• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.71-71
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• 2010

대학생들의 야외 지질 실습 전과 후에 퇴적층 형성에 대한 이해도 변화를 파악하기 위해 충남대학교 지질환경과학과 3학년 재학생 27명을 대상으로 3일 동안, 참여 학생들에게 매일 실습 전과 후로 나누어 6번의 설문 조사를 실시하였다. 설문 조사 문항은 모두 주관식이며, 3일에 걸쳐 총 68문항을 제공하였다. 제시된 문항은 퇴적층 형성과 관련된 기본개념 31문항과 조사 지역의 노두관찰 37문항으로 분류 된다. 야외 실습 전과 후의 개인별 점수를 각각 비교한 결과 실습에 참여한 모든 학생들의 점수가 향상되었다. 실습 3일에 대한 전체 학생들의 평균점수는 실습 전에 28.3점, 후에 51.6점으로 실습 전보다 후에 34.2% 향상되었다. 또한 전체 학생들의 기본개념 31문항에 대한 평균점수는 실습 전에 19.8점, 후에 26.9점으로 22.9%, 조사 지역 노두관찰 37문항에 대해서는 실습전에 8.5점, 후에 24.7점으로 43.8%가 각각 향상되었다. 퇴적층은 공간적으로 넓은 장소와 시간적으로 오랜 기간 동안에 걸쳐 형성되어 학생들은 광범위한 공간적, 시간적 개념을 이해하는 것이 필요하며 대학의 지질학 교육 과정에서 야외실습은 필수적인 요소이다. 야외 실습은 학습자가 직접 자연과 같은 실제 세계를 관찰하고 조사하는 활동으로 이루어지는 학습 방법으로 교실 밖에서 일어나는 모든 학습을 총칭한다고 할 수 있다. 본 연구 결과는 야외 실습 후에 학생들의 점수가 향상된 것을 보여주었다. 이런 결과는 야외 실습이 야외에서 학습자가 주체가 되어 적극적인 참여로 학습하는 학생 중심 학습이고, 자연 환경을 학습의 장으로 하여 실물을 활용한 직접적인 조사활동과 같은 경험에 의한 체험 학습이기 때문인 것으로 해석된다. 또한 야외 실습에서 그룹 활동은 학생들이 지질조사를 하면서 발견된 문제나 내용에 대해 공유할 수 있는 토론 학습인 동시에 야외 활동에서 교수는 전문가 혹은 학습 촉매자로서 문제에 대한 해결책을 주거나 학생들에게 질문이나 토론의 기회를 주어 학생들의 지적, 정신적 향상에 영향을 미치기 때문인 것으로 보인다. 그러므로 야외 실습은 계획, 실행, 정리 단계가 매우 중요하다. 우선 장소 선정에 있어 강의실에서 토론된 주제 및 개념과 관련된 장소를 선정해야 하며, 야외에서는 학생과 학생, 학생과 교수 간의 그룹 활동, 토의 및 질문 시간을 충분히 가져야 함은 물론 실습 후에는 세미나를 통해 야외 활동에서 새롭게 발견하거나 조사 및 학습한 내용, 해결하지 못한 문제 등을 토론하고 정리하는 과정을 갖는 것이 필요하다고 판단된다.

• Journal of Digital Convergence
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• v.14 no.3
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• pp.209-217
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• 2016

Recently, the outdoor activities were increased in accordance with economic growth and improved quality of life. In addition, weather and outdoor activities are closely related. Currently, Outdoor Activities decisions are determined by the Korea Meteorological Administrator's forecasts and subjective experience. Therefore, we need the analysis method that can provide a basis for the decision on outdoor activities based on meteorological information. In this paper, we propose an algorithm that can analyze meteorological information to support decision-making outdoor activities. And the algorithm is based on the data mining. In addition, we have constructed a baseball game schedule with automatic weather system's observation data in the training data. We verified the improved performance of the proposed algorithm.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.13-21
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• 2000

