2. Need Analysis
- Learner Analysis
- Theoretical Background for Learning Material
- Learning Goal
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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.
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5.  Geography Education ; Interdisciplinary
<Graph
1> - Difficulties when learning geography
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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
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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’
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8.  Geography Education
; Using Proper Learning Materials
<Graph 2> - The degree of effect when learning material is used in class
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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
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10. Learner
Analysis
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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
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12.  Middle School Students
• Piaget (Swiss psychologist) :
Age of ‘12-14’ (formal operational stage)
– Expanded spatial perception, Using coordinates,
Understanding spaces comprehensively.
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13.  Middle School Students
→ Academic approach to geography for the first time.
Learners are active so that they lead learning.
Learning should follow constructivism
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14. Theoretical
Background
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15. Theoretical Background
 Constructivism
• Geography Education – Cover our living
environment
• Learners think living environment
geographically – Consider contexts and
situations
→ Suitable for adopting Constructivism
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16. Theoretical Background
 Revised Curriculum
• 2009 Revised Curriculum
- Constructivism
- Learner-centered
- Smart learning
→ This trend will be continued in the future
education.
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17. Learning Goal
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18. Learning Goal
 Free-choice Informal Learning
• human geography → physical geography
( Easy one
→
Difficult one )
human
geography and physical geography
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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.
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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
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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
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23.  Augmented Reality Using Virtual Cocoon
<Original Virtual Cocoon>
<Improved Virtual Cocoon>
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24.  Augmented Reality Using Virtual Cocoon
• Accepting Visual Information
• Accepting Haptic Information
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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.
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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.
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28.  Choosing Korean Festival
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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
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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.
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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.
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34.  When the learners wear glasses
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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
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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
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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
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