• Journal of the Korean earth science society
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• v.22 no.4
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• pp.259-267
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• 2001

The purpose of this study is to investigate the effects of the STS program on vocational high school students' science-related attitudes. In order to examine, we selected the content of instructions at the Earth Science content in the "Common Science" and applied the STS program for one year to the second grade students of six classes (N = 318) in a girls high school located in Kumi City, Kyungpook, Korea. For this study, we developed the instructional methods and then applied to the STS program. The result of this study revealed that the STS program on students' science achievement and attitudes were effective.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.602-616
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• 2008

The purpose of this study is to investigate the influence of global science literacy-oriented instruction on students' views of the nature of science. The participants were 65 male students in 8th grade, and they were taught for five weeks about the Unit of "Earth and Star" that was designed based on global science literacy. Survey was conducted to determine the students' views of the nature of science before and after the instruction. Results revealed that it was hard to change students' views of the nature of science during the short period of time; however, in the sociological aspect, the students acquired relatively more improved students' views of the nature of science than the other aspects including philosophical, psychological, and historical aspects.

• 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.25 no.5
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• pp.364-364
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• 2004

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.261-272
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• 2020

The purpose of this study was to compare the earth science curriculums of South Korea and North Korea. Aspects such as the content of the curriculums and the timing of learning were analyzed, in order to provide basic data that can be used to design a revised and integrated Korean curriculum. The objects of this study were South Korean Science textbooks from grades 5-9, and the high school Unity of Science and Earth Science I and II textbooks. Additionally, from North Korea, the junior middle school Natural Science 1 and 2 textbooks and the senior middle school Chosun Geography 2 and Geography 1 textbooks were analyzed. The results of this study obtained through an analysis that used the Trends in International Mathematics and Science Study (TIMSS 2019) grade 8 earth science assessment framework were as follows. First, South Korea needs to adopt iterative learning. Repetitive learning, which is effective for understanding what is being learned, is applied to only 1 by 8th grade. Second, South Korea needs to adjust the time when certain content is learned. This is because there is a disparity between when content is learned in comparison to North Korea, and the timing of learning of about 50% of the TIMSS standards have not been followed. Third, it is necessary to reflect the content present within the TIMSS that have not been learned. This can be a way to increase the nations' educational competitiveness in the international community. This paper proposed a comparative analysis of South korean and North Korean approaches to the earth science curriculum and conducted practical research to facilitate the construction of an integrated curriculum.

• Korean Journal of Remote Sensing
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• v.37 no.1
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• pp.153-160
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• 2021

Land Surface Temperature (LST) is the radiological surface temperature which observed by satellite. It is very important factor to estimate condition of the Earth such as Global warming and Heat island. For these reasons, many countries operate their own satellite to observe the Earth condition. South Korea has many landcovers such as forest, crop land, urban. Therefore, if we want to retrieve accurate LST, we would use high-resolution satellite data. In this study, we made LSTs with 4 LST retrieval algorithms which are used widely with Landsat-8 data which has 30 m spatial resolution. We retrieved LST using equations of Price, Becker et al. Prata, Coll et al. and they showed very similar spatial distribution. We validated 4 LSTs with Moderate resolution Imaging Spectroradiometer (MODIS) LST data to find the most suitable algorithm. As a result, every LST shows 2.160 ~ 3.387 K of RMSE. And LST by Prata algorithm show the lowest RMSE than others. With this validation result, we choose LST by Prata algorithm as the most suitable LST to South Korea.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of the Korean earth science society
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• v.31 no.1
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• pp.71-87
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• 2010

The purpose of this study was to explore 8th-grade students' imageries of the Earth. We analyzed the middle school students' imageries about the Earth represented with words and drawings in Earth Systems Understanding (ESU, hereafter) framework. The students' imageries about 'the Earth' are vary by their experiences and prior-knowledge, which significantly impacts their imagery construction. Especially, the students' ESU were characterized into two aspects: One is a macroscopic view point based on full-objects of the Earth by indirect experiences and the other is everyday view point based on scene of the Earth surface and environment by direct experiences. Results revealed students' imageries about the Earth were impacted by visual experiences and those students' ESU were more represented by drawing as visual imagery than by words, formal language. The negative imageries were mainly represented through interactions of the Earth subsystems.

• Journal of the Korean earth science society
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• v.25 no.3
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• pp.176-184
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• 2004

The concept of 'the lunar and planetary phases' is very difficult to understand and students may have various misconceptions on this concept. A module drawing the lunar and planetary phases was developed with the application of the simplifying conditions method. The effects of instruction using the module drawing the lunar and planetary phases on the conceptual change and the achievement was investigated in the consideration of learners' characteristics (spatial perception ability, science inquiry ability, required pre-requested learning ability). Findings were as follows: 1) This module was effective for learners' conceptual change and achievement, 2) This module had a positive influence for development the learners' characteristics and conceptual change with the middle level of science inquiry ability, the middle and low level of required pre-requisite learning ability, and middle level of the spatial perception ability.