• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of the Korean earth science society
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• v.32 no.1
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• pp.84-98
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• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Journal of the Korea Convergence Society
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• v.8 no.10
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• pp.173-183
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• 2017

The purpose of this study is to develop students' creativity and artistic sensitivity by developing a convergence education program that links various subjects, including mathematics, science, and art based on design. Design is done in almost every human activity that pursues beauty and implements cultural value through patterns and images. We have developed three programs for elementary school students and two programs for middle school students, taking into consideration the achievement standards and curriculum content appropriate for the 2015 revised curriculum. It was assessed by a panel of five educational experts during the development and demonstration courses to evaluate the feasibility of the development program. The development program can enhance the design literacy and design sense of elementary and junior high school students and can be used convergent educational contents that can be applied in the free-semester system activities of junior high school. Through this program, adolescents who will lead the future design society will be able to acquire the sense of design, literacy, and design ability as design consumers and producers.

• Hwankyungkyoyuk
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• v.13 no.1
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• pp.75-86
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• 2000

The purpose of this study is to analyze the content of environmental inquiry activities and values of elementary school students written in their reports of the Energy Environment Inquiry Activity Contest which is a unit contest of the Youth Science Festival held annually in Korea and get some ideas for the valuable way of Korean environmental education. 10 teams' reports were gathered and the locality, class study area, inquiry theme, inquiry method and values were analyzed and introduced as case studies to get some insights to teach elementary school students environmental values through inquiry activities of science subject approach. Each teams set various inquiry themes in the content domain of energy resources and earth environment conservation focusing on each team's geographical characteristics and occurring environmental problems in their local areas. There were 16 sentences representing technocentrism and 12 sentences representing ecocentrism. 5 of 10 teams showed both of technocentrism and ecocentrism in their reports. But their was only scientific knowledge without any environmental values in one team's report. Inquiry activity is a good teaching-learning method to develop environmental literacy. There should be environmental values involved as far as it is the environmental inquiry activities using environmental subject matter. The result of this study proposes that environmental educators should actively intervene for inquirers to set a stage in the whole process to search for an alternative to solve environmental problems involved in their project activities. The reason is because the environmental education in the elementary school is established to operate by the infusion way into various subjects already existed in the Korean curriculum.

• Journal of Christian Education in Korea
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• v.67
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• pp.339-375
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• 2021

The author considers that contemporary society has entered the era of 'life on earth in peril' as a very serious situation in comparison with the past, and assumes that this life-in-peril situation, known as 'life crisis,' is one of the most urgent and important issues in Christian education as well as in public education. This urgency and importance is mainly based on the belief that Christianity is the religion of life that values all living beings' life and all Christians have the sacred vocation to cope with this crisis of life on earth, given by the life-giving God. For this reason, this study aims at identifying some tasks that Christian education should perform in the era of imperiled life, premising that diverse life-threatening situations and circumstances in today's world are closely related to the Christian Sabbath. More specifically, first of all, this article analyzes some notable phenomena of the life crisis in the contemporary world, such as deaths from intentional self-harm (suicides), deaths from industrial accidents and disasters, the real-life situation of vulnerable populations, people's indifference and insensitivity to the situation, and natural environmental degradation, by reflecting on current global issues as well as issues in Korea. This paper also criticizes neoliberalism, productivism, consumerism, economic materialism, egotism, and anthropocentrism as ideologies for causing these phenomena. After the criticism, the author interprets, from biblical and theological perspectives on the Christian Sabbath, main purposes and meanings of the Sabbath for contemporary society that are deeply connected with the crisis of life on earth: confessing that God takes the initiative to govern every creature's living and being; building the relationship with the God who has given the power of life to all living beings; practicing the Sabbath rest by living a holy life; and participating in the Sabbath rest as 'life-giving ministry.' In conclusion, this article suggests Christian educational practices that confront the life crisis, rooted in the purposes and meanings of the Christian Sabbath: reminding participants of the belief that God is the source of life on earth; cultivating 'life literacy'; helping people to resist the crisis of life; and encouraging humans to pursue the well-being and peace of both humanity and the earth.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.13-35
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• 2023

Ocean currents play the most important role in causing and controlling global climate change. The water depth of the Yellow Sea is very shallow compared to the East Sea, and the circulation and currents of seawater are quite complicated owing to the influence of various wind fields, ocean currents, and river discharge with low-salinity seawater. The Yellow Sea Warm Current (YSWC) is one of the most representative currents of the Yellow Sea in winter and is closely related to the weather of the southwest coast of the Korean Peninsula, so it needs to be treated as important in secondary-school textbooks. Based on the 2015 revised national educational curriculum, secondary-school science and earth science textbooks were analyzed for content related to the YSWC. In addition, a questionnaire survey of secondary-school science teachers was conducted to investigate their perceptions of the temporal variability of ocean currents. Most teachers appeared to have the incorrect knowledge that the YSWC moves north all year round to the west coast of the Korean Peninsula and is strong in the summer like a general warm current. The YSWC does not have strong seasonal variability in current strength, unlike the North Korean Cold Current (NKCC), but does not exist all year round and appears only in winter. These errors in teachers' subject knowledge had a background similar to why they had a misconception that the NKCC was strong in winter. Therefore, errors in textbook contents on the YSWC were analyzed and presented. In addition, to develop students' and teachers' data literacy, class materials on the YSWC that can be used in inquiry activities were developed. A graphical user interface (GUI) program that can visualize the sea surface temperature of the Yellow Sea was introduced, and a program displaying the spatial distribution of water temperature and salinity was developed using World Ocean Atlas (WOA) 2018 oceanic in-situ measurements of water temperature and salinity data and ocean numerical model reanalysis field data. This data visualization materials using oceanic data is expected to improve teachers' misunderstandings and serve as an opportunity to cultivate both students and teachers' ocean and data literacy.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.76-92
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• 2002

OECD/PISA(Programme for International Student Assessment) is significant in that it is the first international comparative study assessing 15-year-old students' scientific literacy. Based on Korean students' results of percent correct in 35 science items, several characteristics such as followings were revealed. First, from the perspectives of science application area, Korean students showed the highest achievement in the area of 'science in technology' followed by in the areas of 'science in life and health' and 'science in earth and environment'. Male students achieved significantly better than female counterparts in all three areas. Second, the achievement in items of science knowledge was significantly higher than in items of scientific processes. Whereas the achievement difference between science knowledge- and scientific process items was larger for male students. Third, from the perspectives of application contexts, Korean students showed the highest achievement in the historical context and the lowest achievement in the personal context. Fourth, from the perspectives of item format, Korean students performed significantly better in open-constructed items rather than in multiple-choice items. Fifth, Korean students showed low performance in items of biotechnology and environment-related issue, which was more prominent for female students. Sixth, whereas male students performed significantly better than female students in most aspects, it is noteworthy that there was no significant gender differences in items of scientific processes and females performed significantly better than male students in open-constructed items which require long sentence.

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.175-188
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• 2012

The purpose of this study were to explore teaching method for scientific inquiry including scientific argumentation to increase students' scientific literacy. For this study, the detailed guideline including assessment frame for students' argumentation was developed and applied to seventh and ninth grade students. From this application, data were collected from the students' views by pre, post questionnaire and the teachers who had taught to their students by questionnaire including students' attitudes change and applicability. From this study, the result were following. The change of students' perceptions was revealed by questionnaire and the teachers' description. And the applicability of this teaching method was indicated by the teachers' opinion. From these findings, the method was found as applicable teaching method to teach scientific inquiry including scientific argumentation in school science.