• Journal of Astronomy and Space Sciences
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• v.33 no.4
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• pp.295-304
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• 2016

The atmosphere strongly affects the Earth's spin rotation in wide range of timescale from daily to annual. Its dominant role in the seasonal perturbations of both the pole position and spinning rate of the Earth is once again confirmed by a comparison of two recent data sets; i) the Earth orientation parameter and ii) the global atmospheric state. The atmospheric semi-diurnal tide has been known to be a source of the Earth's spin acceleration, and its magnitude is re-estimated by using an enhanced formulation and an up-dated empirical atmospheric S2 tide model. During the last twenty years, an unusual eastward drift of the Earth's pole has been observed. The change in the Earth's inertia tensor due to glacier mass redistribution is directly assessed, and the recent eastward movement of the pole is ascribed to this change. Furthermore, the associated changes in the length of day and UT1 are estimated.

• Journal of Science Education
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• v.32 no.2
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• pp.87-102
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• 2008

The purposes of this study were to analyze vocabularies used the section of 'Living Earth' in 11-grade Earth science textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 11th grade students as difficult ones. For the purpose, we extracted the Earth science vocabularies from six textbooks, and classified into the scientific and non-scientific vocabularies with SWA program based on the standard Korean language dictionary. Also, we investigated the difficulty of each vocabulary by using questionnaire to three hundred sixty students. From the results analyzed with the program, it was found that the frequency of the scientific vocabularies out of the level was the largest any other level in all textbooks. And from the survey, most of the vocabularies selected by students as difficult to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered in developing science textbooks and difficult vocabularies should be replaced to easy ones within the limits of changeless in the meanings.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.521-530
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• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.140-150
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• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of Space Technology and Applications
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• v.3 no.1
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• pp.1-25
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• 2023

In this paper, I briefly introduce recently terminated, current, and future scientific spacecraft missions for in situ and remote-sensing observations of Earth's and other planetary magnetospheres as of February 2023. The spacecraft introduced here are Geotail, Cluster, Time History of Events and Macroscale Interactions during Substorms / Acceleration, Reconnection, Turbulence, and Electrodynamics of the Moon's Interaction with the Sun (THEMIS / ARTEMIS), Magnetospheric Multiscale (MMS), Exploration of energization and Radiation in Geospace (ERG), Cusp Plasma Imaging Detector (CuPID), and EQUilibriUm Lunar-Earth point 6U Spacecraft (EQUULEUS) for recently terminated or currently operated missions for Earth's magnetosphere; Lunar Environment Heliospheric X-ray Imager (LEXI), Gateway, Solar wind Magneto-sphere Ionosphere Link Explorer (SMILE), HelioSwarm, Solar-Terrestrial Observer for the Response of the Magnetosphere (STORM), Geostationary Transfer Orbit Satellite (GTOSat), GEOspace X-ray imager (GEO-X), Plasma Observatory, Magnetospheric Constellation (MagCon), self-Adaptive Magnetic reconnection Explorer (AME), and COnstellation of Radiation BElt Survey (CORBES) approved for launch or proposed for future missions for Earth's magnetosphere; BepiColombo for Mercury and Juno for Jupiter for current missions for planetary magnetospheres; Jupiter Icy Moons Explorer (JUICE) and Europa Clipper for Jupiter, Uranus Orbiter and Probe (UOP) for Uranus, and Neptune Odyssey for Neptune approved for launch or proposed for future missions for planetary magnetospheres. I discuss the recent trend and future direction of spacecraft missions as well as remaining challenges in magnetospheric research. I hope this paper will be a handy guide to the current status and trend of magnetospheric missions.

• Journal of the Korean earth science society
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• v.24 no.1
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• pp.36-45
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• 2003

This study is made for examining the characteristics of the lead-zinc deposition from the mineralogy of pyrrhotite at the Yeonhwa 1 Mine, Korea. The pyrrhotite of the Yeonhwa 1 mine is divided two species; the pynhotites I and II. The pyrrhotite I that represents the product in Stage II mineralization is characterized by hexagonal pyrrhotite occurring as the mechanical mixtures of hexagonal and monoclinic phases with various proportion. These mixtures might be formed from 'primary' hexagonal pyrrhotite by the subsequent retrograde reaction and/or by the influence of later mineralization in Stage III. Whereas the pyrrhotite II crystallized out in later Mineralization Stage III (hydrothermal stage) is always monoclinic variant with ferromagnetic properties; no two phase mixtures have been recognized.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.762-771
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• 2010

The purpose of this study was to make a suggestion for the direction of writing textbook by comparing and analyzing the contents about 'Adiabatic Change' in earth science I textbooks. For this study, six textbooks were chosen among the eight government-authorized earth science I textbooks that were in general use in schools. Based on the researcher's preview of the six chosen textbooks, three categories were established as a criteria for analysis of the contents of 'adiabatic change': definitions, illustrations, and experiments. Thirty five preservice secondary teachers participated in analyzing the six textbooks based on the above three categories. Each of the six books was given an alphabet from A to F. The analysis results were as follows: Textbook A was turned out as the best textbook in the category of definition, textbook C as the best in the category of illustration, and textbook B as the best in the category of experiment about the concept of 'adiabatic change'. However, each of the six earth science textbooks showed an insufficient part in one way or the other. The results imply that the inaccurate and inappropriate information would not only make the students difficult to understand the adiabatic change but also lead them to some level of misconceptions. Therefore, there need to reconstruct the contents of textbooks to be more systematic, accurate, and complete.

• Journal of Environmental Science International
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• v.31 no.7
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• pp.617-635
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• 2022

The effect of coupled data assimilation (DA) on the meteorological prediction in the west coastal region of Korea was evaluated using a coupled atmosphere-ocean model (e.g., COAWST) in the spring (March 17-26) of 2019. We performed two sets of simulation experiments: (1) with the coupled DA (i.e., COAWST_DA) and (2) without the coupled DA (i.e., COAWST_BASE). Overall, compared with the COAWST_BASE simulation, the COAWST_DA simulation showed good agreement in the spatial and temporal variations of meteorological variables (sea surface temperature, air temperature, wind speed, and relative humidity) with those of the observations. In particular, the effect of the coupled DA on wind speed was greatly improved. This might be primarily due to the prediction improvement of the sea surface temperature resulting from the coupled DA in the study area. In addition, the improvement of meteorological prediction in COAWST_DA simulation was also confirmed by the comparative analysis between SST and other meteorological variables (sea surface wind speed and pressure variation).

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• The Bulletin of The Korean Astronomical Society
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• v.24 no.2
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• pp.21-22
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• 1999