• Title/Summary/Keyword: 지구계교육

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Development and Validation of a Learning Progression for Astronomical Systems Using Ordered Multiple-Choice Items (순위 선다형 문항을 이용한 천문 시스템 학습 발달과정 개발 및 타당화 연구)

  • Maeng, Seungho;Lee, Kiyoung;Park, Young-Shin;Lee, Jeong-A;Oh, Hyunseok
    • Journal of The Korean Association For Science Education
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    • v.34 no.8
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    • pp.703-718
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    • 2014
  • This study sought to investigate learning progressions for astronomical systems which synthesized the motion and structure of Earth, Earth-Moon system, solar system, and the universe. For this purpose we developed ordered multiple-choice items, applied them to elementary and middle school students, and provided validity evidence based on the consequence of assessment for interpretation of learning progressions. The study was conducted according to construct modeling approach. The results showed that the OMCs were appropriate for investigating learning progressions on astronomical systems, i.e., based on item fit analysis, students' responses to items were consistent with the measurement of Rasch model. Wright map analysis also represented that the assessment items were very effective in examining students' hypothetical pathways of development of understanding astronomical systems. At the lower anchor of the learning progression, while students perceived the change of location and direction of celestial bodies with only two-dimensional earth-based view, they failed to connect the locations of celestial bodies with Earth-Moon system model, and they could recognized simple patterns of planets in the solar system and milky way. At the intermediate levels, students interpreted celestial motion using the model of Earth rotation and revolution, Earth-Moon system, and solar system with space-based view, and they could also relate the elements of astronomical structures with the models. At the upper anchor, students showed the perspective change between space-based view and earth-based view, and applied it to celestial motion of astronomical systems, and they understood the correlation among sub-elements of astronomical systems and applied it to the system model.

The Rock Cycle Composition Elements and Process of the Pre-service Earth Science Teachers' Understanding (암석 순환의 구성요소와 과정에 대한 예비 지구과학 교사들의 이해)

  • Kim, Yun-Ji
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.2
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    • pp.186-198
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    • 2016
  • The purpose of this study is to identify the composition elements and processes of the rock cycle that pre-service teachers in earth science field understand. Second-year students majoring in earth science were selected as research objects, all of whom attended teacher's university located in the southern region. The methods of arranging the composition elements of the rock cycle in a structured way and displaying the cycle direction through the arrow and describing the cycle processes in detail were applied. Pre-service teachers recognized 5 composition elements: magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks of the rock cycle and cycle processes was represented into 20 branches. The cycle type was analyzed by four criteria: linear, triangular, circular, complex, some pre-teachers did not complete the loop of the cycle or some showed incomplete understanding of the cycle structure simply displayed in one direction. The rock cycle is an important theme of the earth system education characterized by dynamism and complexity.

A Study on Design for Energy-saving Based on Analysis of Current Situation in School Facilities (학교시설 현황분석을 통한 에너지절약설계 개선방향 연구)

  • Meang, Joon-Ho;Kim, Sung-Joong;Lee, Seung-Min;Ko, Hyun-Su
    • The Journal of Sustainable Design and Educational Environment Research
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    • v.17 no.3
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    • pp.1-8
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    • 2018
  • We suggest improvement direction of energy-saving design based on analysis of current situation in school facilities. School facilities have large area among public buildings. While the number of students is decreasing, the number of school and energy consumption is increasing year after year. School facilities have excellent heat insulation property, but it requires further examination about excessive heat insulation plan. School facilities are using gas heat pump actively for cooling and heating, but has difference in use ratio of ground source heat pump by region. Thus School facilities requires active using of ground source heat pump and BIPV(Building Integrated Photovoltaic System).

