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2013 미사교 최종발표

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Eun Suh Jang
Eun Suh Jang

This document discusses improving geography education in Korea. It analyzes middle school students and their developmental stages. It advocates for adopting a constructivist approach using revised curricula. The learning goal is to develop learners' geographic thinking through free informal learning first in human geography then physical geography. Augmented reality using a virtual cocoon is proposed to allow interactive learning anywhere. Specific Korean festivals are suggested to experientially learn geography combining human and physical aspects. The teacher acts as a scaffolder facilitating learner-centered activities. A virtual coal mine is presented as one example augmented reality learning content. Current limitations are separating geography disciplines and passive standardized materials versus proposed integrated learning through active heuristic augmented reality.

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2013 미사교 최종발표
Need Analysis - Learner Analysis - Theoretical Background for Learning Material - Learning Goal 2
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 Geography Education ; Interdisciplinary • Geography - Humanities and Social Sciences + Natural Science (Anthropology, Biology, geology, economics, politics, climatology) • However, current geography education in Korea - Without interdisciplinary approach, mainly focus on rote memorization. 4
 Geography Education ; Interdisciplinary <Graph 1> - Difficulties when learning geography 5
 Geography Education ; Using Proper Learning Materials • Quality of Geography Education – Depending on Images, Pictures, Flashes and Video Clips so on. • Learning Materials help learning geography more effectively than any other subjects 6
 Geography Education ; Using Proper Learning Materials • However, current geography learning materials – limited and ineffective • Using Middle School Atlas – Passive Activities by teacher, Not Active Activities by learners → lecture method instruction • Overall Images of Learners about Middle School Atlas ‘Complicated and Boring’ 7
 Geography Education ; Using Proper Learning Materials <Graph 2> - The degree of effect when learning material is used in class 8
 Geography Education ; Field Study • Geography - Humanities and Social Sciences + Natural Science → Research and study is important <Graph 3> - Subjects which have great connection with field study 9
Learner Analysis 10
 Middle School Students • Pinchemel (French Geographer) : Age of ‘10 ~ 15’ - Can approach to formal geographical notions Age of ‘14 ~ 19’ - Can approach to academic geographical notions • Scarfe (Canadian Geographer) Age of ‘12- 15’ – Stage of understanding geographical relation. Age of ‘15 – 18’ – Stage of induction, generalization and synthesis 11
 Middle School Students • Piaget (Swiss psychologist) : Age of ‘12-14’ (formal operational stage) – Expanded spatial perception, Using coordinates, Understanding spaces comprehensively. 12
 Middle School Students → Academic approach to geography for the first time. Learners are active so that they lead learning. Learning should follow constructivism 13
Theoretical Background 14
Theoretical Background  Constructivism • Geography Education – Cover our living environment • Learners think living environment geographically – Consider contexts and situations → Suitable for adopting Constructivism 15
Theoretical Background  Revised Curriculum • 2009 Revised Curriculum - Constructivism - Learner-centered - Smart learning → This trend will be continued in the future education. 16
Learning Goal 17
Learning Goal  Free-choice Informal Learning • human geography → physical geography ( Easy one → Difficult one ) human geography and physical geography 18
Learning Goal  Free-choice Informal Learning • Because more complicated in high school, Physical geography, especially, should be perfectly completed. • Developing learners’ ability to think geographically. 19
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 Augmented Reality Using Virtual Cocoon ① Augmented Reality - an artificial environment created through the combination of real-world and computer-generated data - the technology functions by enhancing one’s current perception of reality 21
