• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Journal of the Korean earth science society
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• v.30 no.6
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• pp.773-786
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• 2009

Recently, the connection between science museum and school science curriculum has been emphasized, but the frameworks for evaluating school science curricula are insufficient in terms of how much of school science curriculum was reflected and attained. The purposes of this study are to develop a framework that can be utilized to evaluate levels of curriculum that are reflected and attained in the texts of exhibition panels displayed in science museums. We developed an evaluation tool based on the frameworks used to assess students' achievement in the secondary school curriculum, and we used the tool to measure the reflection and attainment levels demonstrated in the texts of exhibition panels about earth science contents of secondary school curriculum in three science museums located in Chungcheong-do, central part of Korea. Findings showed that the levels of reflection and attainment of secondary school curriculum in exhibition panels about earth science contents in science museums were measured 38.7% and 2.82 points out of 5.0respectively. We hope that the evaluation tool used in this study could be utilized to measure the levels of reflection and attainment of secondary school science curriculum demonstrated in the text of each of exhibition panels in science museums.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Proceedings of the Korean Environmental Sciences Society Conference
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• 2020.10a
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• pp.75-75
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• 2020

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.562-571
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• 2014

In the celebration of the $50^{th}$ anniversary of the Korean Earth Science Society, the whole articles published in Journal of the Korean Earth Science Society (JKESS) were quantitatively analyzed. JKESS has played a major role in exchanging academically among earth science education specialists and in educating next generation for the last 36 years since it was founded in 1979. The total number of 1544 articles in thirty five volumes about the earth sciences and the earth science pedagogy has been published by August, 2014, and the number of the yearly published articles has been increasing. Regarding the research area, 69.3% was published in earth sciences and the other 30.7% was in earth science education; the percentage of research articles in geology, atmospheric science, environmental science, oceanography, and astronomy was 55.2, 17.6, 16.0, 6.0, and 5.2%, respectively. The number of research articles on atmospheric science and environmental science has recently been increasing, whereas, earth science education research articles have been" decreasing, which was similar to the pattern seen fifteen years ago. We thought that one of the reasons was related to a new journal named, "Journal of the Korean Society of Earth Science Education" started to publish in December, 2008. The number of articles authored or co-authored with foreigner scholars was totaled 53, which is only 3.4% of the entire number of published articles. It suggests that international advertisement via public relations as well as the development of English homepage be necessary. In order to become an excellent registered academic journal, it is the time to comprehensively discuss how to improve both the quality growth and the quantity of JKESS. According to the Ministry of Education, it is now in its planning stage to convert the current registration system of the academic journals to the autonomous evaluation system in academia. Therefore, we recommend that Journal of the Korean Earth Science Society be prepared for the upcoming future change.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.147-158
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• 2007

The purpose of this study was to investigate research trends of Japanese earth science education published in Chigakukyouiku by the Japan Society of Earth Science Education. A total of 129 articles published in the Journal between 1998 and 2003 were analyzed. The Journal published six issues each year, and each issue contained about four articles that were fewer numbers than Journal of the Korean Earth Science Society's. About Sixty percent of the papers were written by a single author. Analyzing the content of the papers, it was noted that the most articles were geology-related (41.1%) followed by oceanography-related (1.6%) and general science education papers (1.6%). In summary, the characteristics of research trends of Japanese earth science education are as follows: First, the most topics of the papers were related to environmental sciences including earthquake, volcano, and tsunami. This trend seems natural because Japanese schools are situated within the reach of these environmental events. Second, there found many papers that dealt with geological field trip or fossils adjacent to the local community. Third, there were several papers that established a relationship between environmental education and earth science education. Obviously these papers tried to incorporate environmental education into earth science education at the school level. Last but not least, there found an effort to introduce computer into earth science education as an innovative educational method, for example, 'computer and earth science education'.

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.63-67
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• 2011

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• Journal of the Korean earth science society
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• v.40 no.2
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• pp.188-199
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• 2019

The purpose of this study was to investigate the tendency of inquiry of earth science content presented in North Korean textbooks of the 2013 National curriculum using Romey's method, and to help use as basic data for better understanding earth science education in North Korea. The content of earth science in the text, figure, question, and activity index of textbooks of Natural Science 1 and 2, Chosun Geography 2 of elementary junior high school, and of Geography 1 of advanced junior high school were all analyzed using Romey's method. The results of this study were as follows: First, the atmospheric science question and the astronomy text showed the tendency of inquiry type. Second, the proportion of oceanography was relatively small. Third, there were many non-inquiry questions or excessive inquiry questions, and both types of questions needed to be balanced. Fourth, there were a tendency that did not emphasize inquiry learning. Finally, the quantitative and qualitative level of inquiry tendency should be improved. In this paper, we propose to use a qualitative method when analyzing earth science content in North Korean textbooks, and suggested that we should further study the comparative analysis of inquiry tendency of earth science content using South and North Korean textbooks.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.1
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• pp.21-32
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• 2021

The recognition for future global environment was studied targeting the university students who will be grown as general public composing our society in this study. The rate recognizing as the complex space of natural objects and artifacts is very low for non-science majored university students. Also, the rate recognizing global environment change from now to the future as negative. The environment recognition should be changed as that the university students can imagine the human live together with the nature in the image of future global environment. The environment education find out and practice the method that human can co-exist together to the direction of co-exist with the nature. Also, the rate internalizing future global environment as the space the human amends for non-science majored university students. This result is interpreted as shown the point of view that the global environment can be improved by the human activity, and it suggests the direction of environment education the university should supply. The environment education direction should be converted from the eduction of environment or the eduction from environment to the education for environment. The opportunity for global environment education should be provided to all university students without the discrimination on the major in the university education course. Sustainable global environment eduction is necessary for our son and daughter live on the earth continuously.