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Exploring Self-directed Inquiry-type Primary Geography Textbook: A Case Study of Primary Geography Textbook in UK and USA

  • Journal of the Association of Korean Geographers
  • Abbr : JAKG
  • 2019, 8(2), pp.109-120
  • DOI : 10.25202/JAKG.8.2.1
  • Publisher : Association of Korean Geographers
  • Research Area : Social Science > Geography
  • Received : July 29, 2019
  • Accepted : August 9, 2019
  • Published : August 31, 2019

Dawon Kim 1

1광주교육대학교 사회과교육과

Accredited

ABSTRACT

The purpose of this study is to explore the alternatives of constructing contents of inquiry type primary geography textbooks in the future. The primary geography textbooks of the United Kingdom and the United States of America was analyzed. As a result of the analysis, I found that there are devices as inquiry textbooks in the following three aspects. First, textbooks provide relevant learning contents to acquire core concept knowledge related to topics necessary for inquiry, and to acquire related functions, so that learners can naturally carry out the inquiry process. Second, it presents a set-type inquiry task by level. The basic problem that can check the subject matter by each subject and the deepening task that needs to utilize in depth thinking can be used to help the students to develop high-order thinking ability through simple thinking activities. Third, the core concepts, related data, and related functions presented in the textbook reflect well the concept of geography and generalization knowledge. Based on this, students learn naturally to acquire conceptual knowledge and inquiry process of geography and help to form geographical perspective.

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