 Augmented Reality Using Virtual Cocoon ② Virtual Cocoon - a proposed, in development virtual reality helmet that will allegedly stimulate all five of the human senses when it is finished 22
 Augmented Reality Using Virtual Cocoon <Original Virtual Cocoon> <Improved Virtual Cocoon> 23
 Augmented Reality Using Virtual Cocoon • Accepting Visual Information • Accepting Haptic Information 24
 Augmented Reality Using Virtual Cocoon • Through Virtual Cocoon, learners can learn something they want to. • During learning, leaners can interact each other if they use same gadget. • Teachers induce learners to learn actively. • Teachers could give team projects so that they learn by constructivism. 25
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 Choosing Korean Festival • Festivals that can show both human geography with physical geography • Learners can experience everything that learned in class - Climate, Culture, Architecture, Environment, Food and soil so on- with their five senses. 27
 Choosing Korean Festival 28
 Choosing Korean Festival Yanggu Festival Boryeong Mud Festival Coastal Landform Using Mathematical Location Taebaek-Mt. Snow Festival Heavy Snow fall Region Suncheon Bay Reed Festival Jinhae Naval Port Festival Swamp and Reed Cherry-blossom and the Navy 29
 Choosing Korean Festival • many learners can enter at the same time. • Teachers could give team assignment. • Learners could learn geography through games or field study. 30
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 Teacher as a scaffolder • Teacher as humanware is marginal - Learners’ free choice is important. - Scaffolder making contents in AR. - Facilitator inducing learners to enter the AR. 32
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 When the learners wear glasses 34
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 Consist of 7 learning contents • Formation process of coal • Sorts of coal and equipment • Experiencing a vertical shaft • Cold air shower in abandoned mine • Production process of coal • Making briquette 47
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 Problems of Current Geography Education • Separating geography into human geography and physical geography • Learning physical geography first and human geography later → Lack of link between two parts • Limited learning materials – Mainly use ‘Middle School Atlas’. → Not active, creative, but passive standardized 59
 “OMG” for the Solution • Integrating two geography -human geography and physical geography → Full of link between two parts • heuristic learning materials – Use ‘Augmented Reality Using Virtual Cocoon’ • Learners can learn freely without seasons, time, places limit → Active, creative and meaningful learning takes place 60
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2013 미사교 최종발표

  • 2. Need Analysis - Learner Analysis - Theoretical Background for Learning Material - Learning Goal 2
  • 3. 3
  • 4.  Geography Education ; Interdisciplinary • Geography - Humanities and Social Sciences + Natural Science (Anthropology, Biology, geology, economics, politics, climatology) • However, current geography education in Korea - Without interdisciplinary approach, mainly focus on rote memorization. 4
  • 5.  Geography Education ; Interdisciplinary <Graph 1> - Difficulties when learning geography 5
  • 6.  Geography Education ; Using Proper Learning Materials • Quality of Geography Education – Depending on Images, Pictures, Flashes and Video Clips so on. • Learning Materials help learning geography more effectively than any other subjects 6
  • 7.  Geography Education ; Using Proper Learning Materials • However, current geography learning materials – limited and ineffective • Using Middle School Atlas – Passive Activities by teacher, Not Active Activities by learners → lecture method instruction • Overall Images of Learners about Middle School Atlas ‘Complicated and Boring’ 7
  • 8.  Geography Education ; Using Proper Learning Materials <Graph 2> - The degree of effect when learning material is used in class 8
  • 9.  Geography Education ; Field Study • Geography - Humanities and Social Sciences + Natural Science → Research and study is important <Graph 3> - Subjects which have great connection with field study 9
  • 11.  Middle School Students • Pinchemel (French Geographer) : Age of ‘10 ~ 15’ - Can approach to formal geographical notions Age of ‘14 ~ 19’ - Can approach to academic geographical notions • Scarfe (Canadian Geographer) Age of ‘12- 15’ – Stage of understanding geographical relation. Age of ‘15 – 18’ – Stage of induction, generalization and synthesis 11
