Dong-min Lee | Kwandong University (original) (raw)
Papers by Dong-min Lee
The Journal of The Korean Association of Geographic and Environmental Education, 2017
Social Studies Education, 2017
Journal of the Association of Korean Geographers, 2017
The Association of Korean Cultural and Historical Geographers, 2019
The Korean Association for the Social Studies, 2020
Asian International Studies Review, 2019
Due to the growing popularity of digital platforms, social media conversations have been proposed... more Due to the growing popularity of digital platforms, social media conversations have been proposed and used as an indicator of public diplomacy outcomes. Despite this, existing research has found that most publics were unwilling to engage with foreign countries on social media. Considering this, this study seeks to identify factors that motivate and/or constrain individuals' engagement in conversations about foreign countries. A survey and semi-structured interviews were conducted with sojourners who temporarily resided in Macao. When choosing how (i.e., channels) and what (i.e., content) to transmit, they managed the tension between perceived risk and expected benefit. Reflecting the theory of planned behavior, where individuals' motivation (i.e., intended outcomes) and perceived behavioral control (i.e., ability to manage the tension between perceived risk and expected benefit to achieve such intended outcomes) predict behavioral intentions, the findings unveil the limitations of monitoring and tracking social media conversations as an indicator of public diplomacy outcomes.
Journal of Geography in Higher Education, 2019
International Research in Geographical and Environmental Education, 2019
Abstract The purpose of this study was to interpret the meaning of geography teacher-researcher i... more Abstract The purpose of this study was to interpret the meaning of geography teacher-researcher identities (GTRIs) using van Manen phenomenology. The raw data were obtained through in-depth interviews with nine South Korean geography teacher-researchers (GTRs). The meaningful and significant sentences and phrases were coded into 248 nodes and eventually classified into four themes to interpret the meaning of GTRIs. First, the GTRs continuously engaged in research as they appreciated the potential of academic methodologies and theories to improve the status of geography. Second, their professional identities encouraged the GTRs’ continuous engagement in academic activities. Third, the GTRs reported that they produced contextual knowledge and discussions of real contexts for geography education from the perspective of practitioners. Fourth, the GTRs strongly identified as geography teachers and engaged in research based on their teacher identities. The results of this study contribute to a renewed understanding of GTRs’ specific meaning and potential in geography teaching and geography education research.
Journal of Geography, 2018
Abstract This study illuminates the effects of graduate education on primary teachers' awaren... more Abstract This study illuminates the effects of graduate education on primary teachers' awareness of geography. Data were collected through interviews with twenty-one teachers who held M.A. or Ph.D. degrees in geography and analyzed using Straussian-grounded theory. The participants were categorized into four types. Many teachers (type A) showed meaningful refinement in their awareness of geography, and some of them (type B and C) identified themselves as experts in primary geography. However, a few participants (type D) showed only marginal development of their geographic knowledge. These results suggest the potential for improvements to graduate education in primary geography and for primary teachers.
International Research in Geographical and Environmental Education, 2016
ABSTRACT This study attempts to illuminate the recognition, reflection, development, and effects ... more ABSTRACT This study attempts to illuminate the recognition, reflection, development, and effects of geography teachers’ attitudes toward regions around the world (ATRAWs) using Straussian grounded theory. A total of 194 concepts were categorized into 18 categories, and three types were identified. The findings of this study show that geography teachers recognize their ATRAWs as an important factor in geography teaching and attempt to develop them in more reflective and sophisticated directions. As a result, the teachers complemented their regional geography instructions, and some of them even engaged in activities to help them complement other geography teachers’ ATRAWs. These results are expected to generate meaningful discussions to encourage geography teachers’ growth and improve teacher-training methods in terms of geography teachers’ ATRAWs. Furthermore, the results imply the need to develop methods that encourage geography teachers’ drive and learning to refine their ATRAWs.
