• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Korean Journal of Fisheries and Aquatic Sciences
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• v.41 no.6
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• pp.493-504
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• 2008

In the seas around the Korean Peninsula, the seasonal cycle of zooplankton related to North Pacific regime shifts was investigated to understand the reaction of the ecosystem to climate change using long-term data on zooplankton biomass (1965-2000) and the abundance of four major zooplankton groups: copepods, amphipods, chaetognaths, and euphausiids (1978-2000). In general, the zooplankton biomass showed a large peak in spring and a small peak in autumnin Korean waters, but there was a slight difference in the peak time depending on the location and the period before and after the North Pacific regime shift. The zooplankton biomass showed conspicuous seasonal peaks in R-III (1990-2000) compared to R-I (1965-1976) and R-II (1977-1988), and the seasonal peak shifted from the autumn in R-II to the spring in R-III. The peak of copepods and euphausiids in abundance was from April to June, while chaetognaths peaked from August to October. We postulate that the time lag between the peaks for copepods and chaetognaths results from the predator-prey relationship. The regime shift in 1989 did not alter the seasonal cycle of the four major zooplankton groups, although it enhanced their production. The seasonal peaks of the four major zooplankton groups did not shift, while the seasonal peaks of the zooplankton biomass did shift. This was not only becausethe zooplankton biomass included other mesozooplankton groups but also because the abundance of the four major zooplankton groups increased significantly in spring.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.545-557
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• 2004

The purpose of this study is to classify types of preconception on the seasonal change to middle school students and to find out how the developed multimedia material changes their conception in the seasonal change. The questionnaire about the variation of season consisted of 10 items. Questions are given to 80 ninth graders. Control and experimental group was 23 and 57 students, respectively and they were instructed for two class periods. A learning method using multimedia was applied to the experimental group. On the other hand, traditional teaching-learning method was used for the control group. A learning method using multimedia in this study had an effect on the conceptual changes (p$<$0.01). Data in this study was divided into six levels to classify the changes of concepts in detail. As a result, it showed that a learning method using multimedia was effective for students to make progress from unscientific to scientific concepts, to build up scientific concepts, to build up scientific concepts, and to elaborate scientific concepts as compared with traditional method.

• Korean Journal of Remote Sensing
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• v.26 no.6
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• pp.665-673
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• 2010

The role of remote sensing in phenological studies is increasingly regarded as a key in understanding large area seasonal phenomena. This paper describes the application of Moderate Resolution Imaging Spectroradiometer (MODIS) time series data for vegetation classification using seasonal variation patterns. The vegetation seasonal variation phase of Seoul and provinces in Korea was inferred using 8 day composite MODIS NDVI (Normalized Difference Vegetation Index) dataset of 2006. The seasonal vegetation classification approach is performed with reclassification of 4 categories as urban, crop land, broad-leaf and needle-leaf forest area. The BISE (Best Index Slope Extraction) filtering algorithm was applied for a smoothing processing of MODIS NDVI time series data and fuzzy classification method was used for vegetation classification. The overall accuracy of classification was 77.5% and the kappa coefficient was 0.61%, thus suggesting overall high classification accuracy.

• Ocean and Polar Research
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• v.24 no.1
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• pp.39-45
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• 2002

The seasonal patterns of sediment supply were investigated during the period of June 1999 to June 2000 on a coastal foredune of Seungbong Island, Korea. Sediment supply was determined from measurements of geomorphic changes in the foredune and beach along six lines. Most sands were deposited on the dunefoot and foredune area during the winter and spring, from November to April. The largest amount of sands was deposited along the lines 5 and 6 near the sea-dike in the southern tip of the dune area. In general, the sand on the beach was gradually eroded in spring, summer and fall but deposited in winter. Total sediment accumulation over the study period was $484m^3$ for the foredune and $345m^3$ for the beach. The volume of the foredune increased in the winter and spring, whereas the volume of beach increased in the winter. Variation in sediment deposition appears to be controlled primarily by variations in the seasonal wind regime.

