• Journal of the Korean earth science society
• /
• v.32 no.2
• /
• pp.212-224
• /
• 2011

In school science class, actual geological field trips tend to be restricted due to a number of problems including travel distance, cost, safety, and so on. Therefore, alternative way should be sought to provide students with the benefits of actual field trip. The purpose of this study is to develop web-based virtual field trip (VFT) about Jeju island in Korea by using flash panorama, and to explore a variety of ways to utilize the VFT. The characteristics of Jeju VFT are as follows: it provides virtual space for secondary school students to learn about volcanic topography and geology; students can access contents in a non-sequential order by virtue of web-based system, and students can control learning pace according to their ability; it is possible to investigate the same field site repeatedly, not limited by time and space; it presents differentiated worksheets for different school grade; it provides diverse complementary web contents, e. g., closeup features, thin sections, inquiry questions, and explanations of outcrops. We proposed several ways with instructional models to utilize Jeju VFT in science class and extra-school curricular as well.

• Journal of the Korean earth science society
• /
• v.35 no.3
• /
• pp.180-191
• /
• 2014

In this study, a geological field trip learning program using 3 Dpanorama virtual reality (PVR) techniques is developed to learn about the Chaeseokgang area located in a national park near Byeonsan-bando, Jeonbuk, Korea. The developed $360^{\circ}{\times}180^{\circ}$ PVR program can show every face of observational points and interact as zoom-in, zoom-out and image rotation. For the educational effects of the materials, it is provided with a compass, a protractor for measuring the dip of strata and observation of specimen of observational points. It also assists students to learn by providing enlarged images, pop-up windows, and expert explanation main observational points. The program is applied to the class of 35 gifted students in middle school to investigate the effectiveness of the program. The results showed that positive responses of the students were 85% or more. It is suggests that this program be used as indirect situated learning material and a solution to geological field trip problems like cost, safety, distance, and so on geological learning of middle school science.

• 한국지구과학회:학술대회논문집
• /
• 2010.04a
• /
• pp.22-22
• /
• 2010

우리들은 초 중등교육을 통해 암석의 종류와 특징, 지질형태와 퇴적구조, 그리고 화석에 대해 지속적으로 교육 받아왔다. 그러나 암석이나 노두를 보고 학교에서 배운 지식을 바르게 적용할 수 있는 학생은 매우 드물다. 또한 아름다운 경관을 보며 지질학적으로 형성과정을 해석할 수 있는 사람도 매우 드물 것이다. 여기서는 지질경관에 대한 정보를 어떻게 제공하고 있는가에 대한 연구 성과를 정리해보고 문제점을 도출하고자 한다. 현재까지 지질경관을 알려주는 연구 성과를 크게 나누면 3종류가 있다. 첫째, 지질학습장의 개발 및 활용에 관한 연구이다. 이 부류의 수집된 자료는 학위논문(29편)과 전문학술지(27편)로 현재 56편이나 검색에 따라 더 늘어날 것이다. 이들은 야외 노두에 대한 효과적인 지질학습을 위한 자료개발을 위주로 하고 있다. 이러한 내용들은 전문가 양성에는 대단히 좋은 프로그램이지만 청소년이나 일반대중들에게 너무 어려운 내용으로 구성되어 있다. 또한 교육청에서 주관하는 탐방계획으로 "경기도 지구과학교사 연구회"가 있는데, 주로 경기도 한탄강유역을 대상으로 하고 있다. 이 연구회 자료에서는 지역의 특성을 살린 야외지질학습장을 개발하고 현장에 적용하기 위한 노력을 볼 수가 있다. 두 번째로 과학전람회 자료로서 현장교사와 학생들의 야외학습에 대한 인식이 잘 나타나 있다. 수집된 자료는 총 55편으로 야외지질조사를 통해 관찰 자체에 중점을 두었는데, 최근에는 노두관찰에 덧붙여 탐구학습 태도와 창의성을 함양하는 쪽으로 옮겨가고 있다. 세 번째 자료는 일반대중을 위한 서적이다. 이 서적들은 저자들의 전공에 따라 그 내용이 다소 다르다. 즉 일반여행안내 책자는 노두나 암석은 소개하고 있으나 지질학적 설명이 전혀없으며(예, 남도해안 2000리), 지리학자들의 저술에는 지형의 형성을 지질학적으로 설명하려 애쓴 흔적이 보인다(예, 한국지리이야기). 다음으로 지구과학들의 저술은 전형적인 지질답사 안내서에 가까워 내용 자체는 좋으나 흥미가 다소 떨어진다(예, 가족이 함께 떠나는 지질여행, 제주도 지질여행). 지질학과 흥미를 적절히 혼합한 책으로 '우리 땅 과학 답사기'정도가 있다. 최근 한국암석학회에서는 "우리의 명산"을 지질과 경관의 관점에서 해석하려는 심포지엄을 2차례 가졌다. 그러나 그 내용면에서는 경관지질이라는 개념을 정립했다고 보기에는 다소 미흡 하나, 황상구 교수의 주왕산에 관한 내용은 앞으로 경관지질 연구에 대한 발전의 여지를 보여주었다. 앞으로 지질경관에 대하여 지질학적 야외답사나 과학지식 습득에 국한시키지 말고, 그 지역의 특성을 살린 관광 또는 민속과 연계하여 지구과학적 학습효과와 더불어 인성교육에 도움이 되는 학습 콘텐츠를 개발하도록 노력해야 할 것이다. 일반 대중이 우리나라의 빼어난 지질 경관을 손쉽게 이해하고 즐기게 되면, 세계자연유산이나 세계지질공원을 지정 받는 과정도 더 쉬워질 것이다.

