• Journal of the Korean Society of Earth Science Education
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• v.16 no.1
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• pp.1-12
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• 2023

The purpose of this study is to investigate earth science pre-service teachers' perceptions and educational utilization of geoparks. It is intended to provide implications of geopark education in the current curriculum and effective geopark education. Education using geoparks has the effect of helping students cultivate inquiry and learning skills, enhancing students' participation in classes. To provide education with these results, it is necessary to deliver meanings of the geopark education to of earth science pre-service teachers who will educate future generations. However, despite the advantages and needs of geopark education, earth science pre-service teachers lack an understanding of geoparks. In this study, 56 pre-service teachers enrolled in earth science education at a university in Gyeongsangbuk-do were investigated for: their perception levels of geoparks, experience, necessity, and learning method of geopark education. As a result, earth science pre-service teachers were well aware of the geoparks, but they lacked knowledge of domestic and global geoparks, confirming the need for geopark education. Currently, the degree of geopark education in the secondary curriculum is insufficient, and earth science pre-service teachers feel the need for it. However, since the understanding of geopark is lacking, support for geopark education is needed. Earth science pre-service teachers being positive about the need for geopark education, it is expected that geopark education will be active in the field of earth science, social, and comparison education when they become teachers in the future.

• Korean Journal of Heritage: History & Science
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• v.47 no.2
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• pp.32-45
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• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.311-324
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• 2021

Recently, ten geosites have been considered in Hwaseong for endorsement as national geoparks, including the Jebudo, Gojeongri Dinosaur Egg Fossils, and Ueumdo geosites. The Jebudo geosite in the southern part of the Seoul metropolitan area has great potential for development as a new geoscience educational site because it has geological, geographical (landscape), and ecological significance. In this study, we described the geological characteristics through field surveys in the Jebudo geosite. We evaluated its potential as a geo-education site based on comparative analysis with other geosites in Hwaseong Geopark. In addition, we reviewed the practical effect of field education at geosites on the essential concepts and critical competence-oriented education emphasized in the current 2015 revised science curriculum. The Jebudo Geosite is geologically diverse, with various metamorphic rocks belonging to the Precambrian Seosan Group, such as quartzite, schist, and phyllite. Various geological structures, such as clastic dikes, faults, joints, foliation, and schistosity have also been recorded. Moreover, coastal geological features have been observed, including depositional landforms (gravel and sand beaches, dunes, and mudflats), sedimentary structures (ripples), erosional landforms (sea cliffs, sea caves, and sea stacks), and sea parting. The Jebudo geosite has considerable value as a new geo-education site with geological and geomorphological distinction from the Gojeongri Dinosaur Egg Fossils and Ueumdo geosites. The Jebudo geosite also has opportunities for geo-education and geo-tourism, such as mudflat experiences and infrastructures, such as coastal trails and viewing points. This geosite can help develop diverse geo-education programs that improve key competencies in the science curriculum, such as critical thinking, inquiry, and problem-solving. Furthermore, by conducting optimized geo-education focused on the characteristics of each geosite, the following can be established: (1) the expansion of learning space from school to geopark, (2) the improvement of understanding of specific content elements and linkage between essential concepts, and (3) the extension of the education scope throughout the earth system. There will be positive impacts on communication, participation, and lifelong learning skills through geopark education.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.3
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• pp.158-171
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• 2018

The purpose of this research was to examine the attitudes toward science on geology and satisfaction of education according to the stage of cognitive development of middle school students mainly on the geoscience education program of IS-GEO(International School for Geoscience and Mineral Resources) which is the KIGAM(Korea Institute of Geoscience and Mineral Resources) and to see what kind of correlation it shows between these. The subjects of research are 139 out of 282 students who participated in the geoscience education program conducted at the IS-GEO which is a KIGAM in 2018 by random sampling. Therefore, the research results are as follows. First, the concrete operational stage was 44%, the transition stage was 32%, the formal operational stage was 24%, 76% of the middle school student's cognitive development level didn't reach at the formal operational stage. Also, attitudes towards science on geology indicated statistically significant differences in the sub-region in "Geology-related science class", "Suburban geological science class", "Recognition of geological science and technology". Second, there was no statistically significant difference in educational satisfaction depending on the stages of every cognitive development. In other words, all participants at the cognitive stages showed high satisfaction with the geological education program which progresses at the IS-GEO, which is the KIGAM. Third, the correlation between educational satisfaction and attitudes toward science on geology showed a statistically meaningful static correlation. Therefore, attitudes toward science on geology can be positively displayed that participants who participated in geoscience education program and training of the IS-GEO have high satisfaction of education in science behavioral system.

