환경 문제에 관한 지리 교육의 내용 구성 연구

유흥식 ( Heung Shik You ) 서울대학교 지리교육과 2004 地理敎育論集 Vol.48 No.-

흥해 사질물피복 평탄지형의 형성에 관한 연구 - 해성 단구와의 관련성을 중심으로

유흥식(Heung Shik You) 한국지형학회 2001 한국지형학회지 Vol.8 No.1

포항시 흥해 해안에는 사질물피복 평탄지형이 발달되어 있다. 이 평탄지형은 고도를 달리하는 3개의 지형면으로 구성되어 있으며, 그 중에서 가장 넓게 발달된 중위면으로 인해 평탄지형으로서의 외관이 돋보인다. 사질물에 피복되어 있는 제3기 이암(또는 셰일)의 표면 형상은, 파식대와 배후 급애로 구성되는 종단면이 확인되지 않는다. 이 암석들의 바로 위에는 세립질 사질물이 넓게 피복되어 있는데, 이 사질물은 마식작용의 도구로 이용되기에는 그 입자가 너무 작다. 한편 사질물피복 평탄지형을 해성단구로 해석할 경우, 유사한 고도에 위치하는 이암(또는 셰일) 풍화물 피복 평탄지형에 대한 해석이 곤란하다. 흥해 평탄지형을 피복하는 세립질 사질물이 본래 제3기 사암에 기원한다는 해석이 검토될 수 있다. 세립질 사암 풍화물이 제3기 셰일 및 시대미상의 역암 하부에 위치하는 노두가 포착되었다. 평탄지형상의 사질물에는 고결도가 높은 지층이 남아 있다. 한편 흥해 사질물피복 평탄지형에서는, 철분고결체가 상위면 및 중위면에 분포하며, 상위면보다 더 높은 고도에서도 그 조각편이 발견된다. 철분고결체의 존재는, 철분을 공급한 화학적 풍화물이 그보다 높은 위치에 존재하였음을 나타낸다. 그러한 화학적 풍화물에서, 철분과 같은 용해물질은 지하수에 의해 이동되고, 쇄설물은 지표를 통해 이동되면서 제거된 것으로 해석된다. 따라서 흥해 사질물피복 평탄지형은 화학적 풍화작용과 풍화물 삭박작용에 의해 설명되어야 할 지형이며, 평탄지형의 해석에 있어 제3기 사암의 존재 가능성도 고려할 필요가 있다. The platform with sandy regolith in the Heunghe coastal area. consists of three geomorphic surfaces. Among them, intermediate geomorphic surface is most wide. Surface configuration of Tertiary siltstone(or shale) which is now covered with sandy regolith is not accord with the profile formed by wave-cut erosion. And sandy regolith is so fine that it may not be regarded as abrasion tool. Platform covered with weathering material of siltstone(or shale) is adjacent with platform covered with sandy regolith. So it is difficult to interprete the platform covered with sandy regolith as wave-cut terrace. It is possible that sandy regolith covering the platform was originated from Tertiary sandstone. Two outcrops at which fine sand is covered with conglomerate or Tertiary shale were observed. Outcrops of considerably cemented sand beds were found here and there on the platform. Ferruginous crusts were found on the intermediate and upper geomorphic surface. And at the higher elevation than upper geomorphic surface, platy fragments of ferruginous crust come across in places. The presence of ferruginous crusts shows that regolith to supply the iron oxide had been located at the higher place. Therefore the platform covered with sandy regolith in the Heunghe area was basically formed by chemical weathering and stripping. And It is necessary to consider the chemical weathering of Tertiary sandstone for interpreting the platform.

한국 지리교육연구의 발달 : 분야별 연구를 중심으로

유흥식 서울대학교 지리교육과 1988 地理敎育論集 Vol.19 No.1

After Emancipation, 30 years have passed since the first paper on geographic education had appeared in 1955. This paper aims to systematize the development of studies on geographic education from 1955 until 1985. This paper was developed as follows; 1. First, the establishment on a field of research was discussed. 2. the transition of the number of papers and books by the a field of research was examined, both upon all the papers and books, and upon them in relation to selected research subjects. The number of papers and books has increased from less than 5 to 15 or so, during the middle and latter years of 1960s. The Increase in number during that iperiod can be explained, both by orderly stabilization in number in several fields of research and by gradual diversification in the type of researchers. Since the latter years of 1960s, the number of papers and books fluctuated, generally within the range of 15∼20 per year. On the other hand, several research subjects, became to be theorized and diversified during the latter years of 1970s. 3. Third, a cycle on the development was examined with particular reference to repeated phenomena. It was recognized that there had been cycles with a period of about 10 years, since the latter years of the 1960s. 4. Fourth, the establishment of stages in the development was discussed. Three stages were established. The first stage began in the middle years of the 1950s and ended in the mid-1960s. It was named 'the pioneer stage'. The second stage began in the latter years of the 1960s and ended in the mid-1970s. It was named 'the fixing stage'. The third stage began in the late 1970s and continued to 1985. It was named 'the mature stage'.

