• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.261-270
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• 2013

The purpose of this study is to examine the effects of creative thinking activities and STEAM Literacy through the use of the STEAM program utilizing Regional Science Experience Resource for elementary students. For the purpose of this study, a teaching plan and worksheet for students using STEAM Programs was developed and applied. The results of this study are as follows: First, the improvement in the scientific attitude score has statistically meaningful difference(p<.05). Second, the change in students' STEAM literach by applying the STEAM program utilizing Regional Science Experiences Resource has statistically meaningful difference (p<.05). Third, according to the analysis of a questionnaire used to evaluate the program, students had a positive perception of the STEAM program and gained higher level of satisfaction about the lesson. Therefore, STEAM Program utilizing Regional Science Experiences Resource applied in this study might be useful to improve STEAM Literacy, and can be expected to improve scientific attitude and should be widely applied to Science education.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.206-217
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• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• Proceedings of the Korea Water Resources Association Conference
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• 2015.05a
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• pp.141-141
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• 2015

IPCC 5차 보고서에서 기술되어 있는 것처럼 기후시스템의 온난화는 명백하며, 1950년 이후 관측된 많은 변화들은 지난 수천 년간 전례가 없는 것이었다. 지구 온난화로 대표되는 기후변화는 이제 일부 국가에 국한되는 문제가 아니라 전 지구적인 문제가 되었다. RCP 시나리오에 따라 차이는 있으나 대한민국의 경우 연평균 강수 총량은 증가할 것이라 예상되는 반면 총 예상 강우 일수는 감소하여 집중호우의 발생빈도가 증가될 것이라 예상되고 있다. 이에 따라 수자원의 효율적 이용에 대한 필요성 또한 증가하고 있는 실정이다. 본 연구에서는 수자원의 효율적 이용을 위해 한강수계 9개 댐(화천, 춘천, 소양강, 의암, 청평, 충주, 괴산, 횡성, 팔당)을 대상으로 HEC-ResPRM과 선형계획법을 이용하여 발전량을 최적화 하였다. HEC-ResPRM은 미공병단 수문공학센터에서 개발한 저수지운영 최적화 모형으로 홍수 조절, 관개, 발전, 레크리에이션 등 다양한 요구조건을 만족시킬 수 있는 최적의 저수지 운영방안 도출이 가능하다. 본 연구에서는 HEC-ResPRM 모형과 선형계획법을 이용한 운형모형의 결과자료를 비교하였으며 이를 통해 HEC-ResPRM 모형의 특징과 활용 가능성을 확인하였다.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.76-92
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• 2002

OECD/PISA(Programme for International Student Assessment) is significant in that it is the first international comparative study assessing 15-year-old students' scientific literacy. Based on Korean students' results of percent correct in 35 science items, several characteristics such as followings were revealed. First, from the perspectives of science application area, Korean students showed the highest achievement in the area of 'science in technology' followed by in the areas of 'science in life and health' and 'science in earth and environment'. Male students achieved significantly better than female counterparts in all three areas. Second, the achievement in items of science knowledge was significantly higher than in items of scientific processes. Whereas the achievement difference between science knowledge- and scientific process items was larger for male students. Third, from the perspectives of application contexts, Korean students showed the highest achievement in the historical context and the lowest achievement in the personal context. Fourth, from the perspectives of item format, Korean students performed significantly better in open-constructed items rather than in multiple-choice items. Fifth, Korean students showed low performance in items of biotechnology and environment-related issue, which was more prominent for female students. Sixth, whereas male students performed significantly better than female students in most aspects, it is noteworthy that there was no significant gender differences in items of scientific processes and females performed significantly better than male students in open-constructed items which require long sentence.

• Proceedings of the Korea Water Resources Association Conference
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• 2018.05a
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• pp.244-244
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• 2018