Journal of Geography, 2017
Abstract This study illuminates primary teachers' awareness of geography education. Data were... more Abstract This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primary-teacher training to improve primary teachers' awareness of geography education.
The Journal of The Korean Association of Geographic and Environmental Education, 2015
Journal of Geography, 2013
This article examines possibilities associated with the cultivation of balanced regional images v... more This article examines possibilities associated with the cultivation of balanced regional images via the use of simple methods. Two experiments based on the primacy effect and the painting picture rule, or visual depiction of regions, were conducted. The results show significant differences in the formation of regional images. More specifically, the presentation of positive prior knowledge and the depiction of regional aspects with strong visual cues led to the formation of regional images that were more balanced. In conclusion, these simple teaching methods are effective for cultivating balanced regional images, an important element of geography education.
The Journal of The Korean Association of Geographic and Environmental Education, 2020
The purpose of this study is to analyze the potential of digital geo-poems, a synthetic activity ... more The purpose of this study is to analyze the potential of digital geo-poems, a synthetic activity of geography-themed poem writing and visual representation of geographic content using smartphone apps, as a method of geography teaching and learning. To proceed with the research, the corresponding author instructed 12th-grade students to construct digital geo-poems on geomorphology themes in Korean geography lessons. The data were collected from surveys and reflective journals, and the analysis was done through survey analysis and phenomenological analysis of the journals. As a result, digital geo-poem meaningfully encouraged the participants. Digital geo-poem helped develop their interests, motivation, and confidence in learning geography and enhanced their in-depth, contextual, and procedural understanding of geographical concepts. Consequently, most of the participants recognized digital geo-poem as an effective method for learning geography. These results suggest meaningful discus...
This study illuminates primary teachers' awareness of geography education. Data were collected th... more This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussiangrounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primaryteacher training to improve primary teachers' awareness of geography education.
The Journal of The Korean Association of Geographic and Environmental Education, 2017
Social Studies Education, 2017
Journal of the Association of Korean Geographers, 2017
The Association of Korean Cultural and Historical Geographers, 2019
The Korean Association for the Social Studies, 2020
Asian International Studies Review, 2019
Due to the growing popularity of digital platforms, social media conversations have been proposed... more Due to the growing popularity of digital platforms, social media conversations have been proposed and used as an indicator of public diplomacy outcomes. Despite this, existing research has found that most publics were unwilling to engage with foreign countries on social media. Considering this, this study seeks to identify factors that motivate and/or constrain individuals' engagement in conversations about foreign countries. A survey and semi-structured interviews were conducted with sojourners who temporarily resided in Macao. When choosing how (i.e., channels) and what (i.e., content) to transmit, they managed the tension between perceived risk and expected benefit. Reflecting the theory of planned behavior, where individuals' motivation (i.e., intended outcomes) and perceived behavioral control (i.e., ability to manage the tension between perceived risk and expected benefit to achieve such intended outcomes) predict behavioral intentions, the findings unveil the limitations of monitoring and tracking social media conversations as an indicator of public diplomacy outcomes.
Journal of Geography in Higher Education, 2019
International Research in Geographical and Environmental Education, 2019
Abstract The purpose of this study was to interpret the meaning of geography teacher-researcher i... more Abstract The purpose of this study was to interpret the meaning of geography teacher-researcher identities (GTRIs) using van Manen phenomenology. The raw data were obtained through in-depth interviews with nine South Korean geography teacher-researchers (GTRs). The meaningful and significant sentences and phrases were coded into 248 nodes and eventually classified into four themes to interpret the meaning of GTRIs. First, the GTRs continuously engaged in research as they appreciated the potential of academic methodologies and theories to improve the status of geography. Second, their professional identities encouraged the GTRs’ continuous engagement in academic activities. Third, the GTRs reported that they produced contextual knowledge and discussions of real contexts for geography education from the perspective of practitioners. Fourth, the GTRs strongly identified as geography teachers and engaged in research based on their teacher identities. The results of this study contribute to a renewed understanding of GTRs’ specific meaning and potential in geography teaching and geography education research.
