• Journal of The Korean Association For Science Education
• /
• 제37권3호
• /
• pp.465-481
• /
• 2017

This study is a research synthesis analyzing how field geology education is conducted in domestic and foreign countries in the recent 20 years and how it reflects the characteristics of authentic geologic inquiry. For these purposes, we first drew five elements of inquiry in field geology (observation, representation, abductive reasoning, spatial thinking, and diachronic thinking) considering the field geologists' actual research method as well as its pedagogical significance in science education. We developed analysis criteria for field geology education. The 53 cases were analyzed based on each element of inquiry in field geology and its sub-elements, and also the tendency of overall elements. As a result, observation and representation were included in most cases, but there appeared less frequency in order of abductive reasoning, spatial thinking, and diachronic thinking. For observation, the ratio of purposive observation and autonomous observation is high. For representation, both visualizing and linguistic type of representation and free-form representation appear frequently. For abductive reasoning, the step of generating hypothesis is often included and the hypothesis tends to be about the geological formatting process. For spatial thinking, type of self-location and perception of the spatial configuration of the structure appear at a high rate. For diachronic thinking, type of stratigraphic sequence is the most frequent. The proportions of the cases including three or more elements of inquiry in field geology consist 87% of the total. We suggested implications for improving geological fieldwork as authentic science inquiry in the future.

• Journal of the Korean Society of Earth Science Education
• /
• 제10권3호
• /
• pp.235-253
• /
• 2017

The purpose of this study is to compare by learner groups(K-12, geology-related majoring students, science teachers) how geologic fieldwork education cases in domestic and foreign papers for recent 20 years reflect the elements of inquiry in field geology. The total number of analyzed cases is 53(58 for double counting), and the analysis was conducted on the elements of inquiry in field geology and their sub-element. As a result, there was a clear difference between the cases of geologic fieldwork education for K-12 and college students majoring in geology-related disciplines, in the way of reflecting elements of inquiry in field geology. Because most of K-12 target fieldworks were designed based on the curriculum, it mainly included 2-3 elements of observations, representations, and/or abductive reasoning. On the other hand, because fieldworks for geology-related major students aim to train geologic experts, it diversely contained four or five of the elements of inquiry in field geology, including spatial thinking and diachronic thinking in a high proportion, and also frequently used activities that require specialized skills such as geological mapping. Fieldworks for science teachers were found to have mixed features of K-12 and geology-related major students. Considering the diversity of included inquiry elements, similarities with the activities performed by geologists, and the autonomy of learners, it was analyzed that geologic fieldwork for geology-related major students was more close to authentic geologic inquiry than fieldwork for others. Based on the results of this study, we suggested implications for improving geological fieldwork as authentic science inquiry.

• Journal of Korean Elementary Science Education
• /
• 제21권2호
• /
• pp.241-252
• /
• 2002

Field learning have not well performed in elementary school for various reasons, in spite of the benefits of field study. Absence of suitable geological field courses for elementary science education is one of several reasons The purpose of this study is to develop learning materials for the field geology in Hampyeong region and apply them to the geological related units for elementary science education. The 5 observation sites for the field geology learning in study area include various rocks and geological structure such as granite, gneiss, conglomerate, sandstone, mudstone, plant fossil, fold, fault and weathering phenomenon changing rocks to soil. This study area is suitable place for the field geology learning of elementary science education in Kwangju and Chonnam province because of convenience access, fresh outcrops and distribution of various geological learning materials as rocks and structure.

• Economic and Environmental Geology
• /
• 제35권4호
• /
• pp.369-372
• /
• 2002

• Economic and Environmental Geology
• /
• 제30권2호
• /
• pp.123-135
• /
• 1997

In order to investigate the dispersion patterns and contamination level of heavy metals in the soil-ecosystem and to evaluate the efficiency of soil remediation by reversed soil method, soils and plants were collected from the Dongjin Au-Ag-Cu mine area and analysed for heavy metals. The dispersion patterns of heavy metals in soils and plants show that heavy metal pollutions caused by waste rump around Dongjin mine are mainly found in the vicinity of the waste rump and in the southward slanting of mine. Toxic metallic pollutants from the mine influence heavy metal contents in paddy soils in downstream area, and may be a potential sources of heavy metal pollution on crop plants. Soil samples collected from the remediated rice farming field by reversed method show similar levels of heavy metal content to those from the polluted rice farming field, but topsoil enrichment of heavy metals are not found. Heavy metal contents of the rice plants collected from remediated rice farming field are significantly lower than those from polluted rice farming field, and it suggests that the reversed soil method is effective for the reduction of bioavailability of heavy metals.