전 세계적인 기후변화로 인한 기상이변 현상으로 국지성 호우가 빈번하게 발생하는 시점에 강우로 인한 토양유실 문제가 심각하게 대두되고 있다. 특히 토양유실은 도시지역보단 농업지역에서 다량 발생되고 있어 많은 영양염류가 하천으로 유입되 환경문제가 빈번히 발생되고 있다. 이러한 토양유실문제를 저감시키기 위해서 환경부에서는 비점오염원관리지역을 지정하여 관리하고 있다. 강원도 내 비점오염원관리지역으로 선정된 홍천군 자운지구는 소양호 상류에 위치한 지역으로 대부분의 농경지가 고랭지밭으로 구성되어 있다. 홍천군 자운지구 내 고랭지밭은 대규모 농업단지로 구성되어 있어 지역 내 위치한 구거가 무단으로 점용되어 농경지로 활용되는 문제점이 발생하고 있다. 이에 홍천군에서는 농경지로 점용된 구거를 복원하는 사업을 진행하고 있지만 길제 구거 복원으로 저감되는 토양유실량에 대한 분석은 수행되지 않고 있다. 따라서 본 연구에서는 비점오염원관리지역으로 지정된 홍천군 자운지구의 지적 상 농경지로 이용되고 있는 구거를 복원할 경우 발생되는 토양유실저감효과를 분석했다. 구거복원에 따른 토양유실저감효과를 분석하기 위해 사용된 모형은 SATEEC L Module이다. SATEEC L Module은 수치표고모형과 최대 허용 경사장을 이용하여 경사장을 산정한 후 Moore and Burch의 방법을 이용하여 LS factor를 산정하도록 구성되어 있다. 해당 Module을 사용하여 산정된 LS factor와 USLE 공식을 적용하여 구거 복원 시 저감되는 토양유실량을 분석했다. 분석결과 점용된 구거를 복원하면 자운지구 내 발생되는 토양유실량을 약 16.6%를 저감할 수 있는 것으로 분석되었다. 본 연구를 통해 분석된 결과는 비점오염원관리지역의 토양유실을 저감할 수 있는 방법연구에 기여할 것으로 판단된다.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.401-415
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• 2006

The science education reforms put the emphasis of scientific literacy, so that students can understand how scientific knowledge is constructed through scientific inquiry at schools. However, scientific inquiry at schools has a problem as a cookbook system without the opportunity of developing argumentation, where students could understand how they use evidence to support their theory or vice versa. Teachers are supposed to understand the basic elements, purpose, and definition of scientific inquiry to implement authentic scientific inquiry at schools, then develop the instructional strategies of providing the opportunity of scientific argumentation to meet its needs.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.175-188
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• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Proceedings of the KAIS Fall Conference
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• 2008.11a
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• pp.477-480
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• 2008

최근 지구 온난화에 따른 이상기후 변화로 인해 게릴라성 집중호우와 같은 다양한 강우패턴이 발생되고 있으며 홍수기 저수지 유입량은 비록 동일 양의 강우가 발생한 경우라도 선행강우량, 무강우일수, 호우발생전 초기유입량 등과 같은 수문사상들로 인해 많은 차이가 발생되고 있는 실정이다. 따라서 본 연구에서는 신속함이 요하는 홍수기 저수지 운영시 신속한 의사결정을 돕기 위해 과거 홍수기댐 유입율과 유역 수문사상과의 관계를 분석하고자 한다. 이를 위해 한강수계내 다목적 댐인 소양강, 충주 및 횡성댐의 과거 호우사상을 대상으로 유역내 각종 수문사상들을 독립변수로 한 회귀분석을 실시하여 홍수 이벤트 발생전 유역상황을 토대로 예상되는 강우에 따른 예상 유출율을 산정한다. 과거 호우사상에 대한 유출율 산정은 직접유출과 기저유출을 분리한 후 직접유출이 종료되는 시점까지의 유출량과 강우량의 비로서 산정하였으며 직접유출과 기저유출 분리방법은 주파수 분리방법을 이용하고자 한다.

• KSCE Journal of Civil and Environmental Engineering Research
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• v.28 no.1B
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• pp.55-64
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• 2008

The evidence of changes in the climate system is obvious in the world. Nevertheless, at the current techniques for flood frequency analysis, the flood distribution can not reflect climate change or long-term climate cycles. Using a linear regression and a Mann-Kendall test, trends in annual maximum precipitation and flood data for several major gauging sites were evaluated. Moreover, this research considered incorporating flood trends by climate change effects in flood frequency analyses. For five rainfall gauging sites (Seoul, Incheon, Ulleungdo, Jeonju, and Gangneung), upward trends were observed in all gauged annual maximum precipitation records but they were not statistically significant. For three streamflow gauging sites (Andong Dam, Soyanggang Dam, and Daecheong Dam), upward trends were also observed in all gauged annual maximum flood records, but only the flood at Andong Dam was statistically significant. A log-normal trend model was introduced to reflect the observed linear trends in annual maximum flood series and applied to estimate flood frequency and risk for Andong Dam and Soyanggang Dam. As results, when the target year was 2005, 50-year floods of the log-normal trend model were 41% and 21% larger then those of a log-normal model for Andong Dam and Soyanggang Dam, respectively. Moreover, the estimated floods of the log-normal trend model increases as the target year increases.