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

In this study, the meaning and usefulness of the national-basis knowledge storage method were examined in Russia as an example. As a way to effectively store and fuse knowledge related to world geography in the secondary curriculum and to effectively utilize it for real-life problem solving and decision-making. A limitation and problem of national recognition, first, despite having a lot of knowledge about a nation, it is difficult to integrate among knowledges because it is entered in pieces and cannot be interconnected. Second, it is difficult to effectively utilize knowledge because the contents learned for each subject are not collected and rearranged at the national basis. Third, knowledge is input by topic, so it is not effectively used to solve problems and make decisions about world problems based on national recognition. As an alternative, we looked at the three stages of input, storage, and utilization of knowledge as a method of integrating knowledge at a national basis. First, in the input stage of knowledge, the input knowledge and information can be reconstructed that can be used comprehensively when it is collected in one’s own recognition system and connected and fused. In the storage stage, the input information is reclassified and reconstructed to form its own perspective, and the elaboration and structuring process are carried out while qualitative changes are continuously made through changes in the schema. In the utilization stage, it is easier to withdraw from inter-nation problems from a national perspective, enabling quick problem recognition and decision-making, and speeding up the input, storage, and withdrawal process of new knowledge.