• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.247-253
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• 2005

• 한국지구과학회:학술대회논문집
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• 2004.09a
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• pp.45-50
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• 2004

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.15-15
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• 2004

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.22-22
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• 2004

• 한국지구과학회:학술대회논문집
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• 2004.09a
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• pp.21-36
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• 2004

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.41-56
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• 2005

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.65-70
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• 2005

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.191-192
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• 2005

• Journal of The Korean Association For Science Education
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• v.26 no.2
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• pp.246-257
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• 2006

TIMSS (Trends in International Mathematics and Science Study) aims to produce reliable and internationally comparable indicators of student achievement. The TIMSS science achievement scale summarizes student performance on test items designed to measure a wide range of student knowledge and proficiency. This study analyzed Korean middle school students' science achievement at the advanced and high international benchmarks of the four benchmark levels of the benchmarks classified in TIMSS 2003 in light of science content areas (physics, chemistry, biology, earth science, and environmental science) and item characteristics. The average percent correct on items at the advanced benchmark by Korean students was highest in physics followed by earth science, biology, chemistry, and environmental science, whereas internationally the order was earth science, chemistry, biology, physics and lastly environmental science. Korean students performed relatively better in physics yet somewhat worse in chemistry than other top-performing countries. According to item analysis, Korean students reaching the advanced international benchmark understood some fundamentals of scientific investigation, but demonstrated weakness in written explanations of scientific principles, abstract science concept comprehension, and application of scientific concepts to solve quantitative problems. In addition, Korean students reaching the high international benchmark demonstrated relative weak conceptual understanding of ecology compared with other countries.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.186-198
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• 2016

The purpose of this study is to identify the composition elements and processes of the rock cycle that pre-service teachers in earth science field understand. Second-year students majoring in earth science were selected as research objects, all of whom attended teacher's university located in the southern region. The methods of arranging the composition elements of the rock cycle in a structured way and displaying the cycle direction through the arrow and describing the cycle processes in detail were applied. Pre-service teachers recognized 5 composition elements: magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks of the rock cycle and cycle processes was represented into 20 branches. The cycle type was analyzed by four criteria: linear, triangular, circular, complex, some pre-teachers did not complete the loop of the cycle or some showed incomplete understanding of the cycle structure simply displayed in one direction. The rock cycle is an important theme of the earth system education characterized by dynamism and complexity.