• Journal of the Korean earth science society
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• v.39 no.2
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• pp.178-192
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• 2018

The purposes of this study were to develop and apply on learning on geological field trip utilizing the social construction of scientific model. We developed field trip places by considering not only Orion (1993)'s novelty space but also the achievement standards of 2015 national curriculum. The subjects of the study were 8 in the 'G' science gifted education center. We conducted a study using the theme of 'How was formed Mt. Gwanak?' on 5 lessons including a series of 2 field trip lessons and 3 lessons utilizing the social construction of scientific model. Students participated in pre- and post-test on the understanding of scientific knowledge about formation of mountain. Semi-structured interview was used to analyze students' learning about geological field trip in terms of affective domain. Results were as follows. First, there were 2 places of upper-stream valley and down-stream valley separately. They contained outcrops gneiss, granite, joint in the valley, xenolith, fault plane, mineral in the valley. Second, pre- and post-test and semi-structure interview were analyzed in terms of what scientific knowledge students learned about and how Mt. Gwanak was formed. Seven students explained that Mt. Gwanak was volcano during pretest. Seven students described how granite was formed to form Mt. Gwanak. They also understood geological time scale, i.e., metamorphic rock. Third, the geological field trip was effective to low achievement geoscience students as they engaged in the activities of field trip. Using positive responses on affective learning was effective on learning on geological field trip when utilizing the social construction of scientific model. This study suggests that teachers use an example 'model' on geoscience education. This study also suggests that teachers apply the social construction of scientific model to geological field trip.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.31-32
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• 2004

• Journal of KIISE:Software and Applications
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• v.28 no.2
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• pp.132-140
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• 2001

야외에서 인지되는 자연 경치는 다양한 개체, 빛의 산란, 또는 변화를 주는 많은 요소들 때문에 컴퓨터 영상처리에서 인식하기가 쉽지 않다. 본 논문에서는 다층 인지 신경망을 이용하여 도로가 포함된 야외영상에 나타나는 개체들을 인식하는 방법을 연구하였다. 자연 영상을 영역화한 후, 각각의 영역들에 대하여 색상과 기하학적인 특성에 근거하여 특성벡터를 추출하고 이를 신경망에 입력하여 각 영역을 구분하는 2단계의 알고리듬을 제안한다. 먼저 야외 영상들을 개선된 영역 확장법과 병합과정에 의하여 개체별로 영역화하였다. 영역화된 연상은 자연 영상과 함께 영상 데이타베이스에 저장되고, 이 자료들을 이용하여 각 영역의 특성벡터를 계산하였다. 이 특성 벡터를 구성된 신경망의 입력층에 전달하면, 각 영역은 27개의 개체 중의 하나로 출력층에서 인식된다. 제안된 방법은 학습에 사용된 데이타, 학스베 사용되지 않은 새로운 데이타, 그리고 모두 합하여 놓은 데이타의 세가지 데이타 군에서 무작위로 선별하여 인식률을 측정하였다. 학습된 데이타에서는 99.4%까지의 인식률을 보여주었고, 학습되지 않은 데이타에 대해서도 최고 89.1%까지의 인식률을 나타내었다. 제안된 방법은 평균적으로 88.1%~97.9%의 인식률을 보여주어 자연 경치의 인식에 신뢰성이 있는 방법으로 사용될 수 있음을 증명하였다.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.27-46
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• 2022

The purpose of this study was to examine the perceptions of novelty space among pre-service elementary and secondary earth science teachers. We conducted a survey to explore the perceptions of 38 pre-service elementary school teachers at the National University of Education and 31 pre-service secondary earth science teachers at the Department of Earth Science Education at B University. Semi-structured interviews were conducted with 12 participants, including three pre-service elementary teachers and nine pre-service secondary science teachers. In addition to the elements of novelty space, prior knowledge (cognition), prior outdoor learning experience (psychology), familiarity (geography) with outdoor field learning, and social and technical elements were added. When classified based on elementary and secondary levels, there were statistically significant differences in cognitive, psychological, geographic, and social areas for the elements of novelty space. Statistical differences indicated that the experience or capital related to outdoor learning may have resulted from more pre-service secondary earth science teachers than pre-service elementary teachers. In additional interviews, both elementary and secondary pre-service teachers reported that competencies in the technical domain would be emphasized in the future owing to the necessity and the technical development of virtual-reality-based outdoor field learning programs. This study emphasizes the academic significance of novelty space that should be considered to conduct geological field learning for elementary and secondary earth science pre-service teachers while considering the current post-pandemic educational context.