In spite of the benefits of field studies, field surveys have not well performed in secondary school. Although many field sites have been developed lately, most field guidebooks describe the geological formations at the outcrops professionally so they can not be used by secondary school students. It is necessary to develop the field study program with which earth science teachers can do field activities easily rather than the one of a highly technical nature. The purpose of this study is to develope a secondary school geology course and to help earth science teachers practice it by providing the efficient teaching methods for the field study

• Korean Journal of Childcare and Education
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• v.8 no.2
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• pp.139-155
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• 2012

This study aimed to glean lessons for desirable early childhood physical education programs by contouring the current paradigms on body or physical activities in the area of early education for young children. It also aimed to analyze their postures while participating in daily activities. The research method for analysis of children's postures while doing daily activities was OWAS(Ovako Working Posture Analysing System) which has been extensively used in ergonomics. Components of data analysis have been redesigned on the basis of information gathered from OWAS with the help of ergonomic experts. The results showed different percentages of children's movements according to activities such as whole class meeting, small group activity and outdoor activity. Small group and outdoor activities can be considered the most desirable physical activities not only for cognitive and social development but also for physical development. And it is recommended to reconstruct the quality and nature of whole class meetings in order to coordinate the physical nature of young children.

• Journal of the Korean earth science society
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• v.28 no.1
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• pp.14-23
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• 2007

The purpose of this study was to investigate beginning earth science teachers' perceptions about Learning in Geologic Field Trip. The hundred and sixteen high school earth science teachers who were in the training for their promotion answered the questionnaire of Learning in Geologic Field Trip. It was divided into five parts: needs and educational values, teachers' experiences and their difficulties, and desirable teaching methods of Learning in Geologic Field Trip. Results indicated that the participants perceived Learning in Geologic Field Trip important in earth science education and responded positively to the educational values of Learning in Geologic Field Trip. Most of the beginning teachers had experience of geologic field trip, but did not learn how to teach it to their students during the geologic field trip in the pre-service training program. It was shown that only a few teachers had experience of geologic field trip and of teaching students in the outdoor of geologic fields after they became a classroom teacher. Most of the participants perceived that teaching students about the geologic field trip is difficult because of lack of their experience. In order to overcome the difficulty, teachers suggested that they need to learn how to teach the geologic field trip to students through their in-service training. leachers suggested that a desirable teaching method of the geologic field trip is to provide teachers with a teacher's manual including geological explanation and information about field trip sites before their visit so that they can scaffold it and facilitate the students' cooperative group activity during the field trip. As a follow up activity, the participants agreed that the presentation and discussion about the results should concur.

• Journal of the Korean Geographical Society
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• v.51 no.6
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• pp.893-914
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• 2016

This paper describes the development of an inquiry-based fieldwork program based on Yangdong village where students explore the ways that it can develop in a sustainable way. Important considerations in an inquiry-based fieldwork design include what the key inquiry questions should be, the geographical issues of fieldwork location, the potential roles of mobile technologies, design of learning activities and a final product, and the roles of a teacher. Student fieldwork activities, including mapping land-use changes at the building level, detecting what should be changed or remain the same, and conducting interview with residents to examine their perceptions of overall tourism impacts, are supported by mobile technologies (i.e., the Collector for ArcGIS and the Google Forms). Twenty one high school students participated in a field test of the program in February 2016, which allowed authors to evaluate the program. Students' pre-, in-, and post-fieldwork activities were observed and the data and final products which they gathered and producted were analyzed. The post-program survey indicated that the students deepened and expanded their understanding of Yangdong village and expressed their satisfaction with the program in general. Incorporating mobile technologies into inquiry-based geographical fieldwork can help students involved in collaborative problem solving and creative activities in real world settings and create a shareable multimodal product combining maps, photo, and text.

