• Journal of the Korean Society of Earth Science Education
• /
• v.2 no.1
• /
• pp.62-79
• /
• 2009

In the present study I developed the test for earth scientific creativity level and verified means to measure scientific creativity. I developed 22 test items and after being examined by science education specialist, 11 items were finally established, and these were applied to 104 middle students. Each answer paper was graded according to the standard answer that I developed and the results of analysis are as follows. First, to verify the validity of measuring means I figured out content validity. The content validity about test items and adequacy of evaluation goal was examined by 1 science education specialist and 3 middle school science teachers, 6 education graduate students. As a result of validity verification, the content validity was 82.7% and it showed that the test of earth scientific creativity was valid for evaluation goal and sub-factors of creativity. Second, to verify reliability of measuring means, I analyzed internal consistency of the test sheet of earth scientific creativity after finding correlation coefficient and Cronbach's $\alpha$. Cronbach's $\alpha$, the internal reliability coefficient, was 0.848. Therefore, it was verified that this test sheet of earth scientific creativity is reliable to measure the creativity of the middle school students. The correlation between sub-factors of creativity was statistically significant, and for the relation between the variables related to creativity, the originality was the most significant. This shows that in the procedure of scientific creativity and studying science, originality should be the most important factor.

• Journal of the Korean earth science society
• /
• v.31 no.1
• /
• pp.71-87
• /
• 2010

The purpose of this study was to explore 8th-grade students' imageries of the Earth. We analyzed the middle school students' imageries about the Earth represented with words and drawings in Earth Systems Understanding (ESU, hereafter) framework. The students' imageries about 'the Earth' are vary by their experiences and prior-knowledge, which significantly impacts their imagery construction. Especially, the students' ESU were characterized into two aspects: One is a macroscopic view point based on full-objects of the Earth by indirect experiences and the other is everyday view point based on scene of the Earth surface and environment by direct experiences. Results revealed students' imageries about the Earth were impacted by visual experiences and those students' ESU were more represented by drawing as visual imagery than by words, formal language. The negative imageries were mainly represented through interactions of the Earth subsystems.

• Journal of the Korean earth science society
• /
• v.29 no.7
• /
• pp.602-616
• /
• 2008

The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.

• Journal of the Korean earth science society
• /
• v.37 no.5
• /
• pp.295-308
• /
• 2016

Nine species of fossil plants were described based on the new material collected from the Hasandong Formation. They are as follows: Thallites yabei, Onychiopsis elongata, Cladophlebis denticulata, C. shinshuensis, C. (Eboracia ?) lobifolia, C. (Klukia ?) koraiensis, Brachyphyllum japonicum, Elatocladus tennerima, and Taeniopteris ? sp. cf. T. auriculata. The floristic composition of the Hasandong flora is very similar to that of the Nakdong flora. This means that both floras might have flourished under subtropical warm arid climate. This flora contains both the Tetori-type and Ryoseki-type floras. It is considered that the Hasandong flora is a member of the Mixed-type floras that existed in eastern Eurasia during the Late Jurassic to Early Cretaceous time.

• Journal of the Korean earth science society
• /
• v.26 no.2
• /
• pp.137-148
• /
• 2005

Five species of graptolites were discovered from the Jigunsan Shale of Taebaeg area, Korea. They are herein described as Archiclimacograptus riddellensis (Harris, 1924), Pseudamplexograptus distichus(Eichwald, 1840), Hustedograptus teretiusculus(Hisinger) sensu Jaanusson, 1960, Hustedograptus vikarbyensis (Jaanusson, 1960), and Hustedograptus sp. The graptolite assemblage from the Jigunsan Shale corresponds to those of the Pseudamplexograptus distichus zone in the Baltic and German areas and the geologic age of graptolites bearing beds of the Jigunsan Shale might be late Middle Llanvirn.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.3
• /
• pp.243-254
• /
• 2016

This study investigated that internalized images of earth scientist's work of 110 high school students who complete a course in Earth Science I through drawing. As a result that reflected the character of earth science as a school subject, it is shown that nearly half of the students believe that earth scientist's working place is outside. An object of study is limited to such areas as astronomy and geology, it says that students has little understanding of areas of atmospheric and oceanic sciences. There are lots of answers that tools for working are telescope or microscope, it reveals a huge difference between the results of advanced research that analyzed the typical experimental devices, and students realized that working is not invention but survey. We should try students to recognize earth scientist as a job with relation to their future.

• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.684-696
• /
• 2004

Using six preservice teachers as subjects, this was purpose to research about concepts in understanding carbon cycle, which of concepts were related to the conception of the system, and finally whether or not the systems thinking was sufficiently around carbon cycle. To achieve this study purpose , an instrument related to carbon cycle was developed and administered to the six teachers. The study found that a total of 42 conceptions within the system were concepts related to carbon cycle. The consisted of 15 conceptions in atmosphere, 11 in atmosphere 9 in hydrosphere, and 7 in lithosphere. In aspect of applying the system thinking, 4 subjects who couldn't compose the feedback loop in their causal map failed to apply this type of thinking. The other two who applied systems thinking had 2 and 1 feedback loop each, in their causal maps. But, one of the feedback loop from the subject who made two was based on unscientific reasoning. As a result, the subjects had lower understanding of concepts related to carbon cycle in lithosphere than in atmosphere, atmosphere, and hydrosphere. Futhermore, the subjects' application of the earth systems thinking on carbon was at a low standard.

• Journal of the Korean earth science society
• /
• v.28 no.6
• /
• pp.699-706
• /
• 2007

The purpose of this study is to examine the perceptions of pre-service teachers, which directly affect the concepts and ways of thinking of students who are studying Earth science. This work further seeks to identify pre-service Earth science teachers' Earth science-centered ways of thinking regarding the components and the process of water cycle. The concept sketch method was used to survey 50 pre-service teachers who majored in Earth science education at a National Teachers' University. The survey analyzed the preservice teachers' perceptions of a subordinate concept of Earth systems from the applied components of water cycle, and to code the applied concepts with the components of the water cycle based on a subordinate concept of Earth systems including Hydrosphere, Atmosphere, Geosphere, and Biosphere. The preservice teachers only perceived the components of the water cycle as ones in Hydrosphere and Atmosphere. In Biosphere, many participants lack the knowledge about how the actions of plants and animals, and human beings impact the water cycle. About the process of water cycle, the majority of the participants only perceived evaporation and precipitation as the process of cycling: their understanding about the underground flow of water was more lacking than the surface flow.

• Journal of the Korean earth science society
• /
• v.41 no.3
• /
• pp.261-272
• /
• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Journal of Photoscience
• /
• v.9 no.2
• /
• pp.267-268
• /
• 2002

A vertebrate retina is an organ belonging to the central nerve system (CNS), and is usually difficult to regenerate except at an embryonic stage in life. However, certain species of urodele amphibians, such as newts and salamanders, possess the ability to regenerate a functional retina from retinal pigment epithelial (RPE) cells even as adults. After surgical removal of neural retinas from adult newt eyes, the remaining RPE cells lose their pigment granules, transdifferentiate into retinal progenitor cells, which further differentiate into various retinal neurons, and then finally reform a functional neural network. To understand the molecular mechanisms of CNS regeneration, we attempted to investigate the genes expressing in regenerating newt retina. mRNAs were isolated from regenerating retinas at 18-19 days after the surgical removal of the normal retina, and a cDNA library (regenerating retinal cDNA library) were constructed. Our EST analysis of 112 clones in the regenerating cDNA library revealed that about 70% clones are closely related to the genes previously identified. About 40% clones are housekeeping genes, and about 15% clones encode proteins related to the regulation of gene expression and to the proliferation of the cells. Sequences similar to neural retina- and RPE-specific genes were not detected at all. These results led us to suppose that the regenerating retinal cells are in a state considerably different from those of neither neural retina nor RPE cells.