• Journal of Science Education
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• v.37 no.3
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• pp.525-537
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• 2013

The purpose of this study was to investigate science integrated process skill of the students in science education center for the gifted. In order to do this, 'free-response test for the assessment of science process skills' developed by Yu-Hyang Kim(2013) was administered to 102 students(15 in elementary school science class, 58 in middle school science class I, and 29 in middle school science class II) who attend the program of science education center for the gifted in C university. The assessment tool measured 9 skills ; formulating inquiry questions, recognizing variables, formulating hypotheses, designing experiment, transforming data, interpreting data, drawing conclusions, formulating generalizations, and evaluating the designed experiments. As a result, the students in science education center for the gifted had relatively high scores in the area of 'formulating hypotheses' and 'recognizing variables', but they had relatively low scores in the area of 'transforming data', 'interpreting data', and 'evaluating the designed experiments'. The 2 items' percentage of correct answers were below 40% ; one is about a drawing a line graph in 'transforming data', and the other requires finding improvements of the experimental design in 'evaluation'. There was no significant difference between boys' scores and girls's one, and between the scores of students in the field of biology and those of students in the other fields(physics, chemistry, and earth science) in science integrated process skills. And there was significant difference according to the periods receiving the gifted education in 'formulating generalizations'. The teaching and learning has to focus on improving science integrated process skills in the program of science education center for the gifted and teaching and learning materials needs to be developed.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.357-384
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• 2001

In this paper, we described practical teaching-learning plans based on three different theoretical approaches to Integrated Science Education (ISE): a knowledge centered ISE, a social problem centered ISE, and an individual interest centered ISE. We believe that science teachers can understand integrated science education through this paper and they are able to apply simultaneously our integrated science teaching materials to their real instruction in classroom. For this we developed integrated science teaching-learning plans for the topic of energy which has a integrated feature strongly among integrated science subject contents. These modules were based upon the teaching strategies of 'Energy' following each integrated directions organized in the previous paper (Three Strategies for Integrated Science Teaching of "Energy" Applying Knowledge, Social Problem, and Individual Interest Centered Approaches) and we applied instruction models fitting each features of integrated directions to the teaching strategies of 'Energy'. There is a concrete describing on the above three integrated science teaching-learning plans as follows. 1. For the knowledge centered integration, we selected the topic, 'Journey of Energy' and we tried to integrate the knowledge of physics, chemistry, biology, and earth science applying the instruction model of 'Free Discovery Learning' which is emphasized on concepts and inquiry. 2. For the social problem centered integration, we selected the topic, 'Future of Energy' to resolve the science-related social problems and we applied the instruction model of 'Project Learning' which is emphasized on learner's cognitive process to the topic. 3. For the individual interest centered integration, we selected the topic, 'Transformation of Energy' for the integration of science and individual interest and we applied the instruction model of 'Project Learning' centering learner's interest and concern. Based upon the above direction, we developed the integrated science teaching-learning plans as following steps. First, we organized 'Integrated Teaching-Learning Contents' according to the topics. Second, based upon the above organization, we designed 'Instructional procedures' to integrate within the topics. Third, in accordance with the above 'Instructional Procedures', we created 'Instructional Coaching Plan' that can be applied in the practical world of real classrooms. These plans can be used as models for the further development of integrated science instruction for teacher preparation, textbook development, and classroom learning.

• Economic and Environmental Geology
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• v.39 no.2 s.177
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• pp.129-149
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• 2006

Previously published stratigraphic, sedimentologic, paleontologic, paleomagnetic and geophysical data are reviewed to make an understanding on the tectonic evolution of the Cretaceous Gyeongsang (Kyongsang) basin, southeast Korea. A stratigraphic framework and a tectonic model on the formation and deformation of the Gyeongsang Basin are newly proposed on the basis of integration these data with magmatism and mineralization ages in the basin. A newly proposed stratigraphic framework indicates that strata in the basin can be subdivided into five distinct stratigraphic units that represent pre-rifting, syn-rifting, inversion I, II, and III stages. The Gyeongsang Basin was formed initially as a pre-rifting stage due to north-south extension in the Late Jurassic prior to a syn-riftins stage that resulted from east-west extension during the Early Cretaceous. In the Late Cretaceous, the basin was deformed by three-staged sequential deformation of north-south, northwest-southeast, and east-west compressions. The tectonic history of the basin has been largely controlled by the change of motion of the Izanagi Plate from north to northwest during the Cretaceous. In the early Cretaceous, the Izanagi Plate began to subduct northward beneath the Eurasian Plate and caused the left-lateral strike-slip fault systems in the southern part of the peninsula. The left-lateral wrenching of these fault systems was causally linked to development of pull-apart basins, such as the Gyeongsang Basin in the southeastern part of the peninsula. However, northwestward movement of the Izanagi Plate during the Late Cretaceous probably led to the extensive volcanism as well as sequential deformations in the basin. The stratigraphic and tectonic model, which is newly proposed as a result of this study, may be expected to enhancing the efficiency for exploration and exploitation of useful mineral resources in the basin as well as establishing geologic history in the Cretaceous Gyeongsang Basin. Together with the spatial and temporal correlation of the Cretaceous basins in adjacent areas, this stratigraphic and tectonic model provides a new geologic paradigm to delineate the sophisticated tectonic history of East Asia turing the Cretaceous.