• Journal of Digital Convergence
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• v.18 no.2
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• pp.73-81
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• 2020

The purpose of this study is to analyze the current status of expected cadastral coordinate maps by type of district boundary surveying and the problems of non-coincidence with the surrounding land parcels, and to suggest ways to improve them in the future. Currently, the expected cadastral coordinate maps are drawn using various methods such as reference point adjust adjustment, reference point adjust adjustment and present condition, reference point and present condition. As a result, there was a problem of non-coincidence such as overlapping or blanking in expected cadastral coordinate maps for cadastral confirmation surveying and surrounding individual parcels. In addition, detailed unified standards for minimizing the occurrence of non-coincidence problems are lacking. In order to improve the problems analyzed, the study suggested the acquisition and management of digital coordinates for the parcels around the district boundary, the preparation and dissemination of cadastral surveying results determination standard manual for the preparation of expected cadastral coordinate maps, and the preparation of educational programs for cadastral surveying results determination.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.266-275
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• 2014

The purpose of this study was to examine the effect of Earth System Education using multimedia on the elementary school students' environmental sensitivity and pro-environmental behavior. To verify this research problem, the subject of this study was fifth-grade students selected from two classes of M elementary school located in Busan city. For three months, the experimental group of 25 students was taught using multimedia. The comparison group also of 26 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of Earth System Education using multimedia on elementary school student's environmental sensitivity and pro-environmental behavior. The results from this study are as the following. First, Earth System Education using multimedia were effective on elementary school student's environmental sensitivity. Second, Earth System Education using multimedia were effective on elementary school student's pro-environmental behavior. Third, All most all experimental students were satisfied with Earth System Education using multimedia. In conclusion, Earth System Education using multimedia showed very positive effects on improvement of elementary school students' environmental sensitivity and pro-environmental behavior.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.536-555
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• 2021

Sea-surface wind is an important variable in ocean-atmosphere interactions, leading to the changes in ocean surface currents and circulation, mixed layers, and heat flux. With the development of satellite technology, sea-surface winds data retrieved from scatterometer observation data have been used for various purposes. In a complex marine environment such as the Korean Peninsula coast, scatterometer-observed sea-surface wind is an important factor for analyzing ocean and atmospheric phenomena. Therefore, the validation results of wind accuracy can be used for diverse applications. In this study, the sea-surface winds derived from ASCAT (Advanced SCATterometer) mounted on MetOp-A/B (METeorological Operational Satellite-A/B) were validated compared to in-situ wind measurements at 16 marine buoy stations around the Korean Peninsula from January to December 2020. The buoy winds measured at a height of 4-5 m from the sea surface were converted to 10-m neutral winds using the LKB (Liu-Katsaros-Businger) model. The matchup procedure produced 5,544 and 10,051 collocation points for MetOp-A and MetOp-B, respectively. The root mean square errors (RMSE) were 1.36 and 1.28 m s^-1, and bias errors amounted to 0.44 and 0.65 m s^-1 for MetOp-A and MetOp-B, respectively. The wind directions of both scatterometers exhibited negative biases of -8.03° and -6.97° and RMSE values of 32.46° and 36.06° for MetOp-A and MetOp-B, respectively. These errors were likely associated with the stratification and dynamics of the marine-atmospheric boundary layer. In the seas around the Korean Peninsula, the sea-surface winds of the ASCAT tended to be more overestimated than the in-situ wind speeds, particularly at weak wind speeds. In addition, the closer the distance from the coast, the more the amplification of error. The present results could contribute to the development of a prediction model as improved input data and the understanding of air-sea interaction and impact of typhoons in the coastal regions around the Korean Peninsula.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.179-197
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• 2015

Based on the importance of spatial thinking to understand celestial motion, this study aimed to investigate how spatial thinking was treated in astronomy classes. For this study, we analyzed four elementary teachers' science classes about the unit 'solar systems and stars' in 5th grade in terms of spatial thinking. The results showed that sharing perspectives and orientation explicitly between a teacher and students were important for students to understand celestial motion. Providing the earth-based and the space-based viewpoints simultaneously were helpful for students' understanding of celestial motion. Based on these results, this study suggested that clarifying the viewpoint and orientation, showing the earth-based and the space-based viewpoint simultaneously, and reorganizing the relative units of astronomy based on celestial motion and spatial thinking.

• Proceedings of KOSOMES biannual meeting
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• 2017.04a
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• pp.147-148
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• 2017

전세계 해상 조난 및 안전제도의 시행에 따라 GMDSS 통신설비의 운용과 이에 대한 정확안 활용이 요구된다. 본 연구의 목적은 GMDSS 시뮬레이션 교육이 해상무선통신사의 해상용 통신기기 및 운용에 관한 이해력을 평가하고자 하였다. 이러한 연구의 목적을 달성하기 위해 A1해역에서 발생한 조난신호에 대한 처리능력을 시뮬레이션을 이용하여 전송하는 단일 시나리오는 적용하여 남 녀 10명에게 상활을 이해하고 처리하는 능력을 평가하였다. 평가결과 시뮬레이션을 이용한 시나리오 전략 교수는 연구대상자의 조난상황 처리능력을 향상시키고 해상통신기기 및 활용에 대한 이해력을 높이는 것으로 평가되었다.

