• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.13-13
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• 2004

• Journal of Korean Elementary Science Education
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• v.18 no.2
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• pp.131-144
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• 1999

This study investigates the pre-service teacher trainees' reactions to and evaluations about the earth science teaching method that utilizes songs. The subjects of the study were 81 university students in teacher training institutes for primary schools and secondary schools. The researcher used songs which the subjects judged to be reflecting some of the natural phenomena related to the earth science. The teacher trainees were taught some of the earth science concepts with the help of the selected songs. Discussions about the possibilities of the songs as an ai d to science teaching were also encouraged. The teacher trainees demonstrated positive reactions to the teaching method, and expressed their intention to use songs in their future teaching. The method also inspired the trainees to be inquisitive in their everyday life and seek other effective teaching methods.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.751-758
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• 2005

The purpose of this study was to develop an inquiry analysis framework based on the features of earth science inquiry methodology and to analyze inquiry activities in the 8th grade 'Earth History and Diastrophism' unit by using this framework. The framework classified earth science methods as logical inference, hermeneutic, and historical methods, each of which was subdivided in consideration of its subordinate methods and characteristics. The analysis revealed that the logical inference method reflected in the unit as the 'abductive method' (70%) was used more frequently than the 'inductive' (23%) and 'deductive' (22%) methods. The hermeneutic method was found in terms of the 'forestructures of understanding' (92%), 'circular reasoning' (9%). and 'historical nature of human understanding' (17%). The historical method also used as the 'constructing proper taxonomy' (53%), 'adhering to the modem principle of uniformitarianism' (47%), and 'relic interpretation' (41%) were identified with ratios more fester than those for the 'place substituting for time in stage theorizing' (3%) and 'evaluating independent lines of inquiry for convergence' (3%).

• 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.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.297-308
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• 2015

The purpose of this study was to suggest the earth science lesson model based on the creativity character education. To conduct this study, the curriculum revision in 2009 was analyzed by the causal mapping method. One after another, the creativity character education and earth system education were analyzed by the same method. Through as mentioned above, the key words which have relating concepts each other were picked out. Lastly, the key words were connected and compounded for the earth science lesson model based on the creativity character education. The model indicates that the earth science lesson based on the creativity character education requires the reconstructs of the processing and contents of the lesson. In other words, the teaching/learning must be progressed as corresponding between scientific facts and mental recognition, scientific concepts and compounding thinking skill, scientific laws and reconstructing thinking skill. In contents were reconstructed as relating to knowledge, creativity, characters and guidance counseling. The results of this study suggested the earth science lesson model based on the creativity character education needs developing and applying teaching/learning materials and managing discussing and cooperative learning.

• Korean Journal of Remote Sensing
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• v.37 no.4
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• pp.777-788
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• 2021

Since aerosol has a relatively short duration and significant spatial variation, satellite observations become more important for the spatially and temporally continuous quantification of aerosol. However, optical remote sensing has the disadvantage that it cannot detect AOD (Aerosol Optical Depth) for the regions covered by clouds or the regions with extremely high concentrations. Such missing values can increase the data uncertainty in the analyses of the Earth's environment. This paper presents a spatial gap-filling framework using a univariate statistical method such as DCT-PLS (Discrete Cosine Transform-based Penalized Least Square Regression) and FMM (Fast Matching Method) inpainting. We conducted a feasibility test for the hourly AOD product from AHI (Advanced Himawari Imager) between January 1 and December 31, 2019, and compared the accuracy statistics of the two spatial gap-filling methods. When the null-pixel area is not very large (null-pixel ratio < 0.6), the validation statistics of DCT-PLS and FMM techniques showed high accuracy of CC=0.988 (MAE=0.020) and CC=0.980 (MAE=0.028), respectively. Together with the AI-based gap-filling method using extra explanatory variables, the DCT-PLS and FMM techniques can be tested for the low-resolution images from the AMI (Advanced Meteorological Imager) of GK2A (Geostationary Korea Multi-purpose Satellite 2A), GEMS (Geostationary Environment Monitoring Spectrometer) and GOCI2 (Geostationary Ocean Color Imager) of GK2B (Geostationary Korea Multi-purpose Satellite 2B) and the high-resolution images from the CAS500 (Compact Advanced Satellite) series soon.

