• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.10 no.1
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• pp.100-112
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• 2005

Soil temperature was measured from the surface to 40 cm depth at three stations with different heights in tidal flat of Gomso Bay, west coast of Korea, for one month in every season 2004 to examine the thermal structure and the variation. Mean temperature in surface layer was higher in summer and lower in winter than in lower layer, reflecting the seasonal variation of vertically propagating structure of temperature by heating and cooling from the tidal flat surface. Standard deviation of temperature decreased from the surface to lower layer. Periodic variations of solar radiation energy and tide mainly caused short term variation of soil temperature, which was also intermittently influenced by precipitation and wind. Time series analysis showed the power spectral energy peaks at the periods of 24, 12 and 8 hours, and the strongest peak appeared at 24 hour period. These peaks can be interpreted as temperature waves forced by variations of solar radiation, diurnal tide and interaction of both variations, respectively. EOF analysis showed that the first and the second modes resolved 96% of variation of vertical temperature structure. The first mode was interpreted as the heating antl cooling from tidal flat surface and the second mode as the effect of phase lag produced by temperature wave propagation in the soil. The phase of heat transfer by 24 hour period wave, analyzed by cross spectrum, showed that mean phase difference of the temperature wave increased almost linearly with the soil depth. The time lags by the phase difference from surface to 10, 20 and 40cm were 3.2,6.5 and 9.8 hours, respectively. Vertical thermal diffusivity of temperature wave of 24 hour period was estimated using one dimensional thermal diffusion model. Average diffusivity over the soil depths and seasons resulted in $0.70{\times}10^{-6}m^2/s$ at the middle station and $0.57{\times}10^{-6}m^2/s$ at the lowest station. The depth-averaged diffusivity was large in spring and small in summer and the seasonal mean diffusivity vertically increased from 2 cm to 10 cm and decreased from 10 cm to 40 cm. Thermal propagation speeds were estimated by $8.75{\times}10^{-4}cm/s,\;3.8{\times}10{-4}cm/s,\;and\;1.7{\times}10^{-4}cm/s$ from 2 cm to 10 cm, 20 cm and 40 cm, respectively, indicating the speed reduction with depth increasing from the surface.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.3
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• pp.198-207
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• 2019

The purpose of this study is to investigate the effect of jigsaw cooperative learning class of elementary pre-service teacher on task commitment and creative personality. This study established an twelve-week period of experimental treatment from september to november 2019, and the students who participated in the study formed a research group of 121 students in 2nd grade of their advanced classes who are attending the second semester of b university of education and taking courses in 'teaching research 2'. B university of education is singleness class that doesn't have compare group, so this study is constituted only study group. Applying based-jigsaw cooperative learning class to study group, before and after concept of task commitment test and creative personality test is performed. The results of the study were as follows. First, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in task commitment (p<.05). Second, the study group applied jigsaw cooperative learning-based science class had statistically significant differences in creative personality efficacy(p<.05). Third, jigsaw cooperative learning-based science class of pre-service teachers have a very good feeling. Through such study results, the study could figure out that the class applying jigsaw cooperative learningbased science class has positive effect on concept of task commitment and creative personality efficacy.

• Journal of Gifted/Talented Education
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• v.22 no.2
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• pp.265-290
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• 2012

This study try to analyze the effect that personal and social factors affects the interactions among science gifted students. For this, I analyze the interacting role of science gifted students in social co-construction and scientific model constructing class for phase change and rising-sinking time of moon and categorize according to type. I analyze aspects of interaction and association of each elements in the students after I understand character type self conception friendship a parents-children relationship relation with teachers derived from advanced research through questionnaire and depth interview. After analyzing, I find the following-close friendship form or not and usual school class participation appear important factors that have strong connection with the aspect of the interactions. Also, character type, self conception and relation of parents affect the interactions relatively lower. Through this study, We identify two things. Firstly, We must consider individual's inside factors for making animatedly the interaction among the students. Secondly, We get considering factors that devise the strategies for making the interaction animatedly.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.273-285
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• 2014

