• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.14-14
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• 2010

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.62-78
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• 2023

The purpose of this study is to analyze the field of Earth science at a science fair. For this purpose, 566 pieces of data spanning 21 years (2000 to 2020), acquired from entries in the Earth Science section on the science fair website, were analyzed using the semantic network method. As a result, geoscience topics have been actively explored in works submitted for the Earth Science section of the science fair. Fossils from the Cretaceous period of the Mesozoic Era were particularly predominant. Together with these, keywords corresponding to astronomy, space science, and atmospheric science formed a small-scale network. Astronomy and space science mainly dealt with the dynamic characteristics of asteroids, Venus, and Jupiter. Other subjects included the solar system, sunspots, and lunar phases. Atmospheric science has focused on atmospheric physics, atmospheric observation and analysis technology, atmospheric dynamics, air quality monitoring, while marine science has been limited to physical oceanography and geologic oceanography. This study, is expected to help select Earth Science topics and conduct inquiry activities in schools.

• Journal of The Korean Association For Science Education
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• v.22 no.3
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• pp.649-659
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• 2002

The purpose of this study was to analyse students' achievement of 'Earth Science' in the Third International Mathematics and Science Study-Repeat(TIMSS-R), which was performed in 1999 with 38 nations participating. Korean 8th grade students' achievement of 'Earth Science' was compared with those of other countries and other content areas in science. Average percent correct of items in each subcategory was also analysed. Most of the 'Earth Science' topics were included in the intended curricula of Korea; they were taught to most of the students in science classes. Korean students ' average scale score of 'Earth Science' was significantly higher than the international average, but in comparison with other science content areas, achievement of 'Earth Science' was relatively low. The teachers' confidence in teaching earth science was lower than their confidence in teaching other science areas. The paper presents the results of item analysis and their implications for science education.

• 한국지구과학회:학술대회논문집
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• 2001.09a
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• pp.1-10
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• 2001

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.20-33
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• 2024

The purpose of this study is to examine the scientific activities of scientists justifying Wegener's continental drift in the 20th century, which is explained as a revolutionary process in earth science, and methodologically analyze the strategy of proposing new scientific theories and how the process of theory selection is carried out. Previously, the Earth was a static model and only the vertical movement of the crust was considered. However, the theory of continental drift proposed horizontal movement of the crust as a dynamic model of the Earth, eliminating numerous problems. Therefore, this study seeks to explore the rational activities of numerous scientists until the current plate tectonics theory was formed. Additionally, the theory of continental drift is in conflict with the theory of Earth shrinkage, which is an existing static model. In other words, it deviates from the existing mechanistic world view by presenting a dynamic model in which the Earth is created and changes, as opposed to a static model in which the Earth is already completed, fixed, and unchanged. As a result, old geology was weakened and new geophysics was born. The theory of continental drift and continued exploration by subsequent generations of scholars brought about a revolution in earth science. This can be said to be a good subject of investigation as educational material for various methodologies for students in earth science education, and as educational material for changing students' worldview.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.292-301
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• 2021

This study is a basic research to apply ESD linked to SDGs to pre-service teachers majoring in earth science education. The purpose of this study is to evaluate carbon literacy by analyzing the awareness, attitude and knowledge, subjective norms, and behavioral control of the carbon footprint internalized by pre-service teachers. Pre-service teachers recognize the carbon footprint as their responsibility, but are not willing to pay the cost and accept inconveniences of the actions to reduce carbon footprint. They also support actions to reduce carbon footprint, but do not demand the actions from others. While they have sufficient knowledge about carbon mitigation actions, their conception of causes and effects of global warming is unstable. Pre-service teachers will go out to school sites and teach millions of students about global warming. It is essential to educate these teachers on the economic cost and social responsibility of reducing their carbon footprints. It is also important to find ways to bridge the gap between their thought and action. It is hoped that this study on pre-service teachers' carbon literacy will lead to realizing ESD.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.269-275
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• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of Korean Elementary Science Education
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• v.27 no.1
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• pp.31-41
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• 2008

The purpose of this research is to investigate the preconceptions of the Earth for 3rd grade students in elementary school. For this study, We interviewed with 30 students and children responded the questions with drawing the pictures. Through the study, We could find as followings. First, they thought that the shape of Earth is sphere only except one who had double conceptions of sphere and flat. Second, the color of the earth seems to be blue because of sea, but mostly answered, it seems to be green more than brown because of continent. Third, the conceptions of the gravity showed us 43% which is the kinds of scientific conceptions for the Earth.