• Journal of The Korean Association For Science Education
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• v.37 no.3
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• pp.465-481
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• 2017

This study is a research synthesis analyzing how field geology education is conducted in domestic and foreign countries in the recent 20 years and how it reflects the characteristics of authentic geologic inquiry. For these purposes, we first drew five elements of inquiry in field geology (observation, representation, abductive reasoning, spatial thinking, and diachronic thinking) considering the field geologists' actual research method as well as its pedagogical significance in science education. We developed analysis criteria for field geology education. The 53 cases were analyzed based on each element of inquiry in field geology and its sub-elements, and also the tendency of overall elements. As a result, observation and representation were included in most cases, but there appeared less frequency in order of abductive reasoning, spatial thinking, and diachronic thinking. For observation, the ratio of purposive observation and autonomous observation is high. For representation, both visualizing and linguistic type of representation and free-form representation appear frequently. For abductive reasoning, the step of generating hypothesis is often included and the hypothesis tends to be about the geological formatting process. For spatial thinking, type of self-location and perception of the spatial configuration of the structure appear at a high rate. For diachronic thinking, type of stratigraphic sequence is the most frequent. The proportions of the cases including three or more elements of inquiry in field geology consist 87% of the total. We suggested implications for improving geological fieldwork as authentic science inquiry in the future.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.531-554
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• 2020

In order to provide explanations of the practice of the abductive inquiry-based outdoor geological fieldwork education, this study examined the characteristics of students' performance in geological fieldwork before and after the introduction of explicit learning of geologic knowledge and inquiry. To this end, a 21st-class program was developed in the order of pre-evaluation, initial fieldwork, explicit learning of geologic knowledge and inquiry, and post-evaluation and applied to nine middle school students. As research data, outdoor geological fieldwork class recording data and students' activity sheets were collected and analyzed qualitatively. As a result, during the initial fieldwork, students caught clues of low geological importance and used everyday experience and/or general scientific knowledge as a rule when asked to generate hypotheses about the origin of the clues. Also, students evaluated their hypotheses by the scientific accuracy of the rule or their own criterion. Meanwhile, during the final fieldwork, students frequently caught key clues in geologic perspectives and generated geological event hypotheses related to the clues by borrowing geologic knowledge as a rule. Furthermore, students scientifically evaluated their hypotheses based on the consistency of evidence and rules. Combining these results, the effects of learners' geological knowledge and inquiry (abduction) abilities as a path model were presented in order to help students carry out a proficient abductive inquiry in geological fieldwork.

• 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.