• Journal of the Korean earth science society
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• v.30 no.1
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• pp.96-110
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• 2009

The ESE (Earth Systems Education) teaching module was developed to teach an "Earth and Star" unit for the 8th grade (aged 14) students. The planet remodeling activity was developed as a sub-ESE teaching module. The main point of this activity was that students were supposed to remodel planets for life to live on. The purpose of this study was to visualize students' thought and to interpret their understandings through their drawings and writings. A framework of analysis with four categories was designed and applied to analyze students' cognitive structure. In order to explore students' cognitive contents, the analyzing factors were classified into two domains: subsystems of the earth systems and use of science & technology. Results revealed via the planet remodeling activity that students' cognitive characteristics were impacted by ESE activities such as Earth literacy.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.169-183
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• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.

• Journal of the Korean earth science society
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• v.41 no.6
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• pp.670-683
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• 2020

The purpose of this study was to develop a test tool for convergence problem solving skill. To this end, constructs of convergence problem solving skill were defined in three domains: convergence attributes, convergence thinking, and convergence literacy domains. Thirty-seven pilot items were developed on the basis of the sub-categories for each domain that was defined through intensive literature review; problem solving & convergent thinking and creative thinking for convergence thinking domain, individual and social propensity for the convergence attributes domain, and convergence literacy as convergence literacy domain. Through an exploratory factor analysis, 30 items in the constructs of the test tool were confirmed. A confirmatory factor analysis result showed that the five construct models well captured the covariance between all the items well. Finally a statistical result shows that the reliability of the items and constructs were well established (Cronbach's α value= .963). Thus, the test tool for convergence problem solving skill developed in this study was statistically reliable.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.70-85
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• 2024

The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

• Proceedings of the Korea Water Resources Association Conference
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• 2016.05a
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• pp.524-524
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• 2016

본 연구에서는 홍천 자운지구 고랭지 농업지역을 대상으로 장기간의 유역조사와 하천 모니터링을 통해 관측된 축척 데이터를 이용하여 비점오염저감 효과를 정량화하고 추후 모니터링 자료로서 탁수와 비점오염원 저감시설의 저감효과와 비점오염원의 효율적인 관리를 위한 기초자료를 제공하고자 하였다. 모니터링 결과 소양호 유역의 오염부하(1차 강우사상) 중 홍천군 자운지구의 유역단위 비점오염 저감효과의 분석에는 강우량과 단위면적당 오염부하를 이용하였으며, 자운천은 SS 5,396,761 kg, COD 82,261 kg, BOD 57,329 kg, T-N 68,711 kg, T-P 3,091 kg이었으며, 오염부하(2차 강우사상)는 SS 320,293 kg, COD 34,588 kg, BOD 22,350 kg, T-N 48,954 kg, T-P 640 kg으로 나타났다. 또한 소양호 유역의 EMC(1차 강우사상) 중 자운천은 SS 829.9 mg/L, COD 12.7 mg/L, BOD 8.8 mg/L, T-N 10.567 mg/L, T-P 0.475 mg/L 이었으며, EMC(2차 강우사상)는 SS 68.6 mg/L, COD 7.4 mg/L, BOD 4.8 mg/L, T-N 10.487 mg/L, T-P 0.137 mg/L로 나타났다. 소양호 유역의 단위면적당 오염부하(1차 강우사상) 중 자운천은 SS 402.0 kg/ha/event, COD 6.1 kg/ha/event, BOD 4.3 kg/ha/event, T-N 5.118 kg/ha/event, T-P 0.230 kg/ha/event 이었으며, 오염부하(2차 강우사상)는 SS 23.9 kg/ha/event, COD 2.6 kg/ha/event, BOD 1.7 kg/ha/event, T-N 3.646 kg/ha/event, T-P 0.048 kg/ha/event로 나타났다. 오염부하에서는 1차 강우에 비해 2차 강우에서는 SS 5,076,468 mg/L, COD 47,673 mg/L, BOD 34,979 mg/L, T-N 19,757 mg/L, T-P 2451 mg/L로 1차 강우사상에 비해 오염부하가 낮은 것으로 나타났다. 또한 EMC에서는 1차 강우에 비해 2차 강우에서는 SS 761.3 mg/L, COD 5.3 mg/L, BOD 4.0 mg/L, T-N 0.080 mg/L, T-P 0.338 mg/L로 1차 강우사상에 비해 EMC가 저감되었다. 단위면적당 오염부하는 1차 강우에 비해 2차 강우에서는 SS 378.1 mg/L, COD 3.5 mg/L, BOD 2.6 mg/L, T-N 1.472 mg/L, T-P 0.182 mg/L로 1차 강우사상에 비해 EMC가 저감되었다. 강우량과 강우강도 그리고 영농활동의 시기에 따른 EMC와 단위면적당 오염부하는 큰 차이를 보였으며, 예년에 비해 적은 강수량으로 인해 탁수와 비점오염부하의 배출이 상대적으로 적었던 것으로 판단된다. 소양호 유역과 같은 넓은 유역에서 시행되는 비점오염원의 저감연구는 오랜 시간 동안 자료를 축적해야 유의미한 평가가 이루어질 수 있으므로 장기적이고 지속적인 모니터링을 통한 유량 데이터 자료구축과 수질분석뿐만 아니라, 발생되는 비점오염 물질의 관리를 위한 체계적인 연구가 지속되어야하며, 아울러 농민의 인식도 변화 등을 포함하는 많은 인자들을 정밀히 조사하고 다각도로 분석하여 저감효과에 대한 지속적인 연구가 필요하다.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.224-236
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• 2018

