• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.253-269
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• 2020

The study developed and analyzed programs that incorporate observable worldviews-based science education and education for sustainable development(ESD) in science classes to emphasize integration with the background of the times and achieve effective goals of science education aimed at cultivating scientific literacy. As a result of applying the program to actual high school students, students were able to see the transition to the worldviews of ecology in the process of considering various values and making decisions by identifying their own values. Students' worldviews were found to be at odds during the process of identifying their worldviews and approaching values in various aspects of the class due to the conflicting values of each curriculum and teacher worldviews. In the area of individual values, the worldviews should be applied in science education and understanding of the worldviews of teachers and curriculum contents is also required. Through this study, we hope that access to the area of individual values represented by the worldview in science education will help students change fundamental.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.313-326
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• 2014

The purpose of this study is to explore the applying possibility of the Earth Systems Education(ESE) in elementary school science education through the improving of students' recognition with the earth systematic nature by systems thinking education - for this was the recognizing as earth systematic nature was the key element of ESE, and the systems thinking skill is accredited very effective tool for the understanding with earth systematic nature. For this, the systems thinking's teaching-learning programs were developed and applied to the 6th students (21s) for 10hours' classes. The results of this study are as follows; In most of the 6th students didn't recognize with earth systematic nature from a lack of understanding of the vapor being in every nature environments. In systems teaching-learning classes, most of students participated positively in learning activities and achieved the aim of a lesson. In the testing results for students' recognition improving to earth systematic nature after the systems thinking education, about 24% students were showed the improving results of the recognition with earth systematic nature. Consequently, It is suggested that just as the achieving of the points of ESE in elementary school science education, the approaching method of the systems thinking education is worth attempting to applying of the ESE.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.111-118
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• 2008

This study is aimed at analyzing earth conception the nine pre service teachers who are majoring in earth science education and classifying a special feature from the ontological categories. Open ended questionnaires and semi structured interviews which meant to contribute to identifying ontological categories of concepts involving study area were designed. Pre service teachers' ontological category about earth conception most showed to dynamic and proto process. In the results show that many pre service teachers recognize simply the conception to a material, a condition and a conversion of the state changing. Most of the pre service teachers show their intermediate understanding level about the earth inner construction according to the analyzed results of the drawing tasks and interviews. The main alternative conceptions show them through a definition of the plate, a wording definition between lithosphere and asthenosphere, a feature of the plate boundary, a heat convection in the earth inner, the earth inner heat source, the earth inner structure, a physical feature of the mantle.

• Journal of the Korean earth science society
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• v.37 no.2
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• pp.117-131
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• 2016

The purpose of this study was to compare of freshmen's cognitive frames about the 'Crisis of the Earth' upon taking the Earth science I course in high school to confirm if they reflect the goal of the curriculum reasonably. Data were collected from 67 freshmen who graduated from high school. All participants were asked to express about the 'Crisis of the Earth' in painting with explanation, then we picked meaningful units from paintings. We analyzed the words and frames presented in the paintings using the Semantic Network Analysis. Result are as follows. First, when both groups' (one that took the course vs. the other that did not take it) built their cognitive frames for the 'crisis of the Earth', they reasonably connected areas that are composed of the global environment and they understood that their relation was constantly changing by interacting each other. Second, when configuring a cognitive frame about the 'crisis of the Earth', both groups reflected the characteristics of interrelationship with human activities. In particular, the group that took the course of Earth Science I fully reflected the goal of the curriculum. It is suggested that students recognize the 'crisis of the Earth' not only from a cosmic perspective bot also from the Earth's interior since most of students have strongly connected it to the phenomenon of the Earth's interior rather than the Earth's outward symptoms. In addition, it is recommended that the Earth science curriculum put more emphasis on understanding the importance of problem-solving of the Earth's crisis.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.506-519
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• 2008

This article explores the potential learning materials and methods of science practice from exhibits, and how those are presented in natural history museums as a feasible science inquiry community. The idea of science inquiry community was offered as a form of science practice that ended with science learning. A grasp of 'scientific practice to learning' is understood as a way to conceive scientific methods as well as facts and understanding knowledge. To get educational implications on the scientific practice of 'earthquake' as a socioscientific topic in the communities, we analyzed 1) the relationship between earth science curriculum and exhibits related to 'earthquake', 2) the educational goals and intentions of educators, and 3) the characteristics of the exhibits in the American Museum of Natural History and in the Smithsonian National Museum of Natural History. The results of this study showed that those museums presented the exhibits consisting of various and practical cases and events of 'earthquakes' as a socioscientific topic related to their curriculum. At the target museum, it was clearly stated that the pursuing educational goals focused on relations with local interests and socioscientific issues. For making earthquakes relevant to visitors, delivering lived experiences with raw data and interactive media was emphasized in exhibit characteristics.