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.735-750
• /
• 2015

The purpose of this study is to draw an educational implication by analyzing the context of narrative texts, students' narrative thinking, and their academic achievement. We investigated text types in students' geological field trip reports, the reason why students favors narrative texts, the relationship between narrative texts and their scientific knowledge recall, and the relationship between narrative thought and academic achievement. All students used expository texts, 82% of them expressed argumentative texts, and 36% of them used narrative texts. It is likely that students use more narrative texts because students were in the context of outdoor activity and so, their emotional feelings were more activated than when they are doing lab activities. The academic characteristics of earth science seemed to contribute more narrative texts in students' reports. The post-test revealed that students with narrative texts recalled better than the others. On the other hand, there were no statistically meaningful differences in academic achievement between the two groups. However, we have noted that female students whose reports contain narrative texts achieved significantly higher scores than female students whose reports are without narrative texts. From in-depth interviews, we found that students who properly used both paradigmatic and narrative mode of thought were in a more advantageous position than those who used narrative thought only. It was also found that some narratively thinking students tended to feel uncomfortable with the way of learning or evaluating questions about science. In the future, a complementary approach of narrative and paradigmatic mode of thoughts would be encouraged by understanding students' tendency of thinking.

• Journal of the Korean earth science society
• /
• v.42 no.1
• /
• pp.88-101
• /
• 2021

The purpose of this study was to qualitatively examine the meaning of students' drawings in outdoor classes and modeling-based learning cycles. Ten students were observed in a gifted education center in Seoul. Under the theme of the Hantan River, three outdoor classes and three modeling activities were conducted. Data were collected to document all student activities during field trips and classroom modeling activities using simultaneous video and audio recording and observation notes made by the researcher and students. Please note it is unclear what this citation refers to. If it is the previous sentence it should be placed within that sentence's punctuation. Hatisaru (2020) Ddrawing typess were classified by modifying the representations in a learning context in geological field trips. We used deductive content analysis to describe the drawing characteristics, including students writing. The results suggest that students have symbolic images that consist of geologic concepts, visual images that describe topographical features, and affective images that express students' emotion domains. The characteristics were classified into explanation, generality, elaboration, evidence, coherence, and state-of-mind. The characteristics and drawing types are consecutive in the modeling-based learning cycle and reflect the students' positive attitude and cognitive scientific domain. Drawing is a useful tool for reflecting students' thoughts and opinions in both outdoor class and classroom modeling activities. This study provides implications for emphasizing the importance of drawing activities.

• 한국지구과학회:학술대회논문집
• /
• 2002.09a
• /
• pp.27-27
• /
• 2002

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.105-110
• /
• 2006

• Journal of the Korean earth science society
• /
• v.34 no.2
• /
• pp.162-172
• /
• 2013

The purpose of this study is to investigate the effects of flash panorama-based virtual field trips (VFT) as a supporting tool for geological field activity on middle school students' spatial visualization ability, conceptual understanding, and perceptions. A total of 17 middle school students participated in a three day long actual geological field trip around Jeju Island where a three-phase instructional model is applied for utilization of flash panorama-based VFT, which was proposed by Kim and Lee (2011). With one-group pretest-posttest pre-experimental design, data were collected using questionnaire and were analyzed to find out a change in students' spatial visualization ability and volcanic concept understanding, and their perceptions about the utilization of flash panorama-based VFT. Findings are as follows: First, the effect of utilizing flash panorama-based VFT in actual field trip revealed that there was meaningful increase in 'spatial relation' category of spatial visualization ability and 'knowledge' and 'comprehension' domains of volcanic concept understanding. Second, majority of students showed positive gain index in both spatial visualization ability and volcanic concept understanding. Lastly, participating students showed much interest and high satisfaction, and positive perception on the use of VFT. They also perceived that the utilization of flash panorama-based VFT could help in carrying out an actual field trip in terms of cognitive and geographical factors.

• 한국지구과학회:학술대회논문집
• /
• 2005.09a
• /
• pp.320-320
• /
• 2005

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
• /
• v.10 no.3
• /
• pp.171-180
• /
• 2005

Related to the tsunami impact caused by the 2004 Sumatra earthquake, field excursion of the title 'Tsunami impact on the coastal zone of Thailand' was carried out along the damaged coasts of Thailand fur three days. The damaged coastal zones along the Andaman Sea coasts of Thailand are classified into the severely damaged, the moderately damaged, and the slightly damaged coastal zone by the degree of damage. Channels of the river- mouths were widen, and the beach sands were eroded, transported, and then redeposited in the near shore or in the back beach area. Field excursion stops were 12 in the representative areas like Phang Nga province, the severely damaged coastal zone and Phuket Island, the slightly damaged coastal zone. In this report, the geo-logical effects on the coastal zone of Thailand by tsunami will be mainly illustrated by the satellite data before and after tsunami and the photographs taken during the field excursion.