16, 2018

Hye Jin Kim 1

1서울수서초등학교

Accredited

ABSTRACT

This study was conducted to identify the meaning of sense of place by examining diverse studies on a sense of place and verify the relevance by comparing with curriculums and textbooks. Academic development leads to a change in contents to teach at school. For the contents to teach at school, an academic research result must be credited for validity of its educational value. One of noticeable transitions from the 2009 Revised Curriculum to the 2015 Revised Social Studies Curriculum was the emergence of ‘sense of place’. A discussion on place has been established as a crucial topic in geography education, since it was researched by Yi-Fu Tuan and Edward Relph in earnest. In recent times, there is a growing interest in place, and research on a ‘sense of place’ is being widely conducted in various academic fields, including geography. But there are a lot of differences in meaning and category of sense of place depending on academic fields, and the emergence of related concepts, such as place identity, place attachment, and place dependence is bring about confusion. On the other hand, the curriculum and the contents of sense of place to teach at school are closely associated with the advancement in place-based education and private geography, and children’s geography, based on the didactic transposition. This study was conducted to identify the meaning of sense of place by examining diverse studies on a sense of place and verify the relevance by comparing with curriculums and textbooks.

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