• Journal of the Korean earth science society
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• v.34 no.6
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• pp.453-455
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• 2013

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.562-571
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• 2014

In the celebration of the $50^{th}$ anniversary of the Korean Earth Science Society, the whole articles published in Journal of the Korean Earth Science Society (JKESS) were quantitatively analyzed. JKESS has played a major role in exchanging academically among earth science education specialists and in educating next generation for the last 36 years since it was founded in 1979. The total number of 1544 articles in thirty five volumes about the earth sciences and the earth science pedagogy has been published by August, 2014, and the number of the yearly published articles has been increasing. Regarding the research area, 69.3% was published in earth sciences and the other 30.7% was in earth science education; the percentage of research articles in geology, atmospheric science, environmental science, oceanography, and astronomy was 55.2, 17.6, 16.0, 6.0, and 5.2%, respectively. The number of research articles on atmospheric science and environmental science has recently been increasing, whereas, earth science education research articles have been" decreasing, which was similar to the pattern seen fifteen years ago. We thought that one of the reasons was related to a new journal named, "Journal of the Korean Society of Earth Science Education" started to publish in December, 2008. The number of articles authored or co-authored with foreigner scholars was totaled 53, which is only 3.4% of the entire number of published articles. It suggests that international advertisement via public relations as well as the development of English homepage be necessary. In order to become an excellent registered academic journal, it is the time to comprehensively discuss how to improve both the quality growth and the quantity of JKESS. According to the Ministry of Education, it is now in its planning stage to convert the current registration system of the academic journals to the autonomous evaluation system in academia. Therefore, we recommend that Journal of the Korean Earth Science Society be prepared for the upcoming future change.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.598-604
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• 2009

Three species of Pseudolarix including P. japonica, P. sp. A, and P. sp. B, all belonging to Pinaceae, are systematically described from the Middle Miocene Duho Formation of the Yeonil Group based on the detached seminiferous scales. The presence of Pseudolarix in the Yeonil flora indicates that various kinds of Pinaceae did flourish during the Middle Miocene. The occurrence of Pseudolarix is the first record in the Korean Tertiary flora.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.605-610
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• 2009

Cupressinocladus sp. found from the upper part of the Jinju Formation of the Shindong Group, Korea is described here based on the newly found leafy shoots. This species is characterized by the branched leafy shoot with decussate scale leaves. The presence of Cupressinocladus in the Jinju Formation indicates that the Early Cretaceous flora-sites in Eastern Eurasia are in a close association with territories of the mixed-type floras. The finding of this species records the first report for the Nakdong flora.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.402-406
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• 2013

Since 1984, the author has been studying the Daedong flora and has collected a large number of fossil plants from the Amisan Formation of Nampo Group distributed in Chungnam Coal-Field. One of the fossil plants was bennettitalean male flower, which was collected in 1986. The author described it as Weltrichia sp. The occurrence of Weltrichia sp. is the first record in the Early Mesozoic Daedong flora of Korea.

• 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.

• Journal of the Korean earth science society
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• v.37 no.5
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• pp.309-322
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• 2016

This paper presents an analytical framework of Conceptual Understandings of Earth Systems (CUES) that shows a relationship between disciplinary knowledge of Earth systems and the specific thinking skills required to understand that knowledge. This framework is developed through an extensive literature review of students' and teachers' understandings of earth systems concepts and systems thinking in earth science context. This study first presents the categories of disciplinary knowledge of Earth systems, Earth System Knowledge (ESK). This study then illustrates a relationship between categories of ESK and the ontological categories (Matter, Process, Systems) that has been used to study students' conceptual understandings of Earth systems. Finally, this study presents the CUES framework to show the relationship between disciplinary knowledge and thinking skills. The implications of using this framework for curriculum development, assessment, and teacher education and ESS research are discussed.

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