The purpose of this study was to develop a reasoning-based HTE-STEAM program for the development of the cognitive capacity of middle school students and enhancement of their STEAM literacy, and to investigate the effectiveness of this study in the school setting. The subjects of this study were the students of two middle schools located in the central region of Korea. The students participated in the HTE-STEAM program during their free-learning semesters and 202 of them were selected by random sampling method. Main findings were as follows: First, pre- and post-HTE-STEAM program has shown a significant value in statistical verification (p<.05) and the level of logical thinking ability of the research participants improved after the class compared to before the class. Second, the paired samples t-test comparing the difference between the pre and post scores of the STEAM attitude test has shown a significant value in statistical verification (p<.05), and the HTE-STEAM program has turned out to have a positive effect on the STEAM literacy of the research participants. Third, in the HTE-STEAM satisfaction scale test, the mean value of the sub-construct stood at 3.27~4.12, showing a positive overall response. Therefore, the HTE-STEAM program under the topic of earth science of 'Disaster and Safety' developed at the final stage of this study has proven to have a positive influence on the research participants in terms of the development of cognitive capacity by reasoning and collaborative learning, an important quality of communication and consideration necessary for STEAM literacy.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.456-456
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• 2017

지구온난화에 의한 태풍강도 증가로 한반도지역은 잠재적 위험성에 항상 노출되어있다. 따라서 본 연구는 한강의 대표적 다목적댐인 소양강댐을 대상으로 한반도 태풍영향을 정량화하고 그에 따른 수문변화특성을 피어슨 상관분석(Pearson Correlation)과 순위 분석(Rank Analysis)을 이용하여 조사하였다. 지오포텐셜 고도자료와 GPCP 강우자료를 분석한 결과 소양강댐의 여름철 유출량 중 태풍에 의한 유출이 크지 않았지만 엘리뇨에서 라니냐로 전환되는 시기의 태풍에 의한 유출량은 반 이상을 차지할 정도로 크게 나타났다. Rank분석결과 태풍발생비율(n/N)에 대한 첨두유량의 변화는 크지만 첨두유량의 발생빈도와 지속시간의 변화는 뚜렷하지 않은 것으로 나타났고 첨두발생시간은 더 지연되는 특성을 보였다. 그러나 High Flow 분석결과에서는 첨두유량과 첨두유량의 발생시기 변화의 통계적 유의성은 나타나지 않았으나 첨두유량 이상의 유출발생빈도와 지속기간은 증가하는 것으로 나타났다. 본 연구는 해수면 온도 변화에 따른 대규모 대기 순환패턴과 소양강댐 유역의 수문변화특성의 관계를 파악하기 위한 기초자료를 제공할 것으로 기대된다.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.292-308
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• 2016

The purpose of this study was to find out the effects of climate change education program focused on the keeling curve activities highlighting inquiry process on elementary students' climate literacy. Most of the students have not been able to correctly understand just how serious phenomenon that the temperature rise of the last 100 years is. As a result, there is educational limitations in order to bring about a substantial change in the attitudes toward climate change. So the development program was applied to various questions and explored strategies in order to compare with past climate change data. The results described that 46 students in the experimental group had statistically significant effects on cognitive domain, critical thinking of affective domain and practical domain. In addition, as a result of the analysis of teachers' instructional perspectives and students interview, they supported the researcher's opinion that the developed program could help students improve the climate literacy.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.734-751
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• 2021

The purpose of this study is to prepare basic data to reflect polar literacy education in the school curriculum. The perception about the polar regions, teaching experience, and polar-related cognitive and affective characteristics of teachers were investigated. The survey was conducted among 56 elementary, middle, and high school teachers from schools from 10 major cities and surrounding regions, based on their perceptions of the polar region, current teaching status, polar knowledge, and beliefs and attitudes toward polar region and climate change. Results showed that although teachers' polar information efficacy was low, they positively evaluated the status of educators in resolving polar and climate change problems, and prioritized global citizenship values over practical purposes. The experience of teaching polar region and climate change issues at schools varied across subjects and non-subjects, but showed a passive aspect in teaching development, such as wanting to be provided with consolidated learning materials. On the cognitive aspect, teachers revealed an ambiguous understanding of the mechanisms and processes by which polar change and climate influence each other. On the affective aspect, most teachers showed strong beliefs and attitudes for polar-related issues beyond the school level, but their behavior choices were relatively lower. Based on the results, we propose the following as recommendations: providing opportunities and materials to promote polar knowledge, discovering educational materials in various contexts to form values and attitudes, developing educational materials from polar research materials, identifying misconceptions about polar knowledge among students and teachers, strengthening elementary school teachers' polar literacy, and cultivating positive attitudes and values toward polar issues.