• Journal of the Korean earth science society
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• v.36 no.6
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• pp.580-590
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• 2015

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.

• Journal of the Korean earth science society
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• v.30 no.7
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• pp.897-908
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• 2009

Inscriptions are integral parts of the current science textbooks, and become medium that makes sense of scientific concepts effectively. This study analyzed the inscriptions from five science textbooks at the secondary level in terms of its type, function, and structures. Analyzing types of inscriptions resulted that the ratio of frequently used photographs and illustrations were much higher than that of graphs and tables used. In case of function analysis, illustrative and complementary functions were dominant in terms of frequency and ratio, whereas explanatory, decorative and inquisitive functions were relatively rare. Inscriptions of single structure was much more than multiple structure. Multiple structure of pair and series were mainly used for representing contrast and sequence, respectively. The proportion of inscriptions in type, function and structure across the textbooks was significantly different. Based on the results, it was suggested that semiotic study about the function and the structure of inscriptions need to be carried out in earth science area to better understand the pedagogical implications of inscriptions in school science.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.963-977
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• 2009

The purpose of this paper is to identify college students' conceptions of the earth system cycles as learners of earth science education (ESE) and draw educational implications. An eight-week creative story writing project was held with 62 non-science students taking a general course on earth science. Their creative stories were categorized by analyzing the conceptions and types of cycle with a story mapping technique. The cycle conceptions of earth systems were expressed diversely into 32; most of the cycle types were circular and complex, while the others were branch-shaped and linear types that fail to complete the cycles. College students' conceptions of the earth system cycles is biased toward natural-abiotic systems; less than 30% of them are shown to be aware of all three categories: natural-abiotic, natural-biotic, and human systems. It is essential to diversify the content of education on earth system cycles and help learners develop systematic methods of thinking so that they will be able to recognize the impacts of feedback from human activities through ESE.

• Journal of The Korean Association For Science Education
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• v.44 no.1
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• pp.131-140
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• 2024

In this study, the scientific description of Earth was analyzed by targeting the item titled '1. Introduction to the Earth World', which is part of the 'first section' of SeoYuGyeonMun(西遊見聞) written by Yu Giljun(俞吉濬). This part served as an introduction to the entirety of SeoYuGyeonMun. It was also one of the earliest documents in Korean literature to mention 'the earth as a celestial body', rather than solely focusing on it as land which was a departure from traditional thinking. Yu Giljun made deliberate efforts to translate the concept of Earth's rotation into "Jashinjeon(自身轉)" and Neptune as "Haeryongseong(海龍星)". He included the latest scientific debates and facts in SeoYuGyeonMun, such as the theories of Western scholars explaining the types of seismic waves and discussions at international conferences related to the establishment of the original meridian. Yu Giljun, who was not a science major, would have used HunMongGungRiDoHae(訓蒙窮理図解, 1868) written by Fukuzawa(福澤諭吉) and GeokmulJiji(格物地誌, 1876) which was translated by Matsumoto(松本駒次郎) as references to describe scientific descriptions. The contents described in 'Introduction to the Earth World' cover the foundational composition and subject matter that are typically found in modern-day Earth science textbooks.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.455-503
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• 2005

• 한국지구과학회:학술대회논문집
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• 2002.02a
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• pp.1-14
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• 2002

• 한국지구과학회:학술대회논문집
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• 2004.09a
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• pp.37-44
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• 2004

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.12-33
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• 2005

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.57-64
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• 2005

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.75-88
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• 2001

From 1905 to 1910 when the deepening national and educational crisis existed, the Korean intellectuals established many educational associations and published many academic journals. In this study, the researcher investigated 9 academic journals which had 132 books published by these educational associations in Korea during the Modern Educational Period (1876${\sim}$1910). The results of this study were summarized as follows : (1) The contents of journals mainly consisted of the Korean history and geography for the purpose of increasing Korean people's identification. And also the journal articles dealt with the western political and economic systems. In addition to these contents, the journals included many scientific studies which were aimed at educating the ordinary Korean people. (2) The scientific articles from these journals were mainly composed of earth science and biology including physiology, while the number of articles for physics and chemistry was less. (3) These scientific articles were published by the same writer in a series .However, the academic level of these was like a school textbook. Based on the results of the data analysis, it is believed that these journal articles possibly were used as a school textbook for science education.