• Journal of the Korean earth science society
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• v.40 no.5
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• pp.538-547
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• 2019

This study analyzes the conceptual understanding of in-service and pre-service earth science teachers about the H-R diagrams and evolution of stars using conceptual status analysis categories. The results show that (a) many teachers use unscientific language in the Intelligibility range, (b) teachers are categorized in Low scientific inquiry ability related to graph creation and unscientific analogy for scientific concept which is hightly corelated to the possibility of misunderstanding in the teaching process, and (c) pre-service teachers lack the understanding of the secondary science curriculum. It is necessary to develop pre-service curriculum that can be applied to the school site. In the category of Plausibility range, (d) both groups understood the cosmological meaning of stellar evolution. However, pre-service teachers do not specifically explain the mechanism of a star. In the category of Fruitfulness range, in-service teachers come up with educational problems reflecting the academic characteristics of earth science and apply their knowledge to actual problem solving. On the other hand, pre-service teachers show high nonresponse ratio, they do not see the H-R diagram and the evolution of stars as a practical concept. In the analysis process, both groups are found to have many unscientific conceptions about the H-R diagram and evolution of stars. Therefore, it is suggested that caution be used in developing a professional development program of earth science teachers.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.31-41
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• 2008

The purpose of this research is to investigate the preconceptions of the Earth for 3rd grade students in elementary school. For this study, We interviewed with 30 students and children responded the questions with drawing the pictures. Through the study, We could find as followings. First, they thought that the shape of Earth is sphere only except one who had double conceptions of sphere and flat. Second, the color of the earth seems to be blue because of sea, but mostly answered, it seems to be green more than brown because of continent. Third, the conceptions of the gravity showed us 43% which is the kinds of scientific conceptions for the Earth.

• 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.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.167-168
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• 2006

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.163-166
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• 2006

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.461-479
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• 1997

The concept map is the diagram of two dimensions which hierachically arrays main concepts from those of the textbook and shows their relations. The research analyzed five of the ten high school earthscience textbooks approved by the Minister of Education according to the 6th reformed curriculum in 1995, one of which this research chose to make out the concept maps. The chapter [III. the Universe] contains the outer space of the earth presents new concepts about the stars and the universe and introduces the latest research in astronomy. This study changed textbook contents into Novak's concept map, searched for concepts requiring complement for learners in oder to obtain concepts from those of the textbook and pointed out problems on the basis of that result still better concept map is set up. We have the following conclusions. First, it is necessary to rule out unnecessary small units so as to make more effective understanding and to rearrange the units to have relation to contents. Second, the higher concept and lower concept need to be rearranged systematically in making an array of textbook contents. Third, the concept should have something to do with learners' experences and consciousness by showing learners the real examples relevant to the concept for the link between them.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.855-868
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• 2009

The purpose of this study was to investigate how teachers understand the principle of image formation of stars through a telescope. This study was conducted by using explanatory paper questionnaires given to 101 earth science teachers in the areas of Gyunggi province and Seoul. The questionnaires were cross-analyzed by three experts in earth science education. Result indicated that most of the participating teachers did not have systematic concepts about the process of making an image formed by a convex lens. Particulary, they did not sufficiently understand the concepts of an image and the functions of a screen. Furthermore, only 3% of the participants possessed the scientific concepts about the image formation principle of a star through the telescope. Most of the teachers seem to have non-scientific or alternative concepts about the image formation, which was only understanded with the fragmented characteristics about light and convex lens.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.26-37
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• 2017

