• Journal of the Korean earth science society
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• v.43 no.2
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• pp.324-347
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• 2022

Geological information on the Korean Peninsula plays a significant role in science education because it provides a basic knowledge foundation for public use and creates an opportunity to learn about the nature of geology as a historical science. In particular, the Mesozoic Era, when the Korean Peninsula experienced a high degree of tectonic activity, is a pivotal period for understanding the geological history of the Korean Peninsula. This study aimed to analyze whether content regarding the geology of the Mesozoic Era are reliably and consistently presented in the 'Geology of the Korean Peninsula' section of Earth Science II textbooks based on the 2015 revised curriculum. Four textbooks for Earth Science II were analyzed, focusing on the sedimentary strata, tectonic movement, and granites of the Mesozoic Era. The analysis items were terms, periods, and rock distribution areas. The consistency within and among textbooks and of textbooks and scientific knowledge was analyzed for each analysis item. Various inconsistencies were found regarding the geological terms, periods, and rock distribution areas of the Mesozoic Era, and suggestions for its improvement were discussed based on these inconsistencies. It is essential to develop educational materials that are consistent with the latest scientific knowledge through collaboration between the scientific and educational communities.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.813-826
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• 2010

The purpose of this study is to investigate discrepant Earth Science terms in high school curriculums and to explore the alternative to those terms. In this study, we defined discrepant terms as different terms which had the same meaning in Earth Science textbooks. Discrepant terms were compared with terms in references and precedent studies, and the preference by 284 of teachers and students was investigated. The results of this study are as follows: A number of discrepant terms were found in references as well as high school textbooks. Participants preferred terms that are more understandable, were learned previously, and were correct to loanword orthography. As for the cases of discrepant terms caused by different notation of proper nouns or different references and background knowledge, the alternative could be explored by the rule of loanword orthography or the journal publications. In conclusion, confusion may be reduced by utilizing common terms that are both based on authorized theory and easy to convey the meaning.

• Journal of the Korean earth science society
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• v.29 no.3
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• pp.305-314
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• 2008

The purpose of this study is to analyze the concept of igneous rock textures and to uncover incorrect descriptions regarding the concept found within high school Earth Science II course seventh curriculum textbooks. Based upon this analysis suggestions will be made so as to improve descriptions regarding the concept of igneous rock texture. At least some incorrect descriptions regarding igneous rock texture were found in all the textbooks examined. Textures of volcanic rocks are described as being either fine-grained and glassy or porphyritic, while those of plutonic rocks are described as hollocrystalline, granular, coarse-grained or equigranular. These descriptions may contribute to forming and/or reinforcing misconceptions about both the classification criteria for, as well as the general concept of igneous rock textures. Therefore, some improvement schemes for the classification of igneous rock textures have been suggested. These schemes suggest that volcanic rocks be classified as either aphanitic or porphyritic, while plutonic rocks be classified as phaneritic, hollocrystalline or equigranular according to granularity, crystallinity, and both the absolute and relative sizes of the crystals within the rock.

• The Science & Technology
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• s.473
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• pp.80-83
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• 2008

• 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.35 no.7
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• pp.585-597
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• 2014

This study surveys how teachers can improve their understanding about the concept of declination only through reading the material presented as non-dipole magnetic model. This study also investigates a difference between the content of declination presented in "Earth Science II" textbook under the 2009 revised National Curriculum and that of the past one. Thirty teachers in Gyeonggi province and thirty three in the city of Seoul are surveyed; they are selected from the participants of required training that provides their first grade regular teaching certification. Findings of this study are as follows. First, the study finds that teacher participants possess several misconceptions about the declination. Their typical misconception show that a compass needle directly indicates the magnetic north pole. This type of misconception is not corrected only by a reading the material. Second, the study shows that the degree of teachers' understanding about the concept of declination improves through the reading the material of a non-dipole magnetic model. Third, the study reveals that the material of nod-dipole magnetic model is more effective with teachers than students. Finally, the study suggests that explanations including non-dipole magnetic model be revised in the current textbooks.

• The Science & Technology
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• s.508
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• pp.82-86
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• 2011

• The Science & Technology
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• s.507
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• pp.88-91
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• 2011

• Journal of the Mineralogical Society of Korea
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• v.32 no.1
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• pp.63-69
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• 2019

The oxidation states of structural Fe in minerals reflect the paleo-depositional redox conditions for the biologically or abiotically induced mineral formation. Particularly, nano-scale analysis using high-resolution transmission electron microscopy (HRTEM) and electron energy loss spectroscopy (EELS) is necessary to identify evidence for the microbial role in the biomineralization. HRTEM-EELS analysis of oxidation states of structural Fe and carbon bonding structure differentiate biological factors in mineralization by mapping the distribution of Fe(II)/Fe(III) and source of organic C. HRTEM-EELS technique provides geomicrobiologists with the direct nano-scale evidence of microbe-mineral interaction.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.351-366
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• 2022

We investigated the kinematic activity of the Type II Seyfert galaxy Mrk 1 based on H𝛽 and [O III] 5007 extracted from the MR 1 grism spectra observed with the OASIS attached to the CFHT 3.6 m telescope. The [O III] forbidden Gaussian line profiles exhibited asymmetric features with an excess of the blue component: (1) strongest at a distance of about 960 pc from the galaxy center, and (2) a wider line width of about ~900 km s^-1 in the NS direction of the center. The velocity distributions in the spectral images showed blue or approaching flow motion in the NE zone, while receding in the SW zone, implying the counter-clockwise rotation. The radial velocity data showed that the center of the AGN region appears to be blocked by gas-dust approaching toward the Earth.