• Journal of the Korean Institute of Landscape Architecture
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• v.46 no.5
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• pp.93-107
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• 2018

The concepts of geotourism and geoparks have emerged due to the paradigm shift in tourism and the increased recognition of geosites and geoheritage as legacies that must be protected and preserved. The number of geoparks designated by UNESCO and national governments is increasing globally. The purpose of this paper is to propose directions for enhancing Jeju Geopark to perform as a geological educational venue. This study reviewed the present conditions of the education and communication, the media, and the facilities of the geopark with respect to the required conditions to be effective for geological education. Data surveys, field surveys, visitor questionnaires, and interviews were conducted to examine the educational and guidance system of the geopark, the physical space configuration, and the operation and management methods. The research process is as follows. First, the study analyzed the status of the education and communication in Jeju Geopark, according to the criteria of the UNESCO GGN, using data acquired from the survey. Second, the study analyzed and evaluated the educational and communication facilities, and media, focusing on four aspects of the geopark: the geo-trail, spatial composition and layout, communicational and educational facilities, and the system and design of signboards. Third, the study assessed the perception and satisfaction of visitors to the geopark. Fourth, the study summarized the potential and limitations of the Jeju Geopark through in-depth interviews. The four analyses showed that enhancements in the exploration environment, communication, media, and operation and management system are all necessary for effective geological education. Based on these results, this study suggests directions for enhancing the geopark in the four following aspects. Management and maintenance must be improved to meet UNESCO criteria, while the improvements in the visiting environment quality, the supplementing of communication and facilities, and enhancements in the organization and system of operation and management also must be taken on.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.464-479
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• 2022

In this study, appropriate geosites for geological field trips were explored and measures for their effective utilization in education were discussed, focusing on Okseo-myeon, Sanbuk-dong, Bieung-do, Yami-do, Sinsi-do, and Seonyu-do areas in Gunsan City, Korea. To this end, we analyzed the geological learning elements of the curriculum that were revised in 2015 and selected 7 geosites through field work based on prior research on the study areas. These areas have immense potential as a rich source of information on the Mesozoic geology of the Korean Peninsula, including igneous rocks formed as a consequence of Jurassic and Cretaceous igneous activities, Cretaceous sedimentary rocks, dinosaur footprints, plant fossils, ripple marks, and folds. When the learning elements available at the geosites were compared to those of the curriculum, they contained essentials used in high grade of elementary school and high school, and in particular, they had most of the learning elements used in high school. Accordingly, educational activities that can be carried out in each of the geosites in Gunsan City were proposed.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.611-628
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• 2023

This study aimed to explore the geo-educational value of Deokmyeong-ri in Goseong-gun, Gyeongsangnamdo, through field research. The study area comprises well-exposed outcrops, which can be used as field sites during field trip for studying sedimentary structures (normal grading bedding, cross bedding, ripple, and desiccation crack), coastal depositional environments (coastal cliff, shore platform, and gravel beach), basic principles of relative dating (unconformity, fault, intrusion, and xenolith), and columnar joints. This study evaluated the field sites based on the achievement standards and textbooks used in the science curriculum. The field sites have a high educational value because they exhibit typicality, as mentioned in the textbook, and provide study materials for enrichment learning. Furthermore, Deokmyeong-ri Area has well-developed tourist and educational infrastructures; thus, it is a safe place for geological education.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.72-72
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• 2010

지구과학은 자연과학 중에서 야외 현장에서 자연 현상의 관찰과 조사를 기초로 하는 학문이다. 특히 지질학 분야는 야외 조사를 통해 학생 스스로 탐구하고 문제를 발견함으로써 자연에 대한 흥미와 관심을 갖게 하여 지질학적 현상을 이해하게 한다. 그러나, 충북 지역에서 개발된 야외지질학습장의 부재와 입시위주의 교육환경으로 인하여 교사들은 한정된 범위에서 야외 현장 학습을 계획 및 실시하고 있다. 본 연구에서는 교사들에게 실제 야외학습의 패러다임을 사용한 야외학습장을 개발하여 지구과학 교육과정 중 야외학습의 교육적 자료로 제공 될 수 있도록 하였으며, 이러한 학습장을 토대로 지구과학교육에 야외학습을 쉽게 응용 할 수 있도록 하는데 그 목적이 있다. 이를 위하여 다양한 암석과 지질구조를 가지고 있고, 지리적으로 접근이 편리한 단양군 일대를 야외학습장으로 선정 하였다. 단양군 일대의 야외지질 학습코스에는 앨걸마운드, 어란석, 주상도 작성(석회암층군과 충식석회암), 두족류화석, 부정합관계에 놓인 역암층의 5개의 관찰지점이 있으며 실제 현장에서 각 관찰 지점별로 학생들이 활동할 수 있도록 야외지질 학습 자료를 제시하였다.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.291-302
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• 2018

The purpose of this study is to investigate pre-service middle school earth science teachers' perceptions about the learning of geological field trip. The study sample consists of 39 undergraduate students at the university located in a metropolitan city. Additionally, 4 pre-service earth science teachers are semi-structure interviewed. The instrument of the study includes a 5-category perception about the learning of geological field trip, which consists of needs, educational values, educational experience, teaching methods, and training for learning. The results are as follows. First, participants are important to the need and educational values of learning about the geological field trip regardless of gender and grade level. Second, all participants have experienced geological field trip in college. They have more opportunities to experiment for field trip as they advance to higher grade. There is significant difference between lower and higher graders in terms of the goal of learning about geological field trip. It needs a new lesson model to teach geology between men and women regarding teaching methods category. In order to practice geological field trip in school, participants perceive that they need the knowledge of geological context, experiment of field trips, and how to teach geological field trip to students. This study suggests that pre-service earth science teachers' perceptions include how to teach and learn geological field trip during their college year.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.