The purpose of this study was to investigate secondary pre-service science teachers' misconceptions of tide and to develop a learning module that can change misconceptions into scientific concepts and to examine the effect of the learning module for conceptual change. In order to achieve the purpose of the study, the researcher developed the test tool of tidal phenomena and the learning module using cognitive conflict strategy. The subjects of this study were 40 first year students who majored science education at a college of education in G metropolitan city. The results of this study are as follows. First, secondary pre-service science teachers had various misconceptions about tidal phenomena. Second, the developed learning module was effective in changing misconceptions about tide of pre-service science teachers into scientific concepts. However, some students had misconceptions about tidal phenomena after learning the developed module. The typical misconception was that they could not distinguish the centrifugal force generated when the earth and the moon revolve about the center of common mass as the center of rotation and the centrifugal force generated by the earth's rotation. And they did not know that they should not consider the earth's rotation while the earth was revolving around the center of common mass.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.31-31
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• 2010

고등학교 지구과학에서 다루는 천문학 개념의 위계를 밝히고, 그에 따른 교수-학습의 효과를 알아보기 위해 지식공간론을 활용하여 학습과제 속에서 내재되어 있는 학습자의 지식상태를 분석하였다. 고등학교 학생들의 천문학적 공간개념에 대한 구성 요인 간 위계는 '공간위치 $\rightarrow$ 공간추리 $\rightarrow$ 공간변화' 순이었다. 학습자의 천문학적 공간개념 점수가 같아도 개념의 구조화( 지식상태 )가 다르게 나타나는 경우가 있었다. 이는 학습자에 따라 개별화 학습의 처방이 달라져야 함을 시사한다. 천체관측 개념의 위계는 '지구운동 $\rightarrow$ 천구좌표계 $\rightarrow$ 천체관측( 망원경 원리 $\rightarrow$ 망원경 설치 $\rightarrow$ 망원경 관측 )' 순으로 분석되었으며 2007개정교육과정에서 제시하는 순서와는 차이가 있었다. 고등학생들의 천체관측 개념에 대한 지식상태 분석에서 개념의 구조화가 잘 이루어진 학생의 경우에는 하위 위계를 이루는 지구운동과 천구좌표계, 망원경 원리에 관한 문항을 잘 맞추었고, 상위 위계에 있는 망원경 설치와 관측 문항에서 정답률이 낮았다. 그러나 개념의 구조화가 덜 이루어진 학생의 지식상태는 하위 위계를 이루는 지구 운동 관련 문항에서 더 많이 틀렸고, 최상위 위계( 망원경 설치, 관측 )를 이루는 문항에 대한 정답률이 높았다. 지구과학I의 천체관측 단원에 대하여 학습자의 심리적 위계와 교과서의 논리 위계에 따라 학습과제를 제시하여 교수-학습한 결과, 개념의 형성률은 심리적 위계에 따라 수업한 경우가 유의미( p & .05 )하게 더 높았다.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.239-259
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• 2024

In this study, a qualitative meta-analysis was conducted on research papers on earth science education to derive knowledge of students' understanding of specific science topics-greenhouse effect, global warming, and climate change-within the context of collective Pedagogical Content Knowledge (PCK). Twenty-two research papers addressing students' alternative conceptions (misconceptions) about these topics were selected and analyzed for their respective definitions, causes (mechanisms), and impacts. Semantic network analysis and a mental model framework were applied to synthesize the findings. The meta-analysis revealed several key insights: (1) Regarding the greenhouse effect, students often used the terms "greenhouse effect" and "global warming" interchangeably, lacked knowledge about the types of greenhouse gases, and misunderstood their roles. They commonly associated the greenhouse effect with environmental pollution or changes in the ozone layer, failing to recognize its relation to the heat balance between the surface and atmosphere. (2) Concerning global warming, students confused it with sea level rise and linked it to pollution, ozone layer changes, and glacier melting. They understood global warming as a disruption of the heat balance between the surface and atmosphere but had misconceptions about its environmental impacts. (3) In terms of climate change, students used the term interchangeably with global warming, weather change, and climate anomalies. They associated climate change with atmospheric pollution and ozone layer depletion but misunderstood its environmental impacts. As result, three mental models-categorical, mechanistic, and hierarchical misconceptions-were identified as collective PCK. The implications for enhancing earth science teachers' PCK were discussed based on these findings.