Analysis of Contents of Reorganization of Textbooks by Pre-Service Teachers' on 'Comparison of Distances from Solar System to Planets' in First Semester of Elementary Science 5th Grade (초등과학 5학년 1학기 '태양에서 행성까지 거리 비교'에 대한 초등예비교사들의 교재 재구성 내용 분석)

  • Kim, Hae-Ran;Lee, Yong-Seob
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.3
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    • pp.225-235
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    • 2021
  • The purpose of this study is to obtain implications for the improvement direction of astronomical education methods and development of educational materials or software. In connection with the 5th grade 1st semester elementary science 'Solar System and Stars' unit, elementary pre-service teachers were given a reorganization task to compare the relative distances from the sun to the planets, and then this was analyzed. Pre-service teachers are 11 male and 19 female students in the second year of the music education department at the elementary school teacher training university in B city. The implications of the study results are as follows. First, the 'distance comparison activity using a roll of tissue paper' is suitable for simply comparing the distances from the sun to the planet, but it has limitations in allowing students to experience the vastness of the solar system or inducing student participation-centered classes. Second, it is necessary to develop software materials for elementary school students that can simultaneously reflect the size of the planet and the distance to the planet that can be applied indoors, and also experience the vastness of the solar system, as well as a wide learning space. Third, textbook materials for students have an important influence on the class design of pre-service teachers.

Gugokri-Nongdari Sedimentary Succession and Environment in the Southwestern Eumsung Basin (Cretaceous), Korea (백악기 음성분지 남서부의 구곡리-농다리 퇴적층과 퇴적환경)

  • Ryang, Woo-Hun
    • Journal of the Korean earth science society
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    • v.39 no.6
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    • pp.545-554
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    • 2018
  • The Cretaceous Eumsung (Eumseong) Basin is a pull-apart basin, formed along a series of the Gongju strike-slip faults trending NE-SW. The Nongdari-Meer forest of the Gugokri area in the southwestern part of the basin is comprised of thick purple mudstone, intercalating conglomerate, pebbly sandstone, and green mudstone beds. The succession mainly consists of seven sedimentary facies: stratified conglomerate (C2), conglomerate encased in siltstone (CE), stratified pebbly sandstone encased in siltstone (PSE2), purple sandy siltstone (Zp), green sandy siltstone (Zg), purple mudstone (Mp), and green mudstone (Mg). Sedimentary environment is mainly indicative of alluvial-plain setting in an alluvial-to-lacustrine sedimentary system, developed in the southwestern part of the basin. Geological survey was fulfilled in succession of the Gugokri sedimentary system using 1:5000 topographic map, which resulted in a geological route map. This study newly suggested that there be fluvial systems showing ENE and NNE trends in the study area, based on data of palaeocurrent direction and sedimentary characteristics in new outcrops of the forest. The study also revised the precedent sedimentation model of the Gugokri system.

The Crisis of Climate Change and the Direction of Christian Ecological Education (기후변화의 위기와 기독교 생태교육의 방향 모색)

  • Cho, Miyoung
    • Journal of Christian Education in Korea
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    • v.67
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    • pp.415-447
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    • 2021
  • The purpose of this study is to explore the direction that Christian education should take as an ecological education in the crisis of climate change. What climate change shows is that it is impossible to survive even if the Earth's temperature rises by only 2-3 degrees. However, our current appearance is concerned about the crisis of climate change as long as we do not change our lives. First, the meaning of climate change and its causes were examined. The anthropocentric worldview, modern industrial, scientific and technological growth, and consumption-oriented social structure can be cited as the causes. An anthropocentric worldview justifies everything from the human point of view, and nature is the subject of human domination, but one regarded as a tool. In addition, as the scale of human economic activity increases, energy consumption increases, and the threat of ecosystem destruction increases with the increase in energy consumption. Individual affluence and increased consumption are exacerbating ecosystem tensions. In order to solve the problem of climate change, ecological education clues were found in the Bible. Through creation, the relationship between humans and nature was identified as coexistence and coexistence. Through the principle of sabbath, it is possible to bring about the restoration of humans and nature, and from the point of view of the incarnation, the world was understood as the 'body' of God. Based on these clues, the direction of Christian ecological education was explored by suggesting a transition to an ecological paradigm, restoration of creative spirituality, and cultivation of ecological imagination. In the crisis of climate change, it is hoped that the recovery of the earth will take place and that we will be able to stand again as a responsible being through the Christian ecological educational approach.