• The Journal of the Korea Contents Association
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• v.15 no.1
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• pp.24-30
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• 2015

As the complexity of urban growth out of people with disabilities are subject to many restrictions. In particular, visually impaired people are not allowed to perceive objects as well as objects around the environment, it suffers from a number of outdoor activities to environmental challenges. But the outdoors environment of the current domestic reality is lacking a lot of facilities to assist the activities of people with disabilities, including the visually impaired. In this paper, we propose a navigation system to help the visually impaired in outdoor activities. The proposed system was applied to test the Jeungpyeong campus of Korea National University of Transportation for the exam.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.72-72
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• 2010

지구과학은 자연과학 중에서 야외 현장에서 자연 현상의 관찰과 조사를 기초로 하는 학문이다. 특히 지질학 분야는 야외 조사를 통해 학생 스스로 탐구하고 문제를 발견함으로써 자연에 대한 흥미와 관심을 갖게 하여 지질학적 현상을 이해하게 한다. 그러나, 충북 지역에서 개발된 야외지질학습장의 부재와 입시위주의 교육환경으로 인하여 교사들은 한정된 범위에서 야외 현장 학습을 계획 및 실시하고 있다. 본 연구에서는 교사들에게 실제 야외학습의 패러다임을 사용한 야외학습장을 개발하여 지구과학 교육과정 중 야외학습의 교육적 자료로 제공 될 수 있도록 하였으며, 이러한 학습장을 토대로 지구과학교육에 야외학습을 쉽게 응용 할 수 있도록 하는데 그 목적이 있다. 이를 위하여 다양한 암석과 지질구조를 가지고 있고, 지리적으로 접근이 편리한 단양군 일대를 야외학습장으로 선정 하였다. 단양군 일대의 야외지질 학습코스에는 앨걸마운드, 어란석, 주상도 작성(석회암층군과 충식석회암), 두족류화석, 부정합관계에 놓인 역암층의 5개의 관찰지점이 있으며 실제 현장에서 각 관찰 지점별로 학생들이 활동할 수 있도록 야외지질 학습 자료를 제시하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.405-406
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• 2014

도시의 복잡성이 증가할수록 장애인의 외출은 많은 제약을 받는다. 특히 시각장애인들은 사물뿐만 아니라 사물 주위의 환경을 인지할 수 없어 야외 활동을 하는데 있어 수많은 환경적 어려움을 겪는다. 하지만 현재 국내의 야외 환경은 시각장애인을 포함한 장애인들의 활동을 보조하는 정책적, 수단적 시설이 많이 부족한 것이 현실이다. 이에 본 논문에서는 시각장애인의 야외 활동에 도움을 줄 수 있는 길안내 시스템을 제안한다. 제안한 시스템은 시험을 위해 한국교통대학교 증평캠퍼스에 적용하였다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.91-102
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• 2022

Sinsu Island in Korea National Marine Park is suitable for geological learning and geotourism as various geological structures, geological activities, and fossils can be observed. In this study, eight geosites were developed by analyzing 2015 revision science curriculum. The 3D panoramic geological virtual field trips were developed according to the three-step outdoor learning model. The 3D panoramic geological virtual field trips, which consist of 8 classes, are composed of cooperative learning by group, enabling autonomous inquiry activities. It is designed to realize convergence education that can learn not only geology but also creativity and humanity through nodular Limestones, exfoliation, salt weathering, perforated shell holes, sedimentary structures and environments, dinosaurs habitats, and volcanic activity. Five experts revised and supplemented the Delphi analysis method to verify the validity of the development purpose and direction. The satisfaction with the geological field for Sinsu Island course was 4.52, indicating that the overall satisfaction with the field course was high. By reflecting on the opinions of each student and reinforcing safety education, we completed the 3D panoramic geological virtual field trips for Sinsu Island. The 3D panoramic geological virtual field trips in Sinsu Island in Korea National Marine Park will be a good example of geology learning tourism where you can make memories and enjoy while studying geology.