• Journal of Korean Elementary Science Education
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• v.17 no.2
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• pp.103-111
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• 1998

The purpose of this study was to investigate the relationship among spatial ability, learning styles, visual-perception- recall abiltiy, and the conceptual construction of the earth and moon's motion. Four paper-and-pencil tests were used to measure students' cognitive variables. Spatial ability was measured by Spatial Visualization Test, visual-perception-recall ability was measured by Rey's Figure which also have used to test visual- perception-recall ability of right-temporal lobes, and VVT were used to investigate students' learning styles. further, the test of concept construction was consisted of 15 items about the earth and moon's motion developed by researcher One hundred and twenty-seven 6th-, one hundred and sixteen 7th-, eighty-seven 9th-grade, ninety-three college students were participated in the investigation of the effects of age and learning style on conceptual construction. In the analysis of students' performances, spatial ability, visual-perception-recall ability, and conceptual achievement showed an increasing pattern with grading. In addition, visual learner's conceptual achievement showed a significantly higher score on conceptual test than verbal learner's(p<0.05). The results of the present study supported tile hypothesis that learning styles would differently influence to learning atmospheric concepts by students'learning styles. This study also indicated to be considered the students' spatial ability in learning atmospheric concepts.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.3
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• pp.313-326
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• 2014

The purpose of this study is to explore the applying possibility of the Earth Systems Education(ESE) in elementary school science education through the improving of students' recognition with the earth systematic nature by systems thinking education - for this was the recognizing as earth systematic nature was the key element of ESE, and the systems thinking skill is accredited very effective tool for the understanding with earth systematic nature. For this, the systems thinking's teaching-learning programs were developed and applied to the 6th students (21s) for 10hours' classes. The results of this study are as follows; In most of the 6th students didn't recognize with earth systematic nature from a lack of understanding of the vapor being in every nature environments. In systems teaching-learning classes, most of students participated positively in learning activities and achieved the aim of a lesson. In the testing results for students' recognition improving to earth systematic nature after the systems thinking education, about 24% students were showed the improving results of the recognition with earth systematic nature. Consequently, It is suggested that just as the achieving of the points of ESE in elementary school science education, the approaching method of the systems thinking education is worth attempting to applying of the ESE.

• Proceedings of the Petrological Society of Korea Conference
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• 2006.05a
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• pp.47-47
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• 2006

• 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 the Korean earth science society
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• v.25 no.5
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• pp.348-363
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• 2004

The purpose of this study was to classify types of preconception about the motion of the moon held by middle school students and find out how the lesson applying cognitive conflict instructional model changes their conceptual view of the motion of the moon. A quantitative study was first conducted with 48 ninth graders and then followed by a qualitative study. In the qualitative study, male and female students were organized into groups of five and ten respectively. Students were instructed to observe the motion of the moon about for a month and at the same time were taught via the cognitive conflict instructional model for three class periods. Data were collected from interviews and a questionnaire evaluating the degree of concept development that each student showed. A majority of students were found to hold misconceptions formed from elementary school programs on the motion of the moon. Further, students showed lack of scientific ability to interpret the phenomena of the moon. This study showed that the cognitive conflict instructional model was effective for students to make progress regarding their conceptual views of the motion of the moon. However, it was observed that misconceptions by students may possibly occur when two dimensional figures or miniatures were used.

• Proceedings of the KSRS Conference
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• 2003.11a
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• pp.831-833
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• 2003

We have evaluated the accuracy of digital elevation models of Jeju island generated with three different sensors, NASA JPL TOPSAR, JERS-1 SAR, KOMPSAT-1 EOC using Interferometric SAR and stereo photogrammetry. Characteristics and limitations of each method are described.

• The Bulletin of The Korean Astronomical Society
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• v.32 no.1
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• pp.87.1-87.1
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• 2007

• Bulletin of the Korean Space Science Society
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• 2007.04a
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• pp.37-37
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• 2007

• Journal of Astronomy and Space Sciences
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• v.27 no.2
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• pp.97-106
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• 2010

To prepare for a Korean lunar orbiter mission, a precise lunar orbit propagator; Yonsei precise lunar orbit propagator (YSPLOP) is developed. In the propagator, accelerations due to the Moon's non-spherical gravity, the point masses of the Earth, Moon, Sun, Mars, Jupiter and also, solar radiation pressures can be included. The developed propagator's performance is validated and propagation errors between YSPOLP and STK/Astrogator are found to have about maximum 4-m, in along-track direction during 30 days (Earth's time) of propagation. Also, it is found that the lifetime of a lunar polar orbiter is strongly affected by the different degrees and orders of the lunar gravity model, by a third body's gravitational attractions (especially the Earth), and by the different orbital inclinations. The reliable lifetime of circular lunar polar orbiter at about 100 km altitude is estimated to have about 160 days (Earth's time). However, to estimate the reasonable lifetime of circular lunar polar orbiter at about 100 km altitude, it is strongly recommended to consider at least $50\;{\times}\;50$ degrees and orders of the lunar gravity field. The results provided in this paper are expected to make further progress in the design fields of Korea's lunar orbiter missions.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.