• Journal of the Korean earth science society
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• v.43 no.5
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• pp.647-658
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• 2022

The purpose of this study is to analyze students' learning characteristics regarding spatial ability, orienteering ability and earth science content learning ability and their relationship through development and application of earth science activities using orienteering. The programme aims to improve students' spatial ability using orienteering activity which requires spatial ability. Topics in the programme included map, compass, contour, movement of celestial, and constellation application. Students were to orienteer in the field using the method they learned in class. This programme was applied to five 7th graders. The results are, first, students who have positive attitude toward science and do well at school tended to perceive their orienteering ability high. Second, all parts of spatial ability, spatial visualization, spatial orientation, spatial relation were used during orienteering, especially spatial visualization and spatial orientation. The relationship between spatial ability, orienteering ability, and earth science content learning abilities was not clear. However, orienteering ability and earth science content learning ability were in similar tendency.

• Korean Journal of Remote Sensing
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• v.37 no.1
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• pp.161-167
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• 2021

This paper presents the method to quantitatively evaluate the uncertainty of the semi-empirical Bidirectional Reflectance Distribution Function (BRDF) model for Himawari-8/AHI. The uncertainty of BRDF modeling was affected by various issues such as assumption of model and number of observations, thus, it is difficult that evaluating the performance of BRDF modeling using simple uncertainty equations. Therefore, in this paper, Monte-Carlo method, which is most dependable method to analyze dynamic complex systems through iterative simulation, was used. The 1,000 input datasets for analyzing the uncertainty of BRDF modeling were generated using the Second Simulation of a Satellite Signal in the Solar Spectrum (6S) Radiative Transfer Model (RTM) simulation with MODerate Resolution Imaging Spectroradiometer (MODIS) BRDF product. Then, we randomly selected data according to the number of observations from 4 to 35 in the input dataset and performed BRDF modeling using them. Finally, the uncertainty was calculated by comparing reproduced surface reflectance through the BRDF model and simulated surface reflectance using 6S RTM and expressed as bias and root-mean-square-error (RMSE). The bias was negative for all observations and channels, but was very small within 0.01. RMSE showed a tendency to decrease as the number of observations increased, and showed a stable value within 0.05 in all channels. In addition, our results show that when the viewing zenith angle is 40° or more, the RMSE tends to increase slightly. This information can be utilized in the uncertainty analysis of subsequently retrieved geophysical variables.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.371-377
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• 2003

The purpose of this study is to examine the effects of utilizing concept maps in a rock-related unit. To do this, two groups composed of 73 sixth grade students engaged in this study. One group (experimental group) participated in utilizing concept maps in the unit, the other (control group) took part in traditional instruction in the same unit. The results of this study are as follows, after seventeen sessions: First, the achievement between the two groups showed significant difference. It indicates that utilizing concept maps as an instructional method is effective. Second, in the examination of the experimental group's attitudes toward concept maps, the students showed more affirmative responses on cognitive items than on affective items. Third, the students showed that they have difficulty in the method and the procedure of drawing up the concept maps. It indicates that the method and the procedure are sufficiently learned before instruction begins.

• Journal of The Korean Association For Science Education
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• v.25 no.5
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• pp.610-623
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• 2005

This was a theoretical study of which the goal was to provide a foundation for developing and implementing earth science inquiry activities based on abduction as a scientific inquiry method. Through a review of relevant literature, the study examined the nature of earth science in terms of the goals of earth science inquiry and the characteristics of what is investigated in earth science. It also explored the forms and meanings of abduction, thinking strategies used in the abductive inference, and the abductive inquiry model. Abduction is the process of inferring certain rules (e.g., scientific facts, principles, laws) and providing explanatory statements or hypotheses in order to explain some phenomena. This method was found to be well-suited to the earth science inquiry which studies the causes and processes of natural phenomena in the earth and space environment. Abduction has the nature of ampliative, selective, evaluative, and creative inference, and several thinking strategies, including reconstruction of data, heuristic generalization, analogy, existential, conceptual combination, and elimination strategies, are employed for inferring rules and suggesting hypotheses. This study found the abductive inquiry model to be adaptable to earth science classrooms, and it is therefore suggested that earth science instructions should be based on the abductive method and that research work concerning the abductive inquiry in the classroom should follow.