• Journal of the Korean earth science society
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• v.21 no.4
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• pp.479-487
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• 2000

To investigate the trend of earth science education researches published in ${\ulcorner}$The Journal of the Korean Earth Science Society${\lrcorner}$ during last 20 years, 106 articles were analyzed. The results show that the number of researches in earth science education has increased, especially in recent two years. From the perspective of areas. general earth sciences were studied more than other areas such as astronomy, geology, and meteorology. From the perspective of subjects, students, especially high-school students, were studied more than teachers. From the perspective of research methodology, survey including content analysis of textbooks or curriculum were most preferred. In contrast, literature study were never accomplished. From the perspective of contents, researches of leaching/learning were the most common. It is notable that few studies were about educational assessment or teacher training.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.562-571
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• 2014

In the celebration of the $50^{th}$ anniversary of the Korean Earth Science Society, the whole articles published in Journal of the Korean Earth Science Society (JKESS) were quantitatively analyzed. JKESS has played a major role in exchanging academically among earth science education specialists and in educating next generation for the last 36 years since it was founded in 1979. The total number of 1544 articles in thirty five volumes about the earth sciences and the earth science pedagogy has been published by August, 2014, and the number of the yearly published articles has been increasing. Regarding the research area, 69.3% was published in earth sciences and the other 30.7% was in earth science education; the percentage of research articles in geology, atmospheric science, environmental science, oceanography, and astronomy was 55.2, 17.6, 16.0, 6.0, and 5.2%, respectively. The number of research articles on atmospheric science and environmental science has recently been increasing, whereas, earth science education research articles have been" decreasing, which was similar to the pattern seen fifteen years ago. We thought that one of the reasons was related to a new journal named, "Journal of the Korean Society of Earth Science Education" started to publish in December, 2008. The number of articles authored or co-authored with foreigner scholars was totaled 53, which is only 3.4% of the entire number of published articles. It suggests that international advertisement via public relations as well as the development of English homepage be necessary. In order to become an excellent registered academic journal, it is the time to comprehensively discuss how to improve both the quality growth and the quantity of JKESS. According to the Ministry of Education, it is now in its planning stage to convert the current registration system of the academic journals to the autonomous evaluation system in academia. Therefore, we recommend that Journal of the Korean Earth Science Society be prepared for the upcoming future change.

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.608-608
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• 2002

• Journal of the Korean earth science society
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• v.24 no.7
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• pp.650-656
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• 2003

Since the year 2000, emphasis has been placed on a more strict evaluation of national academic societies and their journals, which has caused most societies to endeavour to produce higher quality journals and research. Korean Earth Science Society (KESS) should be such an exemplary model. Thus, the purpose of this study was to isolate characteristics of well-evaluated academic societies and explore the direction KESS should proceed to better its educational agents and strengthen its research contributions. Back in 2002, the Korean Research Foundation graded the journal of KESS as an officially qualified journal. It was bequeathed the first institute to be registered in the category of Earth Science. Furthermore, such classification was accepted as national academic classification and Scientific Citation Index through a public hearing executed by the Korea Institute of Science and Technology Evaluation and Planning in 2003. Currently, the Korean Research Foundation is reviewing a proposal to approve Earth Science as a unique citation index category. This proposal is quite crucial in that such an approval would be followed by increased funding and affect the future status of KESS. More support and interest from all members of KESS are required to establish the identity of Earth Science as an independent academic entity.

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.609-609
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• 2002

• Journal of the Korean earth science society
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• v.23 no.7
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• pp.607-607
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• 2002

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.736-736
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• 2002

• Journal of the Korean earth science society
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• v.25 no.2
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• pp.115-115
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• 2004

• Journal of the Korean earth science society
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• v.22 no.2
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• pp.147-158
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• 2001

Recently, with the increase of environmental problems, the importance of environmental education has also been emphasized. Science is a subject that enormously contributes to education about the environment, education in the environment, and education for the environment. Among various fields of science, earth science has a large amount of contents related environmental education, from the perspectives that the subjects of earth science are natural and artificial changes in the earth surface. Accordingly, it is clear that earth science education can play an important role in environmental education. This is proved in the fact that the goal and specifics of earth systems education coincidence with those of environmental education. Earth science curriculum in Korea, however, contains few contents related to environmental education. Earth science education that concerns our environment as a whole will help not only catch a new interest on the field of earth science but actively participate in solving our environmental problems.

• Journal of the Korean earth science society
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• v.43 no.1
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• pp.210-223
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• 2022

This study explores the criteria of climate change model evaluation by preservice Earth science teachers. The participants in this study were 25 preservice Earth science teachers who attended lectures on modeling-based science learning for 3 weeks in an Earth science education major course. The evaluation criteria of climate change models were categorized inductively using reports written by preservice Earth science teachers and post-interviews. The results showed that preservice Earth science teachers used various epistemic and communicative criteria to evaluate climate change models. Implications for modeling-based climate-change learning were suggested based on these results.