• The Journal of the Petrological Society of Korea
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• v.22 no.2
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• pp.117-135
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• 2013

Orbicular granite gneisses occur as a xenolith within two-mica leucogranites, together with early Paleoproterozoic metasedimentary xenoliths, in Wangjeong-ri, Muju area. The whole-rock chemistries and SHRIMP zircon Pb/U ages of the leucogranites indicate that they are S-type granitoids formed in the continental tectonic setting at $1875{\pm}75$ Ma. The SHRIMP age of monazites from the orbicular granite gneiss gives $1867{\pm}4$ Ma as a metamorphic age which is similar to the intrusion age of the two-mica leucogranite within the error range. The similar ages between zircons and monazites represent that the orbicular granite gneisses formed by metamorphism during the intrusion of the two-mica leucogranite; the metasedimetary xenoliths which sank within the parent magma of leucogranites were metamorphosed into orbicular granite gneisses by thermal metamorphism ($650-740^{\circ}C$, 4-6.5 kbar) due to the heat supplied from surrounding magma. During the thermal metamorphism, the core of orbicular granite gneiss mainly consisting of cordierite formed, and in some orbicular granitic gneisses, the leucocratic melt formed by melting of quartz and plagioclase in the core, squeezed out from core and crystallized around the core forming outer rim. The hydrothermal fluid at the late stage of magma differentiation penetrated into the orbicular granite gneisses resulting pinitization of cordierite into chlorite and sericite. As Muju orbicula granite gneiss was formed from sedimentary rocks, it is more appropriate to be called Muju orbicula granitic gneiss.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.222-235
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• 2023

This study developed a geological virtual reality-based field trip (VFT) to find an alternative to replace the actual field trip, which is often considered lightly by students owing to difficulties in the school. For this purpose, we selected a total of five geological learning sites that focus on the Mt. Jeoksang Muju-gun, Jeollabuk-do, Korea by evaluating the contents of the curriculum and the possibility of developing a VFT. The developed VFT provided middle-school students with an interactive space to observe and explore rocks and geological structures, including orbicular granite gneiss, tuff, conglomerate, sandstone, stratification, and joints. A semi-structured interview was conducted with the 1st-grade middle-school students to evaluate the educational value of the VFT. The responses of the students were analyzed using semantic network analysis to understand the significance of relationships between the reaction words. Results show that the students were able to sense reality through the VFT, which enabled them to understand and remember the characteristics of rocks. Therefore, students can indirectly have a sense of reality of an outdoor experience through the VFT program, which positively influences their learning. Our study shows that VFT can be effectively utilized as a meaningful learning resource in schools.