문화생태학적 관점에 따른 지역의 유형화 연구 : 환경교육의 교육과정 개발을 위한 논의 For the Curriculum Development of Environmental Education

유흥식 서울대학교 지리교육과 1989 地理敎育論集 Vol.22 No.1

Geography not only deals with both physical phenomena and cultural phenomena, but also tries to organize them in view of cultural ecology. In environmental education, it is desired 1) that environmental problems are linked to economic development, 2) that environmental problems are treated synthetically, 3) that the content of environmental education is organized on the basis of human action not the environmental problem. In school geography, in our country, the soil and water resource problems as well as pollution problems are treated too superficially. This weakness mainly originates in that the content of environmental education is presented in topical units. In case of regional units, the areal scale of regions tends to be regular. Such unit construction is efficient to show 'areal differenciation'. But it is too rigid for other purposes, such as environmental education. The contrasting views between environmental determinism and landscape study is partly related to the scale of study area. As study area is smaller, man's role becomes notable in comparison with natural environment. In gergraphy as well as anthropology, 'human ecology' and 'cultural ecology' have somewhat different nuance. 'human ecology' is apt to be used when man is treated as a being adapted to environment or as one constituent of ecosystem. 'cultural ecology' is apt to be used when man is regarded superior to other organisms. Cultural ecology in geography is different from that in anthropology, in that it takes into account man's role in changing the given landscape, and in that it reflects the scale of places and the relationship among places. Regional development controlled by nation can be reflected in drainage basin synthetically. Everyday life by individuals can be reflected in landscape synthetically. In our country, land use types constituting drainage basin can be established as forest, city and manufacturing area, agriculture area, etc. Land use types constituting rural landscape can be established as forest, village and manufacturing area, rice field farming area, and dry field farming area, etc. Land use types constituting urban landscape can be established as forest and park, residential area, central-business area, manufacturing area, and agricultural area, etc. Each land use type area can be regarded as a culrural-ecological area through culture-environment relationship. There is the transportation of people and goods and the movement of material, among land use type areas. Therefore 'manland relationship' concept and 'spatial interaction' concept that are most basic concepts in geography can be combined in this situation. The region for environmental education can be classified into three types. The first type is regions which can be unit in curriculum, such as drainage basin and landscape. The second type is regions which can be constituent area of the regions of first type, such as land use type area. The third type is regions which can offer the condition of the regions of first and second bundle, such as population-resource region and climate-vegetation region.

地理科의 環境敎育 目標와 內容에 관한 硏究

劉興植 한국 지리·환경 교육학회 1995 한국지리환경교육학회지 Vol.3 No.1

The purpose of this study is to analyze basic goals and to construct core content in the environmental education in geography and to propose a frame of the content organization. Major results of this study are summarized as follows. Environmental education is an 'education for the environment'. Cultural ecology in geography studies changing processes of land surface by human impact, while political ecology in geography examines changes of land surface in light of political-economic situation. Geographers concern environmental problems and typify them into three categories: technocentrism; ecocentrism; radical environmentalism. Each viewpoint in relation to environment and environmental problems has its own value and these viewpoints can be integrated in environmental education in geography. Generalizations in both geography and environmental education include conceptual components of human activity and natural environment: the human activity mainly consists of changing activities of land surface; and the natural environment consists of changes and conditions in natural environment. The basic goals of environmental education in geograpy in this study consist of two components. One is an ability to think comprehensively the impact of human activity on the quality of natural environment and of the human life. Another component is the attitude to make reasonable decisions for human activities and for places. Performance objectives for the basic goals are also built. Core content of environmental education in geography is constucted in the way synthesizing the major geographic concepts of man-environment relationship and spatial reationship. Geographers emphasize interventions to natural processes, that is, human interventions to the transmitting process of energy and to the movement of material and water, among atmosphere, land and hydrosphere. In relation to human and society, geographers also focus on human changes in land surface and its political-economic and cultural conditions. The core content in environmental education in this study consists of many conceptual elements such as various types of environment, effects of human activity and connections with higher-order regions. The core content is illustrated in a conceptual scheme of interrelationship centering around human activity. A 4-step sequence to teach the core content in the environmental education is proposed: natural processes; human interventions to natural process; the influences of human activity on the quality of natural environment and on economic and social welfare; and the core content itself. A local river basin is illustrated as an area for learning field which is pertinent to teach the core content. This study also proposes a set of learning activities for the core content. This study can contribute to promote planning and implementing the environmental education curriculum in geography in both general levels and instructional levels.