• Animal Systematics, Evolution and Diversity
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• v.40 no.1
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• pp.47-67
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• 2024

The bryozoan assemblage from Seogwipo Formation in Jejudo yielded 33 taxa, including seven cyclostomes and 26 cheilostomes. It is the first fossil bryozoans described from the entire Korean peninsula. Five species, Callopora inermis, Tegella horrida, Celleporaria reflexa, Porella rotundirostris, and Rhynchozoon obliquimandibulatum, are new to the Korean bryozoan fauna as both in the Recent and fossil records. Tegella horrida, Celleporella reflexa, Porella donoghueorum, and Leischara subgracilis are notably cold-water species. This suggests that the Seogwipo Formation was primarily deposited in shallow water environment, subject to changesinfluenced by warm-water masses and temporarily impacted by cold currents. Only 33 species from the Seogwipo Formation in Korea, are very poor because the Seogwipo Formation is the only Pleistocene marine deposit in the Korean Peninsula. Eight species previously unknown as fossils worldwide, Tubulipora perforata, Puellina paracaesia, Reginella multipora, Celleporella reflexa, Exochella cryptodontia, Suhius cf. rubescentis, Cheiloporina cf. haddoni, and Jodoella koreensis are found in the Seogwipo Formation. This study is meaningful as it reports the first fossil assemblage of bryozoans from the Korean peninsula.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.129-140
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• 2011

As one of the casting plans to improve the scientific inquiry ability of the students, the aims of this study are to develop and apply a basic inquiry program for the inquiry subject of Seogwipo fossil formation, and analyze the basis inquiry ability of the students to show in the inquiry activity process actually. The results obtained in 5th grade 48 elementary school students of Seogwipo-city are as follows; Students executed observing activity using an appropriate senses such as senses of vision and touch, and showed the tendency which tries to observe the form overall rather than the partial form of the fossil formation. But the ability to utilize appropriately for predicting and inferring with the facts which could depend on observing activity was low. And we found out that the misconceptions influence on inquiry activity. Therefore, to help understanding deeper for the students' basic inquiry element, it is thought that a study of the various educational guidance ways is necessary to this. The teachers also have to study the various ways to induce the scientific conception through the application of proper teaching-learning for correction of misconceptions because misconceptions have an influence on inquiry activity together. If various inquiry programs considering the regional-specific characteristics are developed to cause students' interest, students would come to participate in inquiry activity aggressively a little more.