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

This study analyzed the process and skill of geographical enquiry aimed at the two subject achievement standards, using the subjects “Enquiry of The Korean Geography” and “Enquiry of the Urban Future” based on the 2022 revised high school geography curriculum, and derived subject competencies. The results of the study are summarized as follows. First, the process of geographical enquiry was derived into six skills linked in a series of order. Second, both subjects had the highest proportion of the “proposing geographic conclusions” skill, followed by “analyzing and interpreting geographic information” and “collecting geographic information.” Third, although appropriate behavioral verbs are generally used for each of the six geographical enquiry, the meanings of “explore” and “inquiry” were not clear or inappropriate terms for the skill. Finally, there were 16 subject competencies that could be cultivated through the ‘geographical enquiry’ of the two subjects, including geographic inquiry ability. Based on the analysis results, implications were proposed such as the need to change the perception of geographical enquiry, skills, and subject competency, the problem that subject’s achievement standards are concentrated on the cognitive understanding of “given conclusion,” and reorganizing and implementing geographical enquiry at the unit level.