• Journal of the Korean earth science society
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• v.21 no.2
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• pp.93-102
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• 2000

The purpose of this study is to investigate Earth Systems Education, its matter and also its possibility of practical application in Korea. Some attempts are made to see the value of the Earth Systems Education. Adopting two kinds of Korean science textbooks of middle school and activity of Earth Systems Education were analyzed. The interview with teachers is implemented for the study on objective, the structure of matter and teaching strategy in Earth Systems Education. The program is given to 96 students(2 classes, the first grade at middle school). To analyze the effect of Earth Systems Education program, students were interviewed by their teacher. The conclusions of this study are as follows: 1. The Earth Systems Education is contributed to the way to enable students to have a cognitive perspective about the earth and to look for the nature. Earth Systems Education is to use interdisciplinary approaches for integration in science. 2. The result of analysis in the contents of Korean science textbooks, the viewpoints about Earth Systems Education were not found, but the accounts about the interactions among subsystems were found. 3. According to the results of interview with teachers, they approve of system approach, the structure of matter and teaching strategy of Earth Systems Education. 4. According to the results of interview with students, they understand the interactions among subsystems which are elements of Earth Systems. As a results, Earth Systems Education is a effective method for informed judgements about Earth and science and manner for work for integration in science curriculum. So Earth Systems Education be applied to science education in Korea.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.798-808
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• 2011

The purpose of this study was to explore middle school students' perceptions about earth systems in order to implement the 2009 revised national science curriculum effectively. A total of 1219 students participated in the survey and asked to determine their basic understandings about earth systems, self-reported knowledge level, and perceived significance level of the 23 earth systems concepts (contents). In relation to students' basic understandings about earth system, approximately 67% students reported that they didn't know about the term of the earth system. Atmosphere and hydrosphere were highly perceived as major component of earth system. However, cryoshere was perceived to be least familiar by the subjects. The findings also showed that students' self-reported knowledge level and significance level about major ESU#4, #5, #6 related concepts (contents) were significantly different by gender. Most of male students were more knowledgeable and perceived more significant than female students. Regarding the difference of the perceived significance level by grade, 10 out of 23 concepts were significantly different. Some implications for implementing the revised curriculum and school fields were discussed.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Journal of the Korean earth science society
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• v.36 no.6
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• pp.580-590
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• 2015

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.71-87
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• 2010

The purpose of this study was to explore 8th-grade students' imageries of the Earth. We analyzed the middle school students' imageries about the Earth represented with words and drawings in Earth Systems Understanding (ESU, hereafter) framework. The students' imageries about 'the Earth' are vary by their experiences and prior-knowledge, which significantly impacts their imagery construction. Especially, the students' ESU were characterized into two aspects: One is a macroscopic view point based on full-objects of the Earth by indirect experiences and the other is everyday view point based on scene of the Earth surface and environment by direct experiences. Results revealed students' imageries about the Earth were impacted by visual experiences and those students' ESU were more represented by drawing as visual imagery than by words, formal language. The negative imageries were mainly represented through interactions of the Earth subsystems.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.963-977
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• 2009

The purpose of this paper is to identify college students' conceptions of the earth system cycles as learners of earth science education (ESE) and draw educational implications. An eight-week creative story writing project was held with 62 non-science students taking a general course on earth science. Their creative stories were categorized by analyzing the conceptions and types of cycle with a story mapping technique. The cycle conceptions of earth systems were expressed diversely into 32; most of the cycle types were circular and complex, while the others were branch-shaped and linear types that fail to complete the cycles. College students' conceptions of the earth system cycles is biased toward natural-abiotic systems; less than 30% of them are shown to be aware of all three categories: natural-abiotic, natural-biotic, and human systems. It is essential to diversify the content of education on earth system cycles and help learners develop systematic methods of thinking so that they will be able to recognize the impacts of feedback from human activities through ESE.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.96-110
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• 2009

The ESE (Earth Systems Education) teaching module was developed to teach an "Earth and Star" unit for the 8th grade (aged 14) students. The planet remodeling activity was developed as a sub-ESE teaching module. The main point of this activity was that students were supposed to remodel planets for life to live on. The purpose of this study was to visualize students' thought and to interpret their understandings through their drawings and writings. A framework of analysis with four categories was designed and applied to analyze students' cognitive structure. In order to explore students' cognitive contents, the analyzing factors were classified into two domains: subsystems of the earth systems and use of science & technology. Results revealed via the planet remodeling activity that students' cognitive characteristics were impacted by ESE activities such as Earth literacy.

• Bulletin of Korea Environmental Preservation Association
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• s.414
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• pp.2-5
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• 2014

지금 이 순간 인간이 사라진다면 지구의 생태계는 어떻게 될까? 아무 일 없이 잘 돌아갈 것이다. 생태계는 더 푸르고 짙어질 것이다. 만일 곤충이 사라진다면? 누가 식물의 수분을 도와주고 숲을 솎아주고 자연을 정화해줄 것인가? 아마도 곤충이 사라진 지구의 생태계는 조만간 사라져 버릴 것이다.

• Proceedings of the KSEEG Conference
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• 2003.04a
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• pp.143-149
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• 2003

다목적위성 1호(KOMPSAT-1, The first Korea Multi-Purpose Satellite)에 장착된 위성 자세제어용 3축 자력계(TAM, Three-Axis Magnetometer)로부터 2000년 6월 19일에서 21일 사이에 측정된 지구자기장을 분석하였다. TAM Telemetry 값을 지구관성좌표계에서 지구고정좌표계로 우선 변환시킨 후에 다시 구면좌표계로 변환하여 자료를 처리하였다. 지구자기장의 영향 이외의 위성내의 유도 전류나 온도변화로 인한 에러, 태양풍의 영향 등을 제거하였고 태양에 의한 영향을 제거하기 위해 제도를 지방시에 따라 상승 및 하강과 두 그룹으로 나눈 후 파동수대비법을 이용해 두 그룹 사이에 서로 역으로 대비되는 (inversely-correlated) 성분을 제거하였다. 측선 잡음을 제거하기 위하여 파동수 영역에서 Quadrant Swapping법을 도입하였고, 이로부터 연구 기간 중 최종적인 지구자기장을 추출하였다. KOMSAT TAM 으로부터 추출된 자기장의 주성분(corefield)을 동일 기간 중 KOMSAT과 유사한 고도에서 지구자기장 관측을 전문적으로 수행한 Ørsted 위성 관측값과 비교한 결과 이들 사이의 상관계수는 0.97로 매우 높게 나타났다 위성 자세보정용 자력계로 부터 관측된 자기장으로부터 신뢰도 있는 주성분 추출이 가능해짐에 따라 이로부터 전지구 구면조화계수를 유도할 경우 지구자기장 전문 관측위성이 존재하지 않는 기간 및 고도에 대한 자기장 연구가 가능하다.