• Journal of the Korean earth science society
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• v.38 no.4
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• pp.303-320
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• 2017

Purpose of this study is understanding of group modeling process focusing on constraints with geological field trip applied on social-construction of scientific model. This study was carried out on 12 students of 3 groups who participate in the study 'S' gifted education center. Students were conducted to theme of 'How was formation of Mt. Gwanak?' on 2 field trip classes and 3 modeling classes. Semi-structured interviews, all discourse of field trip and modeling classes, records of personal and group activity were analyzed to constraints based on theoretical background proposed by Nersessian (2008). Results as follows. First, sources of constraints are scientific knowledge, contents observed by students during field trips and additional materials things to be explained by model during modeling class with geological field trip applied on social-construction of scientific model. Second, there are 3 types of constraints to affect making group modeling. It is that shared constraint which used commonly by all the group members. It called selected constraint that used during the initial modeling and later were reflected on for use in the group modeling. And it is that generated constraints, which were not in the initial modeling but were used later in the group modeling. This study suggests that not only the constraints can help to understand of making group model through how they used but also show that example of learning with geological field trip on social-construction of scientific model to contribute school science.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.1-20
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• 2021

The purpose of this study was to understand students' representational competence while they engaged in learning in geological field trips with scientific models and modeling(Mt. Gwanak and the Hantan-river were formed). Ten students agreed to participate in this study voluntarily. They were attending the Institute of Gifted Education in the Seoul Metropolitan area. The data were collected for all students' activities during field trips and modeling activities using simultaneous video and voice recording, the interview after classes, written data(note) made by the students. The analysis framework that distinguished levels of representational competence and added the resulting interpretation with the final models in the process of scientific models. Results suggested that representational competence levels varied from one to six. However, students showed relatively low levels of representational competence in outdoor learning environments than indoor learning environments. In other words, it began with a relatively low level of representational competence in outdoor class. Then students developed a higher level of representational competence indoor class. Ultimately, we need to understand students' representational competence implies a tool to explain phenomena in the process of modeling activities.

• Journal of the Korean earth science society
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• v.26 no.1
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• pp.41-57
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• 2005

The purpose of the study is to develop a educational data in order for students to perform geologic field survey effectively by themselves. A area around the Duta Mountain is selected. which is located at the southeastern part of Eumsung sedimentary basin because various rock types and geologic structures are well shown in this area and also it is convenient to reach there. Thirteen stops for observation are chosen m a route f3r exercising field geologic investigation. Data for field research are given and described in detail from each stop for observation. To do this, students make their own route map using general or digital geographic map and aerial photo is added to know relationship between large-scale structure and different rock types regionally. Moreover, it is designed to minimize conflict factors that may be experienced from the real field survey by showing outcrop photographs and polarizing photomicrographs of rut samples related to each stop and geologic structures. The attitude of students is investigated with the data of field geologic survey for students of an Earth Science class in the College of Education in Chungbuk National University. The results indicate that the educational data for geologic field survey brought positive changes that greatly help students perform field survey in definitive side, especially formation of absolute concepts on earth science.

• Journal of the Korean earth science society
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• v.24 no.3
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• pp.172-180
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• 2003

Geologic field survey is very important for the high school students who take the courses of earth science under the 7th earth science curriculum, however actually it is very difficult for the students to survey in the field because of long time and distance, and expenses. To overcome these difficulties, this study focused on developing the web contents and teaching-learning materials for virtual geologic field survey of the Songaksan and Jisagae area, Jeju island. The developed web contents were placed into three parts; main manu, sub manu and contents to help the learners flow-chart of the program easily. To overcome the weakness of existing textual web materials, some movable images and worksheets were provided for the learners, and the web contents were designed for the learners to experience as similar as the geologic field survey may let them do.