• Journal of the Korean earth science society
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• v.25 no.7
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• pp.576-585
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• 2004

This study was conducted to analyze the relationships between terms, learning concepts and inquiries in ocean unit, the National Common Basic Curriculum. The several science textbooks were selected to use for study, written in accordance with the 7 current national curriculum for the fourth grade of elementary school, the seventh of middle school and the tenth of high school. The higher the school level becomes, the frequencies of using terms related with ocean region get. The explanation of terms, however, has a tendency to be less frequent in the high school level. In the perspective of learning concept, there are more concrete concepts than formal concepts regardless of school level. Pure scientific context appears most often in inquiry contest through the whole course of every school level. In respect to inquiry process, the frequency of integrative inquiry process is on the increase as the school level gets higher. From the viewpoint of inquiry activity, there have been a lot of discussions, experiments and investigations in every school level, while high school does not the present any field study and project. Through these result, it is considered that the explanation of main terms is inevitable in the textbooks as basic educational material without regard to school level. In learning concept and inquiry context, a well-rounded learning is needed in relation to students' cognitive development and science-technology-society. Especially for the inquiry activity of earth science education, the educational effect is remarkable through field study; its appropriate application is required, accordingly.

• Journal of the Korean earth science society
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• v.31 no.3
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• pp.267-275
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• 2010

The purpose of this study is to investigate student's Acquisition about the conception of the Earth Rotation between difference of their Spatial Sensibility. In this study, four students were selected out of 83 9th graders in Gwangju, Korea. The spatial sensibility test instrument was developed by the Korean Testing Center, and the test instruments of 'the movement of celestial bodies' were developed by Kim (1997). The results were as follows: Students with higher spatial sensibility understood precisely about the Earth's rotation in stereoscopic space. However, those with lower spatial sensibility failed to grasp the Earth's rotation and memorized it as fragmentary concepts. As for gender effect, male student with higher spatial sensibility explained the concepts clearly, while that with lower spatial sensibility has difficulty with the Earth's rotation in relation to the diurnal motion of celestial bodies. On the other hand, female student with higher spatial sensibility explained the concepts correctly in detail, while that with lower spatial sensibility had difficulty explaining the concepts in stereoscopic space. Therefore, students with higher spatial sensibility should be presented with problems in which they form their own solution. Those with lower spatial sensibility should be allowed to understand the phenomena intuitively. In developing teaching methods, female students should interact with the concepts in stereoscopic space directly, while male students should consider the celestial objects from various viewpoints. Then spatial sensibility in relation to the movement of celestial bodies would be expected to improve.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.54.2-54.2
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• 2021

지구과학 분야에서 가장 어렵게 느껴지는 내용인 천문분야는 다른 과학 분야와 달리 탐구 대상이 천체들이 먼거리에 있고, 쉽게 관측하기 어려우며, 실험실에서 동일실험과 반복 실험이 불가능하여, 추상적이고 직접 관측하기 어려운 개념에 관한 연구들이 많다. 따라서 이 연구에서는 레이저 커팅기를 사용해 지구과학교과 중 별자리를 구성하는 별들의 상대적 거리를 수학적으로 계산하는 과정과 고등학교 물리교과 중 LED 광원의 원리를 알고 LED 모듈을 제작하여 최종적으로 아름답고 과학적으로 가치가 있는 입체 별자리 교구를 제작하는 형태의 STEAM 교육 프로그램을 개발하고 시범학교 적용을 하였다. 이에 지능정보화 사회에 발맞춰 천문학 지식을 창의 교육의 형태로 교육하는 새로운 교육법을 실현한 연구결과들을 발표하고자 한다. 또한 개발한 프로그램의 효과성을 검증하기 위해 STEAM 관련 태도 검사와 논리적 사고력 검사 및 만족도 검사를 실시하였다. 연구결과 개발된 프로그램이 STEAM 태도 검사와 논리적 사고력에 효과가 있는 것으로 나타났으며, 천문수업에 대한 학생들의 인식은 긍정적이었다. 따라서 후속 연구에서는 다양한 학년 및 위계에 맞는 프로그램의 개발과 다양한 지역 등의 현장 적용을 통한 연구가 진행되어야 할 것으로 판단된다.

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.161-172
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• 2017

The purpose of this study is to characterize students' conceptions on causes of the phases of the moon. For this purpose, students were given a worksheet for argumentative writing activity where in they need to choose the right answer between five statements and provide reasonable evidences about causes of the phases of the moon. Written arguments collected were used as analysis data and TAP(Toulmin's argument pattern) including conceptual analysis of TAP elements were utilized to figure out logical structures and subordinate conceptions. The result showed that students had various alternative concepts about causes of the phases of the moon and associated with celestial. Also 70.5% of subjects had incomplete argument structures, and error types of concepts had difference according to types of alternative concepts as well as TAP. These results mean that importance of checking students' preconceptions, need of scientific argumentation, and appropriate instructional strategies considering alternative conception types and fallacy types that students had.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.532-544
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• 2004

The purpose of this study is to analyze the concept concerned with Earth's rotation as passed by tenth graders whose interest in earth's rotation and learning styles were varied. To examine student's interest in the Earth's rotation, 4students (visual-verbal learning style student with much interest, visual learning style student with much interest, visual learning style student with little interest, and verbal learning style student with little interest) were chosen for study. Personal interview was used for this study. To probe students' conception in varied ways, they were allowed to make gesture and draw pictures through data collection process, except for interviews. And the data were analyzed one by one. The result of this study were as follows: First, the student with much interest was faster to answer the questions about Earth's rotation than the one with little interest. Also he comprehended better and was able to explain reasons coherently. Second, there was little difference according to student's learning style. Third, one of the repeated misconception was direction. For thinking that is the right side is the east side, students have misconception that the sun goes from right to left and stars in north sky move clock-wise.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.700-716
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• 2021

This study is based on the importance of observation or exploration in contemporary scientific inquiry and the need to expand the learning materials of science inquiry. It aims to analyze students' characteristics of exploration in abduction by developing and applying an educational program using art materials. For this study, a program named "Scientist going to the museum" utilizing artistic materials such as Oriental and Western paintings, mythology, orchestral suite, and traditional houses, was developed and five middle school students participated. Students who found and explored interesting phenomena in the work were divided into three main groups depending on the characteristics of the exploration activity. Some students observed and described elements that could be connected to scientific concepts, while others mainly explored everyday elements that were relatively unrelated to such concepts. Moreover, another type of students explored the works based on their subjective evaluations. This study shows that learning materials that cannot be visually explored are not suitable for abductive activities that students' prior knowledge has a significant impact on their exploration, and that educational materials for earth science inquiry could be expanded. This study also provides an example of learning materials and methods, and that abduction may be utilized for learning astronomy.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.592-598
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• 2003

The purpose of this study is to analyze the tenth grade science textbooks as an origin of misconception on greenhouse effect concept and find incorrect descriptions on that concept and then suggest some improved schemes. Some incorrect descriptions, pictures. tables and experiments related to misconceptions on greenhouse effect were found in textbooks. They are considered to contribute to form and reinforce misconceptions on that concept : the most important gas of greenhouse effect, the role of $CO_2$ on the change of greenhouse effect. global warming. energy sources, greenhouse experiments and the physical processes of greenhouse effect. So some improved schemes were suggested