• Journal of the Korean earth science society
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• v.28 no.7
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• pp.811-824
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• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.

• 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.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.809-831
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• 2011

Sea Surface Temperature (SST) is one of the most important oceanic variables to understand rapidly-changing climate, so that accurate and error-free SST images should be presented in school science textbooks. However, satelliteobserved SST images in the high-school textbooks presented some errors caused by various reasons. This study analyzed 36 satellite images for SST presented in 24 kinds of high-school textbooks (earth science I and II textbooks on the basis of the 7th National Curriculum) for 17 items. This study investigated errors in image processing such as cloud removal, land masking, color bar, geological and time information, and some erroneous expressions related to the fundamental information of satellites. Twenty five pre-service teachers filled out a survey about several problematic satellite images, and their responses were analyzed. As a result, most of the pre-service teachers did not recognize the errors associated with image processing and tended to comprehend the SST errors as real oceanographic phenomena such as sea ice, river outflow, or cold current. Therefore, satellite SST images in the textbooks should be accurately presented by including detailed items suggested in this study.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.490-503
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• 2020

Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.

• Journal of the Korean earth science society
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• v.30 no.4
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• pp.513-526
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• 2009

It has long been that the unit of oceanic salinity changed from permil (%o) to other unit. However, the middle-and high- school textbooks of science and earth science have still used %o as salinity unit that was defined a long time ago. The objectives of this study are to briefly discuss about the historical development of change in salinity unit and measurement techniques, to present differences between the salinity units of psu (practical salinity unit) and %o, and to address the need and validity for the correction of salinity unit in the textbooks. Twenty-seven kinds of textbooks based on the 7th National Curriculum were analyzed to investigate the expression of salinity unit and the definition of salinity. The results were compared with the usage of salinity units in the articles published in Journal of Korean Society of Oceanography from 1967 to 2008. The percentages by the use of %o were 96.3% in the text and 83.8% in the graphs or tables of the textbooks. By contrast, the scientific papers began to use psu from 1994 and then %o has seldom been used since 2004.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.116-124
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• 2018

The purpose of this study is to provide basic data that can be appropriately used for teaching and learning activities by comparing questions presented in the 2009 curriculum elementary science textbooks and questions presented in the elementary science textbooks of the 2015 revised curriculum, I would like to suggest some implications that may help. Therefore, questioning types of elementary science textbooks in 2009 curriculum and 2015 revised curriculum were compared and analyzed. First, in the present curriculum, it is necessary to increase the percentage of applied question as it aims to cultivate creative and convergent talent. Second, the increase in the percentage of open-ended questions that provide an opportunity for learners to think freely is a desirable change. Finally, it is necessary to increase importance of the question that can be applied to content learned and can be thought of as diffusive and evaluative.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.166-181
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• 2023

The purpose of this study is to examine the change and appropriateness of inquiry tendency in elementary science textbooks by national curriculum period by comparing previous researches that reported Romey's Involvement Index in the science textbook and other subject textbooks. The results of the study are as follows: First, for the text index (T), the value of science textbooks by curriculum tends to continue to decline overall. The value of science textbook based on the 3rd curriculum is judged to be extremely inquiry oriented and the value of the textbooks based on the 2007 and 2015 revised curriculum are the values judged as somewhat authoritative textbook and as a textbook at the appropriate level of inquiry, respectively. There is no significant difference compared to the T values of other subject textbooks since the 2007 revised curriculum; Second, the index of figures and diagrams in the text (FD) of science textbooks also continues to decline by curriculum periods. In particular, the FD value of science textbook of the 2015 revised period is judged to be a authoritative textbook, which is lower than the value of other subject textbooks; Third, in the case of the activity index (A), it gradually decreases from the third curriculum to the 2015 revised curriculum, but it is judged as textbooks suitable for inquiry. However, after the 7th curriculum, the value of A is generally lower than those of other subject textbooks; Fourth, for the index of the questions at the ends of chapters (Q), the value of Q is reported to be extremely limited compared to the aforementioned three indices(T, FD and A), which may be mainly due to differences in the composition of science textbooks by curriculum period.

• Journal of the Korean earth science society
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• v.43 no.2
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• pp.312-323
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• 2022

This study began with the hypothesis of whether "solar radiation" and "terrestrial radiation" can be replaced by "visible radiation" and "infrared radiation", respectively. To this end, we investigated the perceptions of high school students who completed the Earth Science I course through a questionnaire to reveal how they perceived each concept. We also analyzed the descriptions and illustrations of textbooks that may have affected their perceptions. All of the students who participated in the questionnaire recognized solar radiation as radiation emitted only in the visible light region. About 35% of the students recognized convection, conduction, and latent heat as energy transfer by radiation in the Earth's heat budget. By analyzing six types of Earth Science I textbooks in the 2015 revised curriculum, we observed that two types introduced the terms "shortwave radiation" and "longwave radiation" but had no explanation for them, while the other two described solar radiation as "radiation mainly in the visible light region" or "radiation in short wavelengths". Regarding solar and terrestrial radiation in the last two types, there was no explanation for the wavelength regions, or ambiguous terms such as "short wavelength" and "long wavelength" were used. In addition, the two textbooks contained some errors in the illustration of the energy budget. Considering that textbooks described solar and terrestrial radiation without defining the exact terms for shortwave and longwave radiation, learners are likely to recognize solar and terrestrial radiation as visible and infrared radiation, respectively. This finding implies that vague statements or errors in textbooks can cause or reproduce students' misconceptions. The discussion in this study is expected to be used as a helpful reference material for teaching and learning processes regarding the Earth's radiation equilibrium and heat budget, and thereby contribute to proposing reasonable description plans for future textbook writing.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.1-12
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• 2000

The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.