• Journal of the Korean earth science society
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• v.34 no.7
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• pp.711-726
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• 2013

The purpose of this study was to investigate how congruently the learning objectives of Earth Science I textbooks match the 2009 revised Earth Science curriculum. For this purpose, we classified the learning objectives of curriculum and textbooks were into three factors including ability, cross-cutting concepts, and behavioral verbs. The text data were analyzed using the semantic network analysis method. The results are as follows. The learning objectives of textbooks with regard to ability factors mainly emphasized the cognitive and affective domain. In addition, the ability of inquiry performance was emphasized in the learning objective of the curriculum. The textbooks used various sub-frame of cross-cutting concepts in comparison with the curriculum. Both textbooks and curriculum used the term 'comprehension' the most as behavioral verbs. However, most behavioral verbs just remained at the level of cognitive system.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.581-587
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• 2009

This study intended to the optimal conservation method and to make an application scheme for the fossil locality of the Quaternary Hamori Formation at the northeastern coast of Mt. Songak. Many kinds of innumerable fossils are found from the Hamori Formation in the study area: Footprints of hominid, trace fossils of invertebrates, bird, artiodactyla, proboscidea, carnivores, unclassified footprints, and body fossils (arthropoda, gastropoda, mollusca, and plants). The formation has been outcropped and eroded out with innumerous fossils by the strong wave action of storm and typhoon. Korean government recognized the dangerous situation of the important fossils and decided to conserve the formation for the national heritage. Method D1 (conservation hall or museum on the fossil locality) may be the best way to protect the fossil locality from all the natural activities and to do the research, exhibition, education, and sightseeing together. The application of the geologic materials from the fossil locality should preferentially focus on the collection and research which should be accompanied by exhibition, education, and sightseeing. The application scheme may be stepped into three stages during 10 years: (1) systematic conservation and publicity during 2005-2007, (2) establishment of wellorganized museum during 2008-2010, and (3) international museum with the optimized roles 2011-2014.

• Journal of the Korean earth science society
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• v.31 no.4
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• pp.378-391
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• 2010

The purpose of this study was to investigate the graph interpretation ability and perception of high school students and preservice secondary teachers in Earth science. We developed two different instruments; one was a graph interpretation ability inventory that consists of 9 graph types with 18 items, and the other one is two questionnaires to explore the participants' perception about Earth science-related graph. The results of this study are as follows: High school students and preservice secondary teachers demonstrated their remarkable ability in interpreting a line graph, but showed their limited ability with the graph of overlapped and directional change, which means the graph interpretation ability was affected by a graph type; two groups participated in this study revealed a considerable difference in the graph interpretation ability depending on the grade level; preservice teachers were superior to high school students in discriminating two graphs, the representation method, which are different with the same topic; and many participants in both groups considered that the property of Earth science graph was considerably different from that of other science subjects, especially in directional change graph, scatter graph, contour map, and domain graph. The results suggest that the effective graph instruction strategies be developed in Earth science learning.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.88-94
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• 2012

This study was created to resolve the problems embedded in the formal measuring experiments to determine the earth's size in the current curriculum, to develop an updated measuring experiment to determine the earth's size and to establish its effect. For this study, pre-service elementary teachers, who had attempted the experiment of measuring the size of the earth when they were in middle school, performed the experiments in the existing national curriculum, and their responses, collected through in-depth interviews, were examined. To begin with, the pre-service elementary teachers conducted the experiment of measuring the earth size and they recorded the problems while performing it. At the end, an in-depth interview was administered. Based on the problems, an updated measuring experiment to determine the earth's size was suggested to be applied to the same contents and be analyzed through the in-depth interviews. Common themes which were mutually categorized and analyzed by the two researchers were obtained based on the records produced while conducting the experiment and the in-depth interview data. The teachers mentioned that the experiments for measuring the size of the earth in the current curriculum gave rise to difficulties in measuring precisely the angles between the string and the post. Also, there has been a scientific contradiction that solar altitudes were increased in a high latitude region, instead of decreased. For this reason, an alternative method has been developed to measure the earth's size using the distance and the solar altitude difference of two places. The teachers all agreed that by using the updated measuring experiment, they can acquire more precise measurements and it is easier, faster and consequently more effective than the existing methods. Through the results of this study, I suggest that the newly developed experiment by the researchers can overhaul the problems of the current experiments and it can be an effective alternative to the current experiment.

• Proceedings of the KSRS Conference
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• 2003.11a
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• pp.1236-1238
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• 2003

The Earth's total magnetic field was extracted from on board TAM (Three Axis Magnetometer) observations of KOMPSAT-1 satellite between June 19th and 21st, 2000. In the pre-processing, the TAM's telemetry data were transformed from ECI (Earth Centered Inertial frame) to ECEF (Earth Centered Earth Fixed frame) and then to spherical coordination, and self-induced magnetic field by satellite bus itself were removed by using an on-orbit magnetometer data correction method. The 2-D wavenumber correlation filtering and quadrant-swapping method were applied to the pre-processed data in order to eliminate dynamic components and track-line noise, respectively. Then, the spherical harmonic coefficients are calculated from KOMPSAT-1 data. To test the validity of the TAM's geomagnetic field, Danish/NASA/French ${\phi}$rsted satellite's magnetic model and IGRF2000 model were used for statistical comparison. The correlation coefficient between ${\phi}$rsted and TAM is 0.97 and IGRF and TAM is 0.96. It was found that the data from on board magnetometer observations for attitude control of Earth-observing satellites can be used to determinate the Earth's total magnetic field and that they can be efficiently used to upgrade the global geomagnetic field coefficients, such as IGRF by providing new information at various altitudes with better temporal and spatial coverage.