Purpose of this study is to analyze eye movements of pre-service teachers and elementary students about a visual material of the change on the lunar phases. Eye-Tracker was used for analysis for eye-fixation time and eye movement at the structure, behavior, function question on the visual material. The Results were as follows. First, the pre-service teacher checked the visual materials from a holistic perspective depending on the function questions and fixed eye-fixation on the moon of the behavior question concerned. On the contrary, elementary school student only checked function of the moon located in the upper part and eye-fixation focus was spread here and there regardless of the questions. Second, the pre-service teacher gazed at the sun, earth and moon in a consecutive order depending on the questions to identify their spatial relations and checked location of the moon related to the question. On the contrary, the elementary school student did not view relations between earth, sun and moon from a spatial perspective. These findings indicate that the pre-service teacher conjures up the mechanism of the change on the lunar phases and confirms it in visual materials by visualizing change on the lunar phase model from earth's point of view while the elementary school student fails to take advantage of visual materials to visualize it from earth's point of view.

• Journal of Korean Society of Coastal and Ocean Engineers
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• v.31 no.5
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• pp.253-264
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• 2019

Storm surges caused by a typhoon occur during the summer season, when the sea-level is higher than the annual average due to steric effect. In this study, we analyzed the sea-level pressure and tidal data collected in 1 h intervals at Incheon, Kunsan, Mokpo, Seogwipo stations on the Yellow Sea coast to analyze the summer season storm surge and wave overtopping. According to our analyses, the summer mean sea-level rise on the west and south coasts is approximately 20 cm and 15 to 20 cm higher than the annual mean sea-level rise. Changes in sea-level rise are closely related to changes in seasonal sea-level pressure, within the range of 1.58 to 1.73 cm/hPa. These correlated mechanisms generates a phase difference of one month or more. The 18.6 year long period tidal constituents indicate that in 2090, the amplitude of the $M_2$ basin peaks on the southwest coast. Therefore, there is a need to analyze the target year for global warming and sea-level rise in 2090. Wave overtopping was simulated considering annual mean sea-level rise, summer sea level rise, the combined effect of nodal factor variation, and 100-year frequency storm surge. As a result, flooding by wave overtopping occurs in the area of Suyong Bay, Busan. In 2090, overtopping discharges are more than doubled than those in Marine City by the recent typhoon Chaba. Adequate coastal design is needed to prepare for flood vulnerability.

• Korean Journal of Remote Sensing
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• v.22 no.6
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• pp.519-531
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• 2006

Sea surface height (SSH) around fe Korean Peninsula was investigated as a rising rate of $3.89mm\;yr^{-1}$ on the average from 1993 to 2005, which is 1.3 times higher rising rate, compared to the world ocean. In the present study, to investigate SSH changes in regional sections of the East Sea, the Yellow Sea, the South Sea, and the Korea Strait, DT-MSLA (Delayed Time-Maps of Sea Level Anomalies) with multi-satellite data (Topex/Poseidon, Jason-1, ERS, Envisat), provided by AVISO (Archiving, Validation and Interpretation of Satellite Oceanographic data), was used. The periodicity in interannual variability was dominant for $4\sim5$ year in summer, and 3 year in winter as well as an increasing trend. The amplitude and phase for the annual and semi-annual mode in SSH and SST were investigated with harmonic analysis. The geographical distribution of amplitudes for comparison of SSH and SST are slightly reverse in southwest-northeast tilted direction. The monthly SST and SSH is highly correlated correlation coefficient about 0.7 with lag of one or two months over the East Sea and the South Sea during June-August. These results suggest that the Kuroshio stream is dominant during summer over these regions.

• Journal of the Korean earth science society
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• v.22 no.6
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• pp.469-479
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• 2001

This study investigated the trends in the number of applicants and mean score and applicants’ responses on the test items of Earth Science in the College Scholastic Ability Test (CSAT) implemented for 3 years (1999-2001). The percentage of applicants of science track were 43.14% in 1995, but reduced through 29.5% in 2001 to 26.92% in 2002 CSAT For elective subject, about 22% of science track students applied to Earth Science II which ranked third to Biology II and Chemistry II. In 1999, test items were developed to have the expected difficulty 40 ${\sim}$ 59% (6 items) to 60 ${\sim}$ 79% (10 items). But in 2001 every 16 items were developed to have difficulty 60 ${\sim}$ 79%, which was caused by the policy of so called ‘easy CSAT’. Thus the mean score of ‘Earth Science II’ was increased from 50.26 in 1999 through 64.47 in 2000, to 67.58 in 2001. Applicants were generally very good at solving test items focusing on process skills only and familar items but poor at solving test items related to the motion of the earth and planets and sea wave, especially items calling two or more concepts. Thus special measures to cope with the decrease in applicants of science track should be provided. And it is recommended to develop test items with wider range of difficulty and to reduce test items calling process skills only. And special consideration should be given to teaching the content area with poor achievement and high actual difficulty compared to the expected.

