• Title/Summary/Keyword: 지구과학교육

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An Analysis the Contents Related to a Subject 'Earth and Moon' from Elementary Science Textbooks of the 2009 Revised Curriculum and 2015 Revised Curriculum ('지구와 달' 주제와 관련된 초등학교 2009 개정 과학교과서와 2015 개정 과학교과서 내용 분석)

  • Lim, Cheonghwan;Chae, Donghyun
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.3
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    • pp.237-243
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    • 2018

  • The purpose of this study is to analyze the contents related to a subject 'Earth and Mooon' from elementary science textbooks of the 2009 revised curriculum and elementary science textbooks of the 2015 revised curriculum. For the research, the team selected and analyzed the contents of the 'Earth and Moon' unit in the elementary science textbooks of the 2009 revised curriculum and 2015 revised curriculum. As a result of the research, first, there has been no significant change in achievement standards of the curriculum as the science textbook revised from 2009 curriculum to 2015 curriculum. Second, the two curriculum did not differ much in specific textbook contents statement or development, but they showed much change in presentation of exploration activities in curriculum as well as the specific exploration activities presented in the textbooks. Third, compared to science textbooks of the 2009 revision the 2015 revision used more pictures and illustrations. Forth, there have been few changes related to experimental observation, but the activities to organize the unit in 2015 revision have been strengthened compared to the 2009 revision.

  • https://doi.org/10.15523/JKSESE.2018.11.3.237 인용 PDF KSCI HTML

A Comparison of Science Disciplinary Reading's Meaning Contained in the Science Book Reviews of Earth Science Pre-service Teachers and Primary Pre-service Teachers (지구과학 예비교사와 초등 예비교사의 과학 독서감상문에 담긴 과학 교과독서의 의미 비교)

  • Lim, Sung-man
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.1
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    • pp.69-79
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    • 2021

  • The purpose of this study was to compare what meanings of earth science pre-service teachers and primary pre-service teachers about science books and reading through science disciplinary reading and how their thoughts on science education are reflected in the science disciplinary reading process. For the study, 24 third-year students majoring in earth science education and 25 second-year students majoring in primary education were selected as subjects for the study at a teacher training college located in the central part of Korea. As a result of the study, first, earth science pre-service teachers used disciplinary reading a lot to acquire knowledge of science content, but primary pre-service teachers used it for the purpose of using it in class, scientific interest, and curiosity solution. Second, earth science pre-service teachers and primary pre-service teachers showed differences in their thinking in using science related books for science education. While earth science pre-service teachers rarely described the use of science books in their classes, primary pre-service teachers actively described science classes. Third, from the perspective of science disciplinary reading, primary pre-service teachers were more actively emphasizing the meaning of disciplinary reading compared to earth science pre-service teachers. In light of the research results that the reading activity in science has a lot of effect, it is thought that a wide range of research on science disciplinary reading should be conducted as a teaching strategy in school field classes.

  • https://doi.org/10.15523/JKSESE.2021.14.1.69 인용 PDF KSCI

Field Application of Earth Systems Education (지구계 교육의 현장적용에 관한 연구)

  • Lim, Eun-kyoung;Hong, Sang-Wook;Jeong, Jin-Woo
    • 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.

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