• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.147-158
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• 2001

Recently, with the increase of environmental problems, the importance of environmental education has also been emphasized. Science is a subject that enormously contributes to education about the environment, education in the environment, and education for the environment. Among various fields of science, earth science has a large amount of contents related environmental education, from the perspectives that the subjects of earth science are natural and artificial changes in the earth surface. Accordingly, it is clear that earth science education can play an important role in environmental education. This is proved in the fact that the goal and specifics of earth systems education coincidence with those of environmental education. Earth science curriculum in Korea, however, contains few contents related to environmental education. Earth science education that concerns our environment as a whole will help not only catch a new interest on the field of earth science but actively participate in solving our environmental problems.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.49-59
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• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.94-99
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• 2006

본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.323-330
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• 2005

In this study, searched how science museum reflects personality of course of study and target comparing display contents of science museum with high school earth science Ⅰand Ⅱ of the 7th curriculum. Result of this study is as following. First, area that earth science contents of course of study are exhibited has been less than 50%, and is preponderated by unit. Second, earth science course of study reflection degree of science museum is middle.(2.8 points of perfect score 5 points) Third, number of average mark of contents that is exhibited by science museum in significance level 0.05 lows is difference, and it is no difference by unit.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.1-12
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• 2023

The purpose of this study is to investigate earth science pre-service teachers' perceptions and educational utilization of geoparks. It is intended to provide implications of geopark education in the current curriculum and effective geopark education. Education using geoparks has the effect of helping students cultivate inquiry and learning skills, enhancing students' participation in classes. To provide education with these results, it is necessary to deliver meanings of the geopark education to of earth science pre-service teachers who will educate future generations. However, despite the advantages and needs of geopark education, earth science pre-service teachers lack an understanding of geoparks. In this study, 56 pre-service teachers enrolled in earth science education at a university in Gyeongsangbuk-do were investigated for: their perception levels of geoparks, experience, necessity, and learning method of geopark education. As a result, earth science pre-service teachers were well aware of the geoparks, but they lacked knowledge of domestic and global geoparks, confirming the need for geopark education. Currently, the degree of geopark education in the secondary curriculum is insufficient, and earth science pre-service teachers feel the need for it. However, since the understanding of geopark is lacking, support for geopark education is needed. Earth science pre-service teachers being positive about the need for geopark education, it is expected that geopark education will be active in the field of earth science, social, and comparison education when they become teachers in the future.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.190-197
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• 2005

이 연구에서는 지구과학교육과가 지구과학을 연구하는 곳이자 지구과학을 교육하게 될 교사를 양성하는 곳이라는 두 가지 특징을 갖는다는 점에서 그에 적절한 천체관측 프로그램을 개발하고자 한다. 이 프로그램은 크게 4가지로 구성이 되어 있으며, 연구 대상은 서울대학교 지구과학교육과 2학년생 18명으로, 천체지구과학 및 실습을 수강하고 있는 학생들이다. 이 학생들에게 본 연구자가 개발한 천체관측프로그램 수업을 진행하고, 수업을 하기 전과 수업을 한 후에 천체 관측에 대한 인식 및 과학에 대한 태도 검사를 수행하고자 한다. 또한 수업의 끝부분에서는 학생들의 소감문 및 프로그램에 대한 평가 설문지를 수집하여, 개발한 관측 프로그램의 효과를 알아보고자 한다.

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.17-20
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• 2011

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.38-38
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• 2011