• 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 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.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.673-685
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• 2007

The purpose of this study was to investigate Earth Systems Understandings (Mayer, 1991) and Earth Systems meaning generation reported by science-talented students who participated in a geological field trip. The eight (4 female and 4 male students) field trip reports were randomly selected among all the reports written by twenty eighth-grade students who joined Shiwha-Lake field trip in Korea. The three-step program, including preparation, field trip, and summary, was provided to the students in order to facilitate meaningful learning through outdoor teaming activities. Seven Earth Systems Understandings and thematic types (Keys, 1999) were used to analyze the reports. The results of this study indicated thai aesthetic views and stewardship toward the Earth, which were the most distinguishing characteristics in Earth Systems Education, were reflected on most of the reports. The results also showed that the students tried to represent their understandings in such a type as meaning extension, meaning enhancement, or meaning elaboration. Overall, many students used 'knowledge-telling' process with a long list of observations and facts, whereas a few students used higher-order 'knowledge-transforming' process by coordinating their findings with interpretations and reasoning in their writings.

• Geophysics and Geophysical Exploration
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• v.19 no.4
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• pp.236-248
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• 2016

In this review, the basic concepts of geodetic coordinate system and map projection are explained to practitioners in exploration geophysicists to enhance the understanding of geographic and projected coordinate system. The fundamental elements such as earth ellipsoid, geoid, geocentric and geodetic latitudes, rhumb line, and great circle are dealt with in detail. The geocentric and geodetic coordinate systems are also summarized neatly, together with coordinate conversion formulae. In addition, the concept and technique for datum transforms between local and world datum are presented, with special emphasis on Korean Geodetic System.

• 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.

• 한국과학교육학회:학술대회논문집
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• 2009.02a
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• pp.54.1-54.1
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• 2009

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.270-270
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• 2023

습지 생태계는 복잡한 물리적 생지화학적 프로세스의 상호작용이 있으나, 습지 생태계의 건강성 회복을 위한 첫 번째 단계는 습지 생태계에서의 물순환에 대한 정확한 이해일 것이다. 또한 지역적인 물 균형 및 생태계 보전에서 습지를 활용하기 위해서도 습지 물순환에 대한 정량적인 이해는 필수적이다. 그러나, 습지 물순환의 이해를 위해 필수적인 관측 자료들은 현장 측정으로 획득하기 어려운 자료이거나 비용적인 문제로 인하여 관측이 어려운 실정이다. 이에 본 연구에서는 Sentinel-2 위성 자료를 활용하여 습지의 유입량을 추정하기 위한 절차를 제시하고자 한다. 이를 위해 한반도 동남부의 낙동강에 위치한 주요 다목적댐의 자료를 활용한 분류 기반의 인공지능 모델이 설계된다. 인공지능의 학습을 위한 입력자료는 아래와 같은 절차에 의해 만들어진다. 1) 다목적댐의 수위-물 체적 관계를 이용하여 수위-수표면적 관계 곡선 도출. 2) 수위-수표면적 관계 곡선과 DEM을 활용하여 물과 육지 영역을 구분하는 식별자를 도출. 3) Sentinel-2 위성 정보와 물-육지 식별자를 비교하는 랜덤 포레스트 모델을 설계. 4) 위성 정보의 물-육지 정보로부터 미계측 습지 지역의 물과 육지를 식별할 수 있는 식별자 도출. 이러한 과정을 경유하여 추정된 습지의 수표면적과 습지 지역의 DEM을 결합함으로써 습지의 수위-수표면적-물 체적 관계 곡선이 산정되어, 최종적으로 습지의 유입량이 모의된다. 모의된 습지 유입량은 다양한 수문 모델의 매개변수를 추정하는데 활용될 수 있을 것이며, 검증된 수문 모델을 활용하여 습지의 물순환의 이해도를 증진시킬 수 있을 것으로 기대된다.

• 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.