2016 Volume 11 Issue 2 Pages 390-400
Many social studies teachers have difficulty in setting the main question when they design lessons for dynamic regional geography learning. Previous studies found that teachers generally first show a core element of a region and ask students why such an element is present. In that case, teachers have positioned a core element as a result and then designed a lesson. However, the course of study approved in 2008 stipulates that the natural environment and historical background of a region, which are not positioned as results, are also core elements. Therefore, teachers need to design lessons in either way: to ask students to study the cause of a core element, which is positioned as a result; or to ask students to study a result of a core element, which is positioned as a cause. This method of designing lessons makes it easier to set the main question.