• Journal of the Korean Society of Surveying, Geodesy, Photogrammetry and Cartography
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• v.36 no.2
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• pp.51-58
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• 2018

Recently, various satellite sensors have been developed and it is becoming more convenient to acquire multitemporal satellite images. Therefore, various researches are being actively carried out in the field of utilizing change detection techniques such as disaster and land monitoring using multitemporal satellite images. In particular, researches related to the development of unsupervised change detection techniques capable of extracting rapidly change regions have been conducted. However, there is a disadvantage that false detection occurs due to a spectral difference such as a seasonal change. In order to overcome the disadvantages, this study aimed to reduce the false alarm detection due to seasonal effects using the direction vector generated by applying the $S^2CVA$ (Sequential Spectral Change Vector Analysis) technique, which is one of the unsupervised change detection methods. $S^2CVA$ technique was applied to RapidEye images of the same and different seasons. We analyzed whether the change direction vector of $S^2CVA$ can remove false positives due to seasonal effects. For the quantitative evaluation, the ROC (Receiver Operating Characteristic) curve and the AUC (Area Under Curve) value were calculated for the change detection results and it was confirmed that the change detection performance was improved compared with the change detection method using only the change magnitude vector.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.236-247
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• 2021

This study is to investigate the effect of pre-primary teachers' gender and earth science completion while attending high school on the diversity of concepts, the level of conceptual understanding, and misconceptions about seasonal changes. This study was conducted with 71 pre-primary teachers. The conclusion of this study is as follows. First, the area of concepts used by pre-primary teachers to explain seasonal changes showed a greater difference depending on whether or not they completed earth science while attending high school, rather than depending on gender. Second, although there was no significant gender difference in the conceptual level of pre-primary teachers for seasonal change, the group who completed earth science while attending high school had a statistically significantly higher level of conceptual understanding than the group that did not complete it. Third, the ratio of misconceptions related to seasonal change of pre-primary teachers by gender was not significant, but the group who did not complete earth science while attending high school had a statistically significantly higher percentage of misconceptions than the group that completed it. As a result of the above examination, it is judged that the area of concepts, the level of conceptual understanding, and the misconceptions about seasonal changes of pre-primary teachers are more affected by the completion of earth science courses during high school than by gender differences.

• Geomechanics and Engineering
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• v.36 no.4
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• pp.391-406
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• 2024

In order to study the soil seasonal dynamic characteristics in the regions with four distinct seasons, the soil dynamic triaxial experiments were conducted by considering the environmental temperature range from -30℃ to 30℃. The results demonstrate that the dynamic soil properties in four seasons can change greatly. Firstly, the dynamic triaxial experiments were performed to obtain the dynamic stress-strain curve, elastic modulus, and damping ratio of soil, under different confining pressures and temperatures. Then, the experiments also obtain the dynamic cohesion and internal friction angle of the clay under the initial strain, and the changing rule was summarized. Finally, the results show that the dynamic elastic modulus and dynamic cohesion will increase significantly when the clay is frozen; as the temperature continues to decrease, this increasing trend will gradually slow down, and the dynamic damping ratio will go down when the freezing temperature decreases. In this paper, the change mechanism is objectively analyzed, which verifies the reliability of the conclusions obtained from the experiment.

• Plant Resources
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• v.1 no.1
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• pp.49-52
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• 1998

This study confirmed that the initiation time of tuberization was well consistent with the cativation time of JA. The consistency was also cinfirmed in the tuberization of yam plants under the altered condition of natural day length. The final yield of JA from 500g fresh leaves was $89.3{\mu}g$.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.673-689
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• 2022

To understand seasonal changes it is necessary to understand the relationship between celestial bodies in a three-dimensional space, and to this end, modeling activities in which students directly construct, use, evaluate, and modify three-dimensional models are important. In this study, the process of elementary school students using globes and light bulbs to model Earth's motion in a three-dimensional space as a cause of seasonal changes was analyzed. Seventeen sixth graders participated in the modeling process. After exploring phenomena and concepts related to seasonal change, students constructed models using globes and bulbs and used them to explain seasonal changes. Video data recording students' modeling process, students' activity sheets, and transcripts of post-interview were used as research data, and data triangulation was conducted. The modeling level analysis framework was also developed based on previous studies. In particular, the framework was developed in detail in this study in consideration of the concept of Earth's motion as well as understanding model and implementing modeling. In the final analysis framework, the 3D modeling level was classified from level 1 to level 3, and student performance that may appear at each level was specified. As a result of the study, there were two main levels of modeling using globes for elementary school students to explain seasonal changes. The rotation and tilt of the axis of rotation and revolution of the earth were considered but the level at which empirical evidence was not used (level 2), the level at which empirical evidence was used to explain seasonal chages (level 3). However, even when students use empirical evidence, it did not lead to the construction of a scientific model. In this study, the cause was explored in relation to the characteristics of the tool used for modeling.