Journal of Geography, 2018
Abstract This study illuminates the effects of graduate education on primary teachers' awaren... more Abstract This study illuminates the effects of graduate education on primary teachers' awareness of geography. Data were collected through interviews with twenty-one teachers who held M.A. or Ph.D. degrees in geography and analyzed using Straussian-grounded theory. The participants were categorized into four types. Many teachers (type A) showed meaningful refinement in their awareness of geography, and some of them (type B and C) identified themselves as experts in primary geography. However, a few participants (type D) showed only marginal development of their geographic knowledge. These results suggest the potential for improvements to graduate education in primary geography and for primary teachers.
International Research in Geographical and Environmental Education, 2016
ABSTRACT This study attempts to illuminate the recognition, reflection, development, and effects ... more ABSTRACT This study attempts to illuminate the recognition, reflection, development, and effects of geography teachers’ attitudes toward regions around the world (ATRAWs) using Straussian grounded theory. A total of 194 concepts were categorized into 18 categories, and three types were identified. The findings of this study show that geography teachers recognize their ATRAWs as an important factor in geography teaching and attempt to develop them in more reflective and sophisticated directions. As a result, the teachers complemented their regional geography instructions, and some of them even engaged in activities to help them complement other geography teachers’ ATRAWs. These results are expected to generate meaningful discussions to encourage geography teachers’ growth and improve teacher-training methods in terms of geography teachers’ ATRAWs. Furthermore, the results imply the need to develop methods that encourage geography teachers’ drive and learning to refine their ATRAWs.
Journal of Geography, 2017
Abstract This study illuminates primary teachers' awareness of geography education. Data were... more Abstract This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussian-grounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primary-teacher training to improve primary teachers' awareness of geography education.
The Journal of The Korean Association of Geographic and Environmental Education, 2015
Journal of Geography, 2013
This article examines possibilities associated with the cultivation of balanced regional images v... more This article examines possibilities associated with the cultivation of balanced regional images via the use of simple methods. Two experiments based on the primacy effect and the painting picture rule, or visual depiction of regions, were conducted. The results show significant differences in the formation of regional images. More specifically, the presentation of positive prior knowledge and the depiction of regional aspects with strong visual cues led to the formation of regional images that were more balanced. In conclusion, these simple teaching methods are effective for cultivating balanced regional images, an important element of geography education.
The Journal of The Korean Association of Geographic and Environmental Education, 2020
The purpose of this study is to analyze the potential of digital geo-poems, a synthetic activity ... more The purpose of this study is to analyze the potential of digital geo-poems, a synthetic activity of geography-themed poem writing and visual representation of geographic content using smartphone apps, as a method of geography teaching and learning. To proceed with the research, the corresponding author instructed 12th-grade students to construct digital geo-poems on geomorphology themes in Korean geography lessons. The data were collected from surveys and reflective journals, and the analysis was done through survey analysis and phenomenological analysis of the journals. As a result, digital geo-poem meaningfully encouraged the participants. Digital geo-poem helped develop their interests, motivation, and confidence in learning geography and enhanced their in-depth, contextual, and procedural understanding of geographical concepts. Consequently, most of the participants recognized digital geo-poem as an effective method for learning geography. These results suggest meaningful discus...
This study illuminates primary teachers' awareness of geography education. Data were collected th... more This study illuminates primary teachers' awareness of geography education. Data were collected through interviews with twenty-one teachers and analyzed using Straussiangrounded theory. A total of 210 concepts were categorized into twenty-two categories. The participants were categorized into three types. Many participating teachers (type 1 and 2) were clearly aware of the core characteristics of geography, and some of them recognized themselves as primary geography specialists (type 1). However, a few teachers (type 3) seemed unaware of the value of geography. These results suggest the necessity of primaryteacher training to improve primary teachers' awareness of geography education.