• Journal of the Korean earth science society
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• v.31 no.3
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• pp.288-299
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• 2010

Recently, scientific literacy means not only the acquisition of scientific knowledge but also the linguistic ability to participate in a scientific discourse community. Keeping this in mind, this study investigated middle school students' writings about phase transitions of water in air. Sixty seven students at 9th grade (age 15) students participated in this study and wrote two individual short texts. The result of text analysis can be summarized as follows: (1) students had problems with familiar scientific terms such as 'water vapor' and 'steam' as well as unfamiliar ones like 'dew point'. (2) Students described right semantic relations and at the same time wrong ones more in the idea formed from everyday experience than those from school instruction. (3) While students showed action and process centered writing in text about everyday phenomenon, they showed more preference for technical words and nouns in text about school science. This study suggest that students could develop linguistic ability of science from both spontaneous process based on experience and formal and theoretical learning; the former in forming various semantic relations, the latter in technical and abstract aspect of scientific writing.

• Journal of Environmental Impact Assessment
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• v.27 no.2
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• pp.170-180
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• 2018

Highland fields are concentrated in the Jaun area of Hongcheong-gun, a large amount of sediments are discharged from the highland fields. The sediment runoff affect the turbidity and water quality of the Soyang Lake, furthermore adversely affect water supply source of the capital region. There are several kinds of BMPs(Best management practices) to decrease the sedimentrunoff from the highland fields. Although construction cost of multistage sedimentation basins is very high, there is no actual survey data for the removal efficiency of suspended sediments and water quality in our country. In this study, stormwaterinflow and outflow of the multistage sedimentation basins were surveyed, and the removal efficiency of nonpoint source pollutants were analyzed. The stormwater survey results fortwo rainfall events show thatremoval efficiencies of SS, BOD and TP loads in the multistage sedimentation basins are 35%~62%, 24%~55%, 35%~58%, respectively. Although the measured efficiencies of the basins were lower than the theoretical efficiency, the proper operation and management can improve the removal rate of the basins. Turbid water problem in the upper parts of the Soyang River can be managed effectively through the additional installation of multistage sedimentation basins.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.84-98
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• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.881-901
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• 2011

The science museum in the past satisfied visitors only by interacting them with simple objects and exhibition, while one in modern times was requested to meet the need of visitors in their engagement in educational programs. To meet the visitors' need, the science museum made efforts to train, educate, and assign docents so that they can interact with visitors and serve the educational purpose of visitation. In this study, we analyzed the strengths and weakness of docent training programs from science museums/science centers nationally and internationally, to make implication on how to design a docent training and professional program. Programs from four national and four international science centers/museums were selected as a sample for analysis. Their docent training programs were compared with the data of surveys and interviews and emails from docents and docent managers/evaluators. Artifacts and documents of the docent training programs were also collected and used to construct the validity in analyzing the data, resulting in the well-developed docent training program as the critical one for enriching science museum education. The results included; First, we need to recruit and train docents who interact visitors directly but they need to be differentiated from regular volunteers for promoting science museum education for the purpose of popularization of science. Additionally, Second, we need to develop and run docent training program where docents can experience 'informal learning' exhibition interpreting strategies through the real field from mentoring from the experienced/senior docents beyond 'formal learning' exhibition content. Third, we need to equip docents with skills to make scientific literacy possible at science museum-such as experiencing scientific ethics through scientific inquiry-which happens limited at school education.

• 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 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.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• 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.