• Journal of the Korean earth science society
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• v.39 no.2
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• pp.193-207
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• 2018

The purpose of this study was to analyze trends in conceptual change research in the field of Earth Science education conducted in Korea and to provide them as basic data of future concept change research. The trends of conceptual change research were analyzed in terms of keywords, year of publication, source of research, purpose of research, subject, area of research, and research method. This study was carried out on a total of 126 conceptual change papers of Earth Science education published from 1989 to July 2017. This study showed the following conclusions: First, the conceptual change research papers used more the term 'conceptual change' than 'misconceptions' and 'preconceptions'. Second, the conceptual change paper has achieved a large amount of growth in the 2000s. Third, conceptual change research tended to proceed to the subject of master's dissertation. Fourth, there were a lot of researches to find out the misconceptions and change them into the right concept, the conceptual change paper used free response test for misconceptions, and cognitive conflict instruction model and CAI (Computer Assisted Instruction) teaching strategy for misconceptions. Fifth, elementary school students were studied the most. Sixth, the study of conceptual changes in the field of Earth Science was high in the astronomical and atmospheric areas. Finally, although quantitative analysis methods were used in the early days of research, in the 2010s, qualitative analysis methods were widely used. In this paper, we proposed research on conceptual change for pre- and in-service teachers, expansion of research on conceptual changes in various fields such as geology, oceanography, atmosphere in Earth Science, investigation of causes of misconception in Earth Science and research on individual's affective factors, and so on.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.550-564
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• 2009

When magnetotelluric (MT) data are obtained in the vicinity of the coast, the surrounding seas make it difficult to interpret subsurface structure, especially the deep part of the subsurface. We introduce an iterative method to correct the sea effect, based on the previous topographic correction method that removes the distortion due to topographic changes in seafloor MT data. The method first corrects the sea effect in observed MT impedance, and then inverts corrected response in a model space without the sea. Due to mutual coupling between the sea and the subsurface structure, the correction and inversion steps are iterated until the changes in each result become negligible. The method is tested for 1- and 2-D structures using synthetic MT data produced by 3-D forward modeling including surrounding seas. In all cases, the method closely recovers the true structure assumed to generate synthetic responses after a few iterations.

• Bulletin of the Korean Space Science Society
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• 2011.04a
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• pp.30.1-30.1
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• 2011

We present construction of 3D Earth optical Model for in-orbit performance prediction of L1 halo orbiting earth remote sensing instrument; the Albedo Monitor and Radiometer (Amon-Ra) using Integrated Ray Tracing (IRT) computational technique. The 3 components are defined in IRT; 1) Sun model, 2) Earth system model (Atmosphere, Land and Ocean), 3)Amon-Ra Instrument model. In this report, constructed sun model has Lambertian scattering hemisphere structure. The atmosphere is composed of 16 distributed structures and each optical model includes scatter model with both reflecting and transmitting direction respond to 5 deg. intervals of azimuth and zenith angles. Land structure model uses coastline and 5 kinds of vegetation distribution data structure, and its non-Lambertian scattering is defined with the semi-empirical "parametric kernel method" used for MODIS (NASA) missions. The ocean model includes sea ice cap with the sea ice area data from NOAA, and sea water optical model which is considering non-Lambertian sun-glint scattering. The IRT computation demonstrate that the designed Amon-Ra optical system satisfies the imaging and radiometric performance requirement. The technical details of the 3D Earth Model, IRT model construction and its computation results are presented together with future-works.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.1
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• pp.76-86
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• 2015

The purpose of this study is to take advantage of the smart teaching - learning programs about the unit of 'Earth and Moon' and find out how to apply the effect appears. Teaching-Learning program was conducted over eight lessons. And we analyzed the effect of the program at any time through the evaluation and interview. The results are as follows. First, this study proposed a method to assist in the teaching and learning of spatial ability for students' movement of the Earth and the Moon. The program takes advantage of N-Screen Applications were configured to allow both Earth observation insider perspective and the external multilateral perspective. This improves students' understanding qualitatively. Second, we applied the teaching and learning programs utilizing smart smart devices, and the result was a lot of low rank students' average score rises. In addition, we were able to see that many students' understanding and interest, self-confidence are improved.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.341-351
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• 2008

The purpose of this study was to investigate eighth graders' scientific method of inquiry used in their reports. We developed a framework, 'Analysis of Scientific Methods and Information Sources', with a perspective of the Nature of Science to analyze students' planning method, data analysis, and information sources. We then compared results with levels of questions to find out whether they affected students' 'Scientific Method'. In addition, we analyzed students' responses of the survey questionnaire, e.g.. how they liked Scientific Method. Results are as follows: First, 'planning method' consisted of 'consultant' and 'activities'. The 'activities' were 'experiment', 'correlational study', and 'observation' Students planned by utilizing 'consultant' more than the other. In case of planning 'activities'. most of them were 'experiment' Second, 'data analysis' consisted of 'summary', 'table', 'chart', 'graph' and so on. Students analyzed their data by using 'summary' frequently. The types of 'summary' were divided into 'simple summary' and 'relational statement' Third, 'information sources' consisted of 'computer', 'library'. and 'professional consultant' Most of the students gathered information from 'computer' Fourth, the types of 'planning method' and 'summary' were affected by the levels of questions. Fifth, some of the students reported their difficulty in 'planning method' because the collected information was less reliable, lacking, and having difficult technical terms.