A Review on the Analysis of the Equatorial Current System and the Variability during the El Niño Period: Focusing on the Misconceptions in the Field of Secondary Education (적도 해류계 분석 및 엘니뇨 시기의 변동에 관한 논의: 중등 교육 현장의 관련 오개념을 중심으로)

  • Chang, You-Soon
    • Journal of the Korean earth science society
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    • v.42 no.3
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    • pp.296-310
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    • 2021
  • El Niño is a typical ocean and atmospheric interaction phenomenon that causes climate variability on a global scale, so it has been used as a very important teaching and learning material in the field of earth science. This study summarized the distribution and dynamics of the equatorial current system. The variability of the equatorial current system during the El Niño period and the associated misconceptions were also investigated. The North Equatorial Current, South Equatorial Current, and Equatorial Under Current significantly weaken during El Niño years. However, the variability of the North Equatorial Counter Current (NECC) during the El Niño period cannot be generalized because the NECC shows southward movement with weakening in the northern area and strengthening in the southern area, along its central axis. In the western Pacific, the NECC is further south during El Niño years, and thus, it has an eastward flow in the equatorial western Pacific. Our analysis of a mass media science article, a secondary school exam, and a survey for incumbent teachers confirmed disparate ideas about the equatorial current system's variability during El Niño periods. This is likely due to inaccurate interpretations of the existing El Niño schematic diagram and insufficient understanding of the equatorial current and wave dynamics.

Suggestion of the Scientific Argumentation PCK Developmental Model for Preservice Earth Science Teachers through an Instructional Design Program Using Argumentation Structures (논증구조 수업설계 프로그램을 통한 예비 지구과학 교사의 과학논증 PCK 발달 모델 제안)

  • Park, Won-Mi;Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.15 no.1
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    • pp.76-90
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    • 2022
  • In this study, after applying the argument structure class design program for 20 preservice earth science teachers, we conducted individual in-depth interviews, analyzed the data, and derived a scientific argumentation PCK development model. The scientific argumentation PCK development model consists of three dimensions: Scientific argumentation PCK, PCK ecosystem, and reflective practice. Scientific argumentation PCK is demonstrated in the process of designing or executing classes using argumentation structures as an instructional reasoning tool. PCK ecosystem, consisting of the existing conventional PCK components, is a dimension surrounding the scientific argumentation PCK, and these two dimensions develop by interacting with each other. Reflective practice regulates each dimension and develops it in various ways by mediating the two dimensions of the scientific argumentation PCK and the PCK ecosystem. The conclusions drawn based on the results are as follows: First, preservice science teachers can demonstrate scientific argumentation PCK in the process of design and implementation of lessons using argumentation structures as a pedagogical reasoning tool. Second, it is necessary to develop the PCK for pedagogical reasoning tools such as scientific argumentation PCK in advance for the development of science teachers' PCK, since the scientific argumentation PCK can develop various components of the PCK ecosystem. Finally, it is necessary to use scientific argumentation PCK to support the preservice teacher's reflective practice, seeing that the scientific argumentation PCK promotes the development of PCK ecosystem components by inducing reflective practice.

An Analysis of High School Students' Systems Thinking and Understanding of the Earth Systems through their Science Writing (과학 글쓰기를 통한 고등학생의 지구 시스템에 대한 이해와 시스템 사고의 분석)

  • Lee, Hyundong;Kim, Taesu;Lee, Hyonyong
    • Journal of the Korean earth science society
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    • v.38 no.1
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    • pp.91-104
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    • 2017
  • The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

Closed-form Expressions of Vector Gravity and Gravity Gradient Tensor due to a Line Segment (선형 이상체에 의한 중력 및 중력 변화율 텐서 반응식)

  • Rim, Hyoungrea
    • Geophysics and Geophysical Exploration
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    • v.25 no.1
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    • pp.44-49
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    • 2022
  • Closed-form expressions of vector gravity and gravity gradient tensor based on a line segment are derived. If a cylindrical object with axial symmetry is observed from a distance, it is possible to approximate it as a line segment; therefore, it is necessary to compute the gravity and the gravity gradient tensor due to a line source by using closed-form expressions. The gravitational potential for a line segment is defined as a one-dimensional integral, and this integral is differentiated with respect to the Cartesian coordinate system to derive the vector gravity. The expressions of the gravity gradient tensor are derived by differentiating the vector gravity once more in the same coordinate system.