• Journal of the Korean earth science society
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• v.43 no.1
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• pp.210-223
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• 2022

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.94-99
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• 2006

본 연구에서는 고등학교 지구과학 교과서 분석을 통해 지구과학 그래프의 주요 유형과 특징을 파악하고 지구과학 그래프 관련 검사지를 제작, 투입하여 고등학생들의 지구과학 그래프 해석 능력과 인식을 분석하였다. 지구과학 그래프는 타 과학 과목에 비해 그래프의 수가 많고 그 유형이 다양했다. 특히, 선 그래프와 등치선도가 많았으며, 선 그래프 중에는 다중 선 그래프와 YX 그래프 등의 비율이 높았다. 고등학교 2, 3학년생 111명을 대상으로 한 검사지 1단계에서는 '마그마의 생성 조건', '지구 자기장의 영년 변화', '과냉각 물방울과 빙정의 포화 수증기압', 'H-R도' 등에 관한 문항의 정답률이 특히 낮았다. 검사지 2단계에서는 약 $56\%$의 학생들이 지구과학 그래프의 유형이 타 과학 및 수학 과목의 그래프와 차이가 있다고 응답했다. 검사지 3단계에서는 동일한 내용이라 하더라도 그래프의 형식이나 구체적인 표현 방법에서 학생들의 이해를 높일 수 있는 방안에 대한 고민이 필요함을 알 수 있었다. 본 연구에서 학생들은 '그래프의 유형'에 대한 이해가 다소 부족하고 자신에게 익숙한 그래프를 쉽다고 생각하는 경향을 보였다. 따라서, 과학 교육자나 과학 교육과정 설계자들은 학생들에게 그래프 연습의 기회를 많이 부여하고, '그래프' 자체에 관한 교육은 물론 지구과학의 학문적 특성과 관련지어 '그래프의 유형'에 관해 체계적인 교육을 해야 할 필요가 있다.

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.40-44
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• 2011

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.32-32
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• 2010

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.54-55
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• 2011

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.239-249
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• 2017

The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.707-719
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• 2007

Teachers play key roles in classroom instruction. The perceptions and orientations of teachers about teaching have substantial effect on the practical context of science teaching. Analyzing science teacher's perceptions and orientations about Earth Systems Education (ESE) offers an opportunity to figure out how the goals of ESE might be dealt with. In this study, lesson plans developed by and in-depth interview results with two teachers were analyzed in terms of ESE perceptions. ESE orientations were also investigated in terms of teaching orientations and integration orientations. Research results showed that the teacher's deep understandings about 'Global Scientific Literacy (GSL)', the ultimate goal of ESE, precede the sound ESE teaching in the classroom. To enhance teachers' GSL, exemplary aspects of various integration, including networked integration, should be provided specifically to teachers. Also, the institutionalized approaches to developing ESE curriculum could help classroom teachers activate ESE teaching in their classroom.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.479-487
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• 2000

To investigate the trend of earth science education researches published in ${\ulcorner}$The Journal of the Korean Earth Science Society${\lrcorner}$ during last 20 years, 106 articles were analyzed. The results show that the number of researches in earth science education has increased, especially in recent two years. From the perspective of areas. general earth sciences were studied more than other areas such as astronomy, geology, and meteorology. From the perspective of subjects, students, especially high-school students, were studied more than teachers. From the perspective of research methodology, survey including content analysis of textbooks or curriculum were most preferred. In contrast, literature study were never accomplished. From the perspective of contents, researches of leaching/learning were the most common. It is notable that few studies were about educational assessment or teacher training.

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.609-609
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• 2002

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.323-330
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• 2005

In this study, searched how science museum reflects personality of course of study and target comparing display contents of science museum with high school earth science Ⅰand Ⅱ of the 7th curriculum. Result of this study is as following. First, area that earth science contents of course of study are exhibited has been less than 50%, and is preponderated by unit. Second, earth science course of study reflection degree of science museum is middle.(2.8 points of perfect score 5 points) Third, number of average mark of contents that is exhibited by science museum in significance level 0.05 lows is difference, and it is no difference by unit.