• Journal of Science Education
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• v.46 no.2
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• pp.151-164
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• 2022

The 2015 revised science curriculum textbook of 6th graders describes 'day and night' as an astronomical phenomenon observed on a daily basis. Textbooks use only visual materials from a space-based perspective to explain the causes of day and night. This study aims to investigate what changes in spatial representations of 5th graders when additional visual materials of the Earth-based perspective were presented to them. It also shows that the Space and the Earth-based perspectives appear to be interconnected. The following are found in this study. First, when students were presented with a visual material of an Earth-based perspective, their spatial representations of both the Earth and the Space-based perspectives changed. Second, the visual material of an Earth-based perspective confirmed the possibility that students' spatial representation types could be different in many ways. Third, the effect on the spatial representation of each perspective is different depending on gender and the level of spatial representation.

• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.234-248
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• 2010

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

• Journal of The Korean Association For Science Education
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• v.28 no.5
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• pp.464-470
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• 2008

In this study, we investigated the characteristics of elementary school teachers' self-images of science teaching by using Draw-A-Science-Teacher-Test Checklist (DASTT-C). A survey was administered to 178 elementary school teachers in Seoul, Gyeonggi province, and Gangwon Province. It was found that elementary school teachers' self-images of science teaching for four science subjects (physics, chemistry, biology, and earth science) were more 'teacher-centered' than 'student-centered'. The results may imply that elementary school teachers' beliefs of science teaching tend to be more traditional than constructive. Therefore, there is a need to develop an effective education system for pre- and in-service elementary school teachers based on constructivism.

• Journal of the Korean earth science society
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• v.29 no.6
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• pp.474-486
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• 2008

There has been an amounting interest and subjects in gifted education in recent years as a number of studies dealt with the development of gifted education programs. However, earth science area remained as a low profile in developing educational programs and materials that meet the varying curiosities and needs of gifted students with a focus on their characteristic development. This study developed a small group-based active-cooperative learning program in middle school to investigate the effects of the program in terms of the creative problem solving ability in science and learning attitude of the gifted students. Then the study examined the conceptions of the students after the implementation of the small group-based active-cooperative learning program. Findings of the study showed that there was a significant increase in participated gifted students' creative problem solving skills and their learning attitude. In addition, the small group-based active-cooperative learning program apparently increased the participants' interests, satisfaction, and participation toward the instruction, and significantly influenced their affective domain. It implies that these findings were not caused by the lectures from the teachers, but by the variety of activities in which the gifted students discussed and debated with the classmates to derive a positive reciprocal action. In conclusion, a small group-based active-cooperative learning program promoted a reciprocal action among all the students who participated in a small group by sharing their opinions and respecting each other.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.91-103
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• 2017

This study has developed the earth science class model based on flipped learning and analyzed the effects of that model at the elementary pre-teachers' science classes. The model of this study, the material which was consists of all contents and information about classes was offered to learners before science class as a substitute for preceding homework at general flipped learning. In science class, the knowledges which were recorded in materials were explained directly to learners by instructor for 20minutes. So the learners resolved some inquiry questions in materials through mutual debate collaboration with learners in small group. After inquiry questions' resolving, the learner among small group makes a presentation in front of the whole class. At the same time, the instructor evaluated learning action of all small groups' learners during the classes as process evaluation. The final evaluation results of semester were obtained scores of the small group in 14 classes and the achievements of individual portfolio as final exam. The learners were very positive perception to this science class model, why it is helped to concentrate on the class, extended debating and thinking ability. Consequently, the class model of this study is useful to applicate the earth science classes.