• (The) Research of the performance art and culture
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• no.25
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• pp.31-56
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• 2012

This paper were reviewed on some problems in the early history of Chinese dance written by scholars of contemporary China. Results of the review, were found the following problems; First, In describe to the early history of Chinese dance, contemporary Chinese scholars do not distinguish myths, legends and historical materials, so the history of ancient Chinese dance makes to mystery, thus, eventually will cause a lack of truthfulness. Second, In order to fill the lack in the early history of Chinese dance, the Chinese scholar often use a drawing of earthenware or mural. However, in certain cases, the same drawing by the other observer to be interpreted differently. In this case, if use as evidentiary material, there is a problem. Third, Most contemporary Chinese scholars usually say that the origins of dance is labor. It is to have originated from materialistic historical view can be said. However, in ancient China, but rather about the origin and function of dance there were diverse views. Therefore, this aspect should be cautious.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.350-359
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• 2001

The purpose of this study is to develop theme-based integrated science unit by the interdisciplinary approach and to analyze it's effects on the science achievement and the attitude towards science learning. 'Interaction' and 'Stability' were selected as the integrated themes, and the main concept and subconcept in relation to the themes were extracted from the four areas of science, and the learning contents were constructed in the integrated ways. While the main concept have relevance to subconcept in the interaction, the main concept have little relevance to subconcept in the stability. Therefore, the stability was to fit with middle school integrated science theme, but the interaction was not. The theme-based integrated science units developed was implemented in middle school, and the results are follows. First, the science achievement of group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Second, the scores of the test of attitude toward science learning of the group of theme-based integrated science teaching is significantly higher than those of group of traditional teaching. Third, the students' perception of theme-based integrated science teaching was positive. The students have participation, interest, motivation in theme-based integrated science teaching, and students have difficulty in learning theme-based integrated science teaching.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.405-414
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• 2001

Jecheon granite can be divided into two types; porphyritic granite (K-feldspar megacryst bearing) and medium-grained biotite granite. Porphyritic granite, host body of feldspar deposits, is 8${\sim}$11 km in diameter and about 80 $km^{2}$ in area. It mainly contains K-feldspar, plagioclase, biotite and quartz, and magnetite, zircon, sphene and apatite are accessary minerals. Enclosed minerals in K-feldspar megacryst with 3${\sim}$10 cm in diameter are hornblende, plagioclase, quartz, magnetite, apatite, sphene and zircon. Mafic enclaves mainly consisting of hornblende, plagioclase and quartz are frequently observed in porphrytic granite. Medium-grained biotite granite consists of K-feldspar, plagioclase, biotite and hornblende as main, and hematite, muscovite, apatite and zircon as accessary minerals. Core and rim An contents of plagioclase from porphyritic granite, medium biotite granite, K-feldspar megacryst, and mafic enclave are 36 and 21, 40 and 32, 37 and 32, and 43 and 36, respectively. $X_{Fe}$ values of hornblende are 0.57 at biotite granite, 0.51 at K-feldspar mehacryst and 0.45 at mafic enclave. $X_{Fe}$ values of biotite and hornblende are homogeneous without chemical zonation. K-feldspar megacryst shows end member of pure composition with exsolved thin lamellar pure albites. Characteristics of mineral compositions and petrography indicate porphyritic granite is igneous origin and medium-grained biotite granite comes from the same source of magma; biotite granite is initiated to solidly and from residual melt porphyritic granite can be formed. Possibly K-feldspar megacrysts are formde under H$_{2}$O undersaturation condition and near K-feldspar solidus curve temperature; growth rate is faster than nucleation rate. Mafic enclaves are thought to be mingled mafic magma in felsic magma, which is formed from compositional stratigraphy. Estimated equilibrium temperature and pressure for medium-grained biotite granite are about $800^{\circ}C$ and 4.83${\sim}$5.27 Kb, respectively.