• Korean Journal of Environmental Biology
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• v.37 no.1
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• pp.82-87
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• 2019

Global warming has a significant impact on diverse ecosystems including agroecosystem through; changing of phenology, physiology and distribution. Monitoring of biological responses emanating from global warming is required to understand the challenges of biological diversity conservation posed by climate change. The Korean government selected four butterfly species as indicators of climate change in agroecosystem: Papilio xuthus, Pieris rapae, Colias erate, and Eurema mandarina. The aim of this study was to investigate the different monitoring methods of the butterflies in Korea and suggest a suitable monitoring method to track the population trends of butterflies in the agroecosystem. Butterfly monitoring was conducted in eight sites throughout Korea from April to October, 2018 using three survey methods: point census at rice paddy area, point census at the border between rice paddy and hill and line transect along the rice paddy and hill. Each method took approximately 30 min. to count the butterflies. A total of 4,691 butterflies and 92 species were counted: The most dominant species was Pieris rapae with a total count of 1,205 individuals followed by Polygonia c-aureum, Zizeeria maha, Colias erate, Cupido argiades and Papilio xuthus. Among the three census methods, the total number of species and individuals when using line transect method was statistically higher than in the other methods. However, the numbers of the four butterflies indicators showed no difference throughout three census methods. Based on the number of species and the total individuals butterflies in agroecosystem, we advocate for the application of line transect method as it can find more butterflies in agroecosystem. In addition, we advised for the implementation of education programs on the line transect method in butterfly identification to participants of the national monitoring program.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.103-132
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• 2023

This study developed a risk society education program for undergraduate students to help them understand the epistemological uncertainty of risk caused by COVID-19. And it was applied to science-related classes of undergraduate students, and the purpose was to examine the degree of understanding and thoughts of undergraduate students about the risk society through science writing. As a result, it was found that the degree of understanding of the risk society was very high in all participating students regardless of their majors in science, engineering, humanities and social sciences. In addition, it was analyzed that the risk society education program helped undergraduate students to resolve the epistemological uncertainty of the risk of COVID-19 and to have an attitude to overcome the the difficult mind due to the COVID-19 distancing. The results of this study suggest that risk society education is necessary for future generations living in an era of risk of climate change and pandemic that exceeds the prediction range of science and technology in science education.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.717-733
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• 2021

This study is aimed to provide basic data to set the direction of polar literacy education and to raise awareness of the importance of polar research. Elementary, middle, and high school students' perception of the polar region was examined in terms of current status of polar information, impression regarding polar regions, and awareness of related issues. The study included 975 students from nine elementary, middle, and high schools, who responded to 16 questions, including close-ended and open-ended items. The results suggest that students had more experiences regarding the polar region on audiovisual media, but relatively limited learning experiences in school education. The impression they had of the polar region was confined to the monotonous image of a polar bear in crisis, following the melting of the glacier due to global warming. The students formed powerful images by combining scenes they saw in audiovisual media with emotions. In terms of recognizing problems in the polar region, the students were generally interested in creatures, natural environment, and climate change, but their interests varied depending on their school level and their own career path. The students highly valued the scientist's status as agents to address the problems facing the region, and gave priority to global citizenship values rather than practical standards. Based on the results, we suggest the following: introducing and systematizing content focusing on the polar region in the school curriculum, providing a differentiated learning experience through cooperation between scientists and educators, establishing polar literacy based on concepts that are relevant to various subjects, earth system-centered learning approach, setting the direction for follow-up studies and the need for science education that incorporates diverse values.

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.246-257
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• 2006

TIMSS (Trends in International Mathematics and Science Study) aims to produce reliable and internationally comparable indicators of student achievement. The TIMSS science achievement scale summarizes student performance on test items designed to measure a wide range of student knowledge and proficiency. This study analyzed Korean middle school students' science achievement at the advanced and high international benchmarks of the four benchmark levels of the benchmarks classified in TIMSS 2003 in light of science content areas (physics, chemistry, biology, earth science, and environmental science) and item characteristics. The average percent correct on items at the advanced benchmark by Korean students was highest in physics followed by earth science, biology, chemistry, and environmental science, whereas internationally the order was earth science, chemistry, biology, physics and lastly environmental science. Korean students performed relatively better in physics yet somewhat worse in chemistry than other top-performing countries. According to item analysis, Korean students reaching the advanced international benchmark understood some fundamentals of scientific investigation, but demonstrated weakness in written explanations of scientific principles, abstract science concept comprehension, and application of scientific concepts to solve quantitative problems. In addition, Korean students reaching the high international benchmark demonstrated relative weak conceptual understanding of ecology compared with other countries.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.