The Journal of The Korean Association of Geographic and Environmental Education ISSN:1226-511X(Print) 2586-5641(Online) 한국지리환경교육학회지

In this study, the effect of geographic fieldwork on the changes of pre-service geography teachers’ was examined through geographic fieldwork activities conducted during the ‘Honam Regional Geography’ class. As a result of the study, first, prior learning conducted before the geographic fieldwork played an important role in the quantitative aspect of knowledge. Prior learning played a role in improving the basic level of conversation by evenly increasing the quantitative differences in knowledge among learners about the geographic fieldwork area and leading to changes in the quality of knowledge through geographic fieldwork. Second, a change in the quality of knowledge appeared. Quantitative expansion of knowledge through prior learning and geographic fieldwork was linked to one's existing theoretical knowledge, resulting in a restructuring of knowledge. In this process, the existing knowledge was reinforced and changed to practical knowledge, resulting in a change in the perspective of viewing the region and a pedagogical transformation. Third, there were differences according to personal geography. In the case of the first visit, the quantitative aspect was large, and in the multiple visit, the qualitative aspect was changed. And through the geographic fieldwork, a new sense of “my region” was formed and it shifted toward developing a sense of place and participatory thinking, such as recognizing local issues and considering solutions.