• Proceedings of the KSRS Conference
• /
• 대한원격탐사학회 1998년도 Proceedings of International Symposium on Remote Sensing
• /
• pp.361-369
• /
• 1998

Recently, the improvement of on-board satellite sensors covering hyperspectral image sensors, high spatial resolution sensors provide data on earth in diverse aspect. The application field relating remotely sensed data also varies depending on what type of job one wants. The various resolution of sensors from low to extremely high is also available on the market with a user defined specific location. The expense to purchase remote sensed data is going down compare to the cost it need past few years ago in terms of research or private use. Now, the satellite remote sensed data is used on the field of forecasting, forestry, agriculture, urban reconstruction, geology, or other research field in order to extract meaningful information by applying special techniques of image processing. There are many image processing packages available worldwide and one common aspect is that they are expensive. There need to be a advanced satellite data processing package for people who can not afford commercial packages to apply special remote sensing techniques on their data and produce valued-added product. The study was carried out with the purpose of developing a special satellite data processing package which covers almost every satellite produced data with normal image processing functions and also special functions needed on specific research field with friendly graphical user interface (GUI). And for the people with any background of remote sensing with windows platform.

• Proceedings of the KSEEG Conference
• /
• 대한자원환경지질학회 2003년도 춘계 학술발표회 논문집
• /
• pp.3-6
• /
• 2003

Southwest Hokkaido (Sapporo-Iwanai district) in the Northeast Japan arc (Fig. 1) is one of the best places to test the correlation among tectonic regime, stress field, magmatic style and hydrothermal mineralization. This paper reviews the Miocene to Pleistocene tectonic framework, geology, magmatic style and stress field of southwest Hokkaido, and correlates them with different types of deposits (Kuroko, epithermal base-metal and precious-metal). (omitted)

• Journal of the Korean Society of Earth Science Education
• /
• 제8권2호
• /
• pp.128-138
• /
• 2015

The purpose of this study is to examine potential as a geological field course of Odongdo located to the east of Yeosu city, Korea. The total area and the height from the sea level of Odongdo is about 0.13km2 and 42m, respectively. Odongdo area belongs to the Hallyeohaesang National Marine Park, and is famous for rock scenery in the rocky coast and living of rare plants. For this study, diversity of geomorphology and geology was investigated at the sites called as dragon cave, windy area, seal rocks, sunrise viewing platform, second seashore rocks and first seashore rocks along the coast of Odongdo. The results of this study are as follows: A lot of geomorphological and geological resources like sea cliff, sea cave, strata, various sedimentary rocks(conglomerate, sandstone, mudstone), andesite, fault and examples of rock weathering were found in the rocky coast of the study area. These field resources are pertinent to the field work materials for the teaching and learning of geology units in elementary school science. Odongdo is to be recommended as a site of outdoor geological field course for the elementary school students inhabited in Yeosu city and neighborhood area because each site of the rocky coast in this study area has various field work materials and the wide space for observe activities, and is equipped with the facilities as a trail for rock observation.

• Journal of the Korean Society of Earth Science Education
• /
• 제12권3호
• /
• pp.184-197
• /
• 2019

The purpose of this study is to explore needs and the direction for the development of localization data in the geological field of elementary school. Many studies show that geology-related learning is highly effective in the form of direct learning, and It is reported that this learning has a positive effect on students' scientific attitudes. As such, the first-hand experience of the geological learning is outdoor geology learning and is the basis and core of the development of localization materials. However, the analysis of this study shows that the development of outdoor geology learning site is mainly conducted in some regions. In addition, considering that geological sites are distributed evenly throughout Korea, it is necessary to actively develop geological-related localization materials to learn elementary school geology-related units. In addition, some areas where outdoor geological study grounds were developed are composed only of learning places and no specific learning materials have been developed. In this regard, not only geological researchers but also field teachers working in the area need much effort. Development of localization material in the geological field needs to be developed at the level of material presented in the geology unit of the textbook. And in the actual class, it is desirable to use the textbook data and the developed localization data at the same time. In addition, the development of the outdoor geology field should be developed in consideration of the pre-experience-post activities so that learners can have various geological experiences.

• Journal of Korean Elementary Science Education
• /
• 제27권4호
• /
• pp.420-436
• /
• 2008

The purpose of this study was to investigate and analysis the elementary teachers' and students' views about the difficulties in teaching and learning in geology units of elementary school science. For the purpose of this study, semi-structured interviews were conducted individually with seventeen elementary teachers who have serviced more than three years, and with sixteen elementary students located in Cheongju City. The interview questions were developed through Seidman's step to acquire a reliability in the interview data with triangulation, then in-depth interview questions were modified and completed through pre-interview after constructing the trustworthiness of interviewees. In-depth interviews were performed in applying the analytic induction method and the interviews were recorded. From the interviews, we found that elementary teachers' views about the difficulties in teaching geology units; teachers' inner difficulties, the difficulty of lab activities, the problems of rock samples, the problems of curriculum in geology units, the difficulty of the geological feature, the problems of the cramming education, the lack of the opportunity for the speciality, and so on. And the students have the views about the difficulties in learning geology units; the difficulty of the unit contents understanding, the problems of learning by heart, the lack of the interest, the lack of materials, the problems of rock samples, the difficulty of the field learning, and so on. Based on the results, the study suggested that an interesting lab activities should be included in the geology units and taught in the geological field trip to help elementary school students more fully comprehend contents of the geology units.