• Journal of the Korean earth science society
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• v.28 no.6
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• pp.673-685
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• 2007

The purpose of this study was to investigate Earth Systems Understandings (Mayer, 1991) and Earth Systems meaning generation reported by science-talented students who participated in a geological field trip. The eight (4 female and 4 male students) field trip reports were randomly selected among all the reports written by twenty eighth-grade students who joined Shiwha-Lake field trip in Korea. The three-step program, including preparation, field trip, and summary, was provided to the students in order to facilitate meaningful learning through outdoor teaming activities. Seven Earth Systems Understandings and thematic types (Keys, 1999) were used to analyze the reports. The results of this study indicated thai aesthetic views and stewardship toward the Earth, which were the most distinguishing characteristics in Earth Systems Education, were reflected on most of the reports. The results also showed that the students tried to represent their understandings in such a type as meaning extension, meaning enhancement, or meaning elaboration. Overall, many students used 'knowledge-telling' process with a long list of observations and facts, whereas a few students used higher-order 'knowledge-transforming' process by coordinating their findings with interpretations and reasoning in their writings.

• Journal of The Korean Association For Science Education
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• v.35 no.4
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• pp.735-750
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• 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
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• v.28 no.6
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• pp.686-698
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• 2007

The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.