• Title/Summary/Keyword: 지구 과학 교육

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Research on Reconstruction of Earth Science Elective Courses (고등학교 지구과학 선택과목 재구조화 연구)

  • Kim, Yeonhwa;Kwak, Youngsun
    • Journal of the Korean Society of Earth Science Education
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    • v.13 no.1
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    • pp.40-52
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    • 2020

  • The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

  • https://doi.org/10.15523/JKSESE.2020.13.1.40 인용 PDF KSCI

A Comparison of Science Disciplinary Reading's Meaning Contained in the Science Book Reviews of Earth Science Pre-service Teachers and Primary Pre-service Teachers (지구과학 예비교사와 초등 예비교사의 과학 독서감상문에 담긴 과학 교과독서의 의미 비교)

  • Lim, Sung-man
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.1
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    • pp.69-79
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    • 2021

  • The purpose of this study was to compare what meanings of earth science pre-service teachers and primary pre-service teachers about science books and reading through science disciplinary reading and how their thoughts on science education are reflected in the science disciplinary reading process. For the study, 24 third-year students majoring in earth science education and 25 second-year students majoring in primary education were selected as subjects for the study at a teacher training college located in the central part of Korea. As a result of the study, first, earth science pre-service teachers used disciplinary reading a lot to acquire knowledge of science content, but primary pre-service teachers used it for the purpose of using it in class, scientific interest, and curiosity solution. Second, earth science pre-service teachers and primary pre-service teachers showed differences in their thinking in using science related books for science education. While earth science pre-service teachers rarely described the use of science books in their classes, primary pre-service teachers actively described science classes. Third, from the perspective of science disciplinary reading, primary pre-service teachers were more actively emphasizing the meaning of disciplinary reading compared to earth science pre-service teachers. In light of the research results that the reading activity in science has a lot of effect, it is thought that a wide range of research on science disciplinary reading should be conducted as a teaching strategy in school field classes.

  • https://doi.org/10.15523/JKSESE.2021.14.1.69 인용 PDF KSCI

Analysis of Earth Science Area among Competency-Based Elementary Science Gifted Education Programs (역량중심 초등과학 영재교육 프로그램 지구과학 영역 분석)

  • Kim, Ye-Bin;Kim, Soon-Shik
    • Journal of the Korean Society of Earth Science Education
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    • v.14 no.2
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    • pp.136-145
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    • 2021

  • The Gifted Education Program is re-constructured into core competency-based program in line with fourth industrial revolution, where talented people with comprehensive ability are required. Therefore, competency-based elementary science gifted education program which is provided from Gifted Education Database(GED) is developed in accordance with 2015 revised edition in science and 5 main core-abilities; scientific thinking ability, scientific investigation ability, scientific problem solving ability, scientific communication ability and scientific participation and lifelong learning ability. This research, which is provided from GED, is focused on earth science area among competency-based elementary science gifted education program and analyse quantitatively and qualitatively how science and core-ability is appeared in 3 programs developed in science area. This research can be another guideline when someone would like to use competency-based earth science gifted education program in gifted education. Also, the purpose of this research is to help suggesting a right direction for competency-based earth science gifted education program. The conclusion based on research problem is as follow; Firstly, in competency-based earth science gifted education program, influence rates of scientific communication ability and scientific thinking ability are highest, where influence rates of scientific investigation ability, scientific problem solving ability and scientific participation and lifelong learning ability are relatively low. Secondly, in competency-based earth science gifted education program, single activity may includes several core-abilities. Following research is quite meaningful in aspect of giving out the information to choose topic in core-ability when using competency-based earth science gifted education program in gifted education. Also by supplementing lowly-influenced ability in competency-based earth science gifted education program, it is expected for gifted students to build scientific core-ability.

  • https://doi.org/10.15523/JKSESE.2021.14.2.136 인용 PDF KSCI