Western coastal area of Chungnam, including Cheonsu Bay and Garorim Bay, has suffered from hot and cold extremes. In this study, the extreme sea surface temperature on the western coast of Chungnam was analyzed using the quantile regression method, which extracts the linear regression values in all quantiles. The regional MOHID (MOdelo HIDrodinâmico) model, with a high resolution on a 1/60° grid, was constructed to reproduce the extreme sea surface temperature. For future prediction, the SSP5-8.5 scenario data of the CMIP6 model were used to simulate sea surface temperature variability. Results showed that the extreme sea surface temperature of Cheonsu Bay in August 2017 was successfully simulated, and this extreme sea surface temperature had a significant negative correlation with the Pacific decadal variability index. As a result of future climate prediction, it was found that an average of 2.9℃ increased during the simulation period of 86 years in the Chungnam west coast and there was a seasonal difference (3.2℃ in summer, 2.4℃ in winter). These seasonal differences indicate an increase in the annual temperature range, suggesting that extreme events may occur more frequently in the future.

The Korea Strait comprises a continental shelf in a shallow sea that experienced glacio-eustastic sea-level changes during the Quaternary period. A long core of 76.6 m in length was acquired at the South Sea Drilling Project site (SSDP-101; 34°19.666'E and 128°16.335'N) with a 60 m water deep. The uppermost massive sand beds were interpreted as sandy sediments of the nearshore marine sand ridge in the shallow sea during the transgression of sea level, whereas the lower parts of alternating sandy and muddy beds were interpreted as deposits in marsh, estuary, and tidal flat environments. A three-layered geoacoustic model was reconstructed for the sedimentary succession in the high-resolution seismic profile based on a 140-grain size and sediment type of core SSDP-101. For the actual underwater simulation and experiments, the in-situ P-wave speeds were calculated using the sound speed ratio of the Hamilton method.

Structural inversion refers to the reverse reactivation of extensional faults that influence basin shortening accommodated by contractional faults or folds. On the Korean peninsula, Miocene inversion structures have been found, but the Cretaceous rocks on Geoje Island may have undergone inversion as early as the Upper Cretaceous. To evaluate the structural inversion on Geoje Island, located on the eastern side of South Korea, and to determine the effects of preexisting weakness zones, field-based geometric and kinematic analyses of faults were performed. The lithology of Geoje Island is dominated by hornfelsified shale, siltstone, and sandstone in the Upper-Cretaceous Seongpori formation. NE and NW-oblique normal faults, conjugate strike-slip (NW-sinistral transpressional and E-W-dextral transtensional) faults, and NE-dextral transpressional faults are the most prominent structural features in Geoje Island. Structural inversion on Geoje Island was evidenced by the sinistral and dextral transpressional reactivation of the NW and NE-trending oblique normal faults respectively, under WNW-ESE/NW-SE compression, which was the orientation of the compressive stress during the Late Cretaceous to Early Cenozoic.

Shallow groundwater in rural areas is primarily polluted by agricultural activities. Nitrate-nitrogen is an indicator of artificial pollution. In this study, the hydrochemical characteristics and nitrate-nitrogen pollution of shallow groundwater were examined in two agricultural villages (Hyogyo-ri and Sinan-ri) in Chungcheongnam-do Province, Korea. Physicochemical quality analysis of shallow groundwater and stream water in the field, and chemical analysis in the laboratory were conducted from July 2020 to October 2021. In Hygyo-ri and Sinan-ri villages, shallow groundwater mainly belonged to the Ca-Cl, Ca-H CO₃, Na-HCO₃, and Na-Cl types, whereas stream water predominantly belonged to the Ca-HCO₃ type. The nitrate-nitrogen concentration in shallow groundwater varied depending on the season, displaying an increased concentration of nitrate-nitrogen in the dry season compared to the rainy season. Stream water may be influenced by runoff into villages from the surrounding area, although both shallow groundwater and stream water are affected by artificial pollution. In addition, the nitrate-nitrogen concentration in stream water was lower than that in shallow groundwater.

