• Title/Summary/Keyword: 지구과학 교육

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Influence of Pre-service Science Teachers' Selection of Earth Science I, II in High School and College Major on their Self-perceived Attitude and Academic Achievement in General Earth Science Lecture (고등학교 지구과학 I, II의 이수와 대학 전공이 예비과학 교사들의 일반지구과학 수업에 대한 태도 및 학업 성취도에 미치는 영향)

  • Shim, Hyunjin;Lee, Hyonyong
    • Journal of the Korean earth science society
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    • v.38 no.3
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    • pp.239-249
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    • 2017

  • The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.

  • https://doi.org/10.5467/JKESS.2017.38.3.239 인용 PDF KSCI

Analysis of Earth Science Area among Competency-Based Elementary Science Gifted Education Programs (역량중심 초등과학 영재교육 프로그램 지구과학 영역 분석)

  • Kim, Ye-Bin;Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.136-145
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    • 2021

  • The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

  • https://doi.org/10.15523/JKSESE.2021.14.2.136 인용 PDF KSCI

Exploring Criteria of Evaluation of Climate Change Models by Preservice Earth Science Teachers (예비 지구과학교사들의 기후변화 모델 평가 기준 탐색)

  • Ha, Yoon-hee;Cha, Hyun-jung;Shin, Hyeonjeong;Kim, Chan-jong
    • Journal of the Korean earth science society
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    • v.43 no.1
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    • pp.210-223
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    • 2022

  • This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

  • https://doi.org/10.5467/JKESS.2022.43.1.210 인용 PDF KSCI