  • 12.  Middle School Students • Piaget (Swiss psychologist) : Age of ‘12-14’ (formal operational stage) – Expanded spatial perception, Using coordinates, Understanding spaces comprehensively. 12
  • 13.  Middle School Students → Academic approach to geography for the first time. Learners are active so that they lead learning. Learning should follow constructivism 13
  • 15. Theoretical Background  Constructivism • Geography Education – Cover our living environment • Learners think living environment geographically – Consider contexts and situations → Suitable for adopting Constructivism 15
  • 16. Theoretical Background  Revised Curriculum • 2009 Revised Curriculum - Constructivism - Learner-centered - Smart learning → This trend will be continued in the future education. 16
  • 18. Learning Goal  Free-choice Informal Learning • human geography → physical geography ( Easy one → Difficult one ) human geography and physical geography 18
  • 19. Learning Goal  Free-choice Informal Learning • Because more complicated in high school, Physical geography, especially, should be perfectly completed. • Developing learners’ ability to think geographically. 19
  • 20. 20
  • 21.  Augmented Reality Using Virtual Cocoon ① Augmented Reality - an artificial environment created through the combination of real-world and computer-generated data - the technology functions by enhancing one’s current perception of reality 21
  • 22.  Augmented Reality Using Virtual Cocoon ② Virtual Cocoon - a proposed, in development virtual reality helmet that will allegedly stimulate all five of the human senses when it is finished 22
  • 23.  Augmented Reality Using Virtual Cocoon <Original Virtual Cocoon> <Improved Virtual Cocoon> 23
  • 24.  Augmented Reality Using Virtual Cocoon • Accepting Visual Information • Accepting Haptic Information 24
  • 25.  Augmented Reality Using Virtual Cocoon • Through Virtual Cocoon, learners can learn something they want to. • During learning, leaners can interact each other if they use same gadget. • Teachers induce learners to learn actively. • Teachers could give team projects so that they learn by constructivism. 25
  • 26. 26
  • 27.  Choosing Korean Festival • Festivals that can show both human geography with physical geography • Learners can experience everything that learned in class - Climate, Culture, Architecture, Environment, Food and soil so on- with their five senses. 27
  • 28.  Choosing Korean Festival 28
  • 29.  Choosing Korean Festival Yanggu Festival Boryeong Mud Festival Coastal Landform Using Mathematical Location Taebaek-Mt. Snow Festival Heavy Snow fall Region Suncheon Bay Reed Festival Jinhae Naval Port Festival Swamp and Reed Cherry-blossom and the Navy 29
  • 30.  Choosing Korean Festival • many learners can enter at the same time. • Teachers could give team assignment. • Learners could learn geography through games or field study. 30
  • 31. 31
  • 32.  Teacher as a scaffolder • Teacher as humanware is marginal - Learners’ free choice is important. - Scaffolder making contents in AR. - Facilitator inducing learners to enter the AR. 32
  • 33. 33
  • 34.  When the learners wear glasses 34
  • 35. 35
  • 36. 36
  • 37. 37
  • 38. 38
  • 39. 39
  • 40. 40
  • 41. 41
  • 42. 42
  • 43. 43
  • 44. 44
  • 45. 45
  • 46. 46
  • 47.  Consist of 7 learning contents • Formation process of coal • Sorts of coal and equipment • Experiencing a vertical shaft • Cold air shower in abandoned mine • Production process of coal • Making briquette 47
  • 48. 48
  • 49. 49
  • 50. 50
  • 51. 51
  • 52. 52
  • 53. 53
  • 54. 54
  • 55. 55
  • 56. 56
  • 57. 57
  • 58. 58
  • 59.  Problems of Current Geography Education • Separating geography into human geography and physical geography • Learning physical geography first and human geography later → Lack of link between two parts • Limited learning materials – Mainly use ‘Middle School Atlas’. → Not active, creative, but passive standardized 59
  • 60.  “OMG” for the Solution • Integrating two geography -human geography and physical geography → Full of link between two parts • heuristic learning materials – Use ‘Augmented Reality Using Virtual Cocoon’ • Learners can learn freely without seasons, time, places limit → Active, creative and meaningful learning takes place 60
  • 61. 61
  • 62. 62