We investigate the provenance of detrital garnets in Middle-Upper Jurassic sandstone of the Mino terrane, an accretionary complex in Southwest Japan, based on their chemical composition. The garnet grains in the Mino sandstone are mostly Fe-rich (almandine) and slightly Mg-rich (pyrope) species derived from high-grade metamorphic and intermediate to acidic plutonic rocks. The composition and interpreted origin of the garnets are generally consistent with those of metamorphic and igneous rocks of the Yeongnam Massif on the Korean Peninsula, a possible source region suggested in previous studies. In addition, two single grains of chromian spinel, an accessory mineral found in mafic to ultramafic rocks such as mantle peridotite, were found in one of the Mino sandstone samples. This finding suggests the possible presence of mafic to ultramafic rocks in the source area. The results of this study provide complimentary evidence for establishing a comprehensive tectonic and paleogeographical framework for the Mesozoic East Asian continent.

This study aimed to verify the validity of a measurement tool for Vietnamese high school students' systems thinking abilities. Two quantitative assessment tools, the Systems Thinking Measuring Instrument (Lee et al., 2013) and the Systems Thinking Scale (Dolansky et al., 2020), were used to measure students' systems thinking after translation into Vietnamese. As a result, it was revealed that Cronbach-α for each tool (i.e., STMI and STS) was .917 and .950, respectively, indicating high reliability for both. To validate the construct validity of the translated questionnaire, exploratory factor analysis was performed using SPSS 26.0, and confirmatory factor analysis was performed using AMOS 21.0. For concurrent validity, correlation analysis using structural equation modeling was performed to validate the translated questionnaire. Exploratory factor analysis revealed that 10 items from the STMI and 12 items from the STS loaded on the intended factors and appropriate factor loading values were obtained. For confirmatory factor analysis, a structural equation model organized with 10 items from the STMI and 12 items from the STS was used. The result of this showed that the convergent validity values of the model were all appropriate, and the model fit indices were analyzed to be χ²/df of 1.892, CFI of .928, TLI of .919, SRMR of .047, and RMSEA of .063, indicating that the model consisting of the 22 items of the two questionnaires was appropriate. Analysis of the concurrent validity of the two tools indicated a high correlation coefficient (.903) and high correlation (.571-.846) among the subfactors. In conclusion, both the STMI and STS are valid quantitative measures of systems thinking, and it can be inferred that the systems thinking of Vietnamese high-school students can be quantitatively measured using the 22 items identified in our analysis. Using the tool validated in this study with other tools (e.g., qualitative assessment) can help accurately measure Vietnamese high school students' systems thinking abilities. Furthermore, these tools can be used to collect evidence and support effective education in ODA projects and volunteer programs.

The goal of this study was to examine the PCK required for science teachers and PCK required for university teacher educators in terms of school science knowledge, science teaching and learning, and the role of science educators, which are the main axes of science education in future schools, and to explore the relationship between them. This study is a follow-up to a previous stage of research that explored the prospects for changes in schools in the future (2040-2050) in terms of school knowledge, educational methods, and teacher roles. Based on in-depth interviews, qualitative and semantic network analyses were conducted to derive and compare the characteristics of PCK and PCK. As for the main research results, science teacher PCK in future schools should include expertise in organizing science classes centered on convergence topics, expertise in digital platforms and ICT use, and expertise in building a network of learning communities and resources, as part of the expertise of human teachers differentiated from AI. Teacher educators' PCK includes expertise in the research and development of T-L methods using AI, expertise in the knowledge construction process and practice, and expertise in developing preservice teachers' research competencies. Discussed in the conclusion is the change in teacher PCK and teacher educator PCK with changes in science knowledge, such as convergence-type knowledge and cognition-value integrated knowledge; and the need to emphasize values, attitudes, and ethical judgments for the coexistence of humans and non-humans as school science knowledge in the post-humanism future society.

The purpose of this study was to investigate preservice teachers' understanding of democratic citizenship. This study utilized the democratic citizenship frame to assess 17 participants' comprehension of this concept. The researcher designed a method course where participants in groups analyzed science activities to identify democratic citizenship components. Through the analysis of two science activities-one on energy and the other on climate change-and the development of science panels addressing various global issues, preservice teachers' understanding of democratic citizenship was enhanced. Preservice teachers showed a good understanding of critical thinking, communication and collaboration, and STS (science, technology, and society); and the most enhanced understanding of empathy, which was the least perceived in pre-survey, component of democratic citizenship. The democratic citizenship frame proved to be a valuable tool for teaching and learning this topic, particularly when applied to socioscientific issues in the classroom. More research-based revisions of the science curriculum are necessary, and more systematic practices with reflections are essential in teacher education.