• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.

• Journal of The Korean Association For Science Education
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• v.40 no.3
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• pp.237-251
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• 2020

Issues on climate change we are facing, such as global warming, are very important as it affects our lives directly. To overcome this, efforts to reduce greenhouse gases emissions (e.g., carbon dioxide) are necessary and these efforts should be based on our integrated understanding of carbon cycle. The purpose of this study is to examine the research trend on carbon cycle education and to suggest the value and direction of carbon cycle education for students who will be citizens of the future. We analyzed 52 carbon cycle education related studies collected from academic research databases (RISS, KCI, ERIC, Google Scholar, and others). As a result, we conclude that resources are still limited and more researches on verification and utilization of developed program, development of accurate and comprehensive tools for students' recognition and level assessment, developing educational model or teacher professional development, providing more appropriate curriculum resources, and the use of various topics or materials for carbon cycle education are necessary. Students' comprehensive understanding of the carbon cycle is important to actively react to the changes in the global environment. Therefore, to support such learning opportunities, resources that can be connected to students' daily experiences to improve students' understanding of carbon cycle and replace misconceptions based on the verification of existing programs should be provided in the classroom as well as the curriculum. In addition, sufficient exemplary cases in carbon cycle education including various materials and topics should be provided through professional development to support teachers teaching strategies with carbon cycle.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Proceedings of the Korea Water Resources Association Conference
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• 2008.05a
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• pp.405-409
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• 2008

우리나라의 도시는 리우선언이후 지속가능한 개발 원칙아래 친수와 생태를 모티브로 하여 급격히 변화되어 개발되어 가고 있다. 파주운정신도시는 국내최초 물순환시스템, 광교신도시는 2개의 기존 저류지를 활용한 물순환시스템, 인천청라지구는 녹지공간에 운하를 만드는 운하도시, 김포신도시는 대수로를 활용한 운하도시, 강서지구는 한강과 연결되는 친수도시로 진행중이다. 이러한 개발에는 지속가능한 수량확보와 수질보전이 선결되어야 하므로 다양한 방안들이 제시되고 있으며, 이에 따라 물을 다스릴 수 있는 도시로 변화함에 따라 치수적으로 안전할 뿐 만 아니라, 각종 재난으로 부터도 안전한 U-city로 진행되고 있다. 국외의 경우 미국의 샌안토니오 등이 도시내 운하를 건설하여 관광객을 유치하고 있고, 독일의 크론스베르크가 지구 전체에 우수저류 및 침투시설을 도입하였으며, 일본 동경이 새로운 운하프로젝트를 수행중이다. 또한 홍콩이 세계최대의 습지공원을 신도시와 병행하여 건설하였고, 싱가폴에서는 아시아 최대의 담수화 공장을 건설중이며, 뉴워터(Newater) 프로젝트로 물을 재사용하고 있다. 이러한 국내 외 사례가 물순환시스템을 체제를 구축하기 위한 기초자료를 제공할 수 있으리라 판단된다. 본 연구에서는 이러한 물순환시스템의 전체적인 개념을 다양한 선진사례 등을 토대로 검토하고, 현재 진행중인 국내 도시들을 토대로 정리하여, 물순환시스템의 체제를 구축하는 방안을 제시하고자 한다. 본연구를 통해 향후 국내 지자체들의 도시재개발과 신도시개발, 국외 도시개발시 물순환시스템을 구축하는 경우 물순환과 관련된 기초자료로 활용할 수 있으리라 판단된다.

• 한국지구과학회:학술대회논문집
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• 2001.09a
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• pp.54-54
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• 2001

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.37-37
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• 2011

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.35-37
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• 2004

• Proceedings of the Korea Water Resources Association Conference
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• 2016.05a
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• pp.95-95
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• 2016

한반도 중부지방은 2014년과 2015년에 연이은 강수량 부족으로 많은 지역에서 가뭄 현상이 나타났다. 특히, 한반도는 여름철에 강수가 집중되는 몬순기후대에 속하기 때문에 여름철 강수량은 생활용수나 농업용수 확보 등 이수 측면에서 매우 중요하다 할 수 있다. 이러한, 한반도(남한)의 중부지역 가뭄을 유발하는 강수량의 부족 현상은 대략 5-10년(평균 7-8년) 주기로 반복된다. 그리고 이러한 10여년 주기 변동성과 더불어 예외적인 경우가 발생하고 매번 그 심도도 변화한다. 이러한 주기성을 우연이라 보기는 어려울 것이나 예외적인 경우나 심도를 가늠할 수 없다는 점(인과관계가 불분명하다는 점)에서 확정론적 현상이라 단정하기도 어려운 현실이다. 따라서 본 연구에서는 이러한 주기적 가뭄을 야기하는 강수량 변동의 원인을 지구물리학적 측면에서 추론해 보고자 한다. 가뭄은 인위적인 조건에 의해서도 발생하고 인과관계에 따른 정의도 다양하지만, 본 연구에서는 자연 상태에서 강수량의 부족에 의한 가뭄 조건만을 고려하였다. 강수과정은 지구의 물순환 운동에 의해 야기되고 지구의 물순환 운동은 지구의 역학적 운동 및 상호작용 관계에 의해 발생한다고 알려져 있다. 따라서 본 연구에서는, 지구물리 과정의 일부로 강수과정을 유발하는 지표인자로 SST와 같은 기후 인자에 대해 변동 주기의 상관성을 범지구적인 시공간 규모에서 검토하였다.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.330-343
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• 2020

In this study, STEAM program on the subject of 'atmospheric circulation and surface current' was produced based on data and applied to 106 first-year high school students to analyze its effect and problem-solving processes. This program was organized to collect, refine, visualize, and analyze data and to allow communication processes to proceed based on these results. Using this, the concept of circulation in daily life was expanded from a global perspective to identify problems about circulation around the world. As a result of the application of the program, significant changes were identified in knowledge information processing competency. Also, significant changes were made in terms of convergence and creativity, which are sub categories among STEAM core competencies. It also sought to obtain suggestions for data-based STEAM education by analyzing students' responses in the form of a Text network.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.24-31
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• 2008

This study aims at examining the concepts that apply in understanding the water cycle, to inquire into the concept related to the unit of earth structure that are taught in the Earth Science I. Analysis of word association, drawing and questionnaires showed that it was difficult for them to understand the water cycle within the earth system, and to put components into one integrated system together. In other words, it showed that they have a low standard of understanding in connection with the water cycle, that their understanding of water cycle are simple thoughts rather than systematic thought. It showed that they had an understanding of the atmosphere and hydrosphere to some extent, but they took no notice of the effect of the lithosphere or biosphere, nor do they have an understanding of its effect. Analysis of questionnaires showed that they have no well understanding of water cycle of cyclic nature, and that they have low standard of understanding of the components of water cycle.