• 대한지구과학교육학회지
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• 제8권3호
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• pp.399-408
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• 2015

This study is to find out that the effects of a creative experience activity program to scientific concepts and self-directed learning skills. This study has been aimed at 2 class 40 students of 4th grade in D metropolitan city A elementary school in 2015, one class 20 students are the research group to apply Scientific research program using creative experience activity, another class 20 students were comparison groups to apply general science classes. The related class section of this study is 4th grade 2 semester of science 4 chapters, 'The Earth and the moon' This section is in fourth grade elementary science curriculum revision in 2009 is a Sections to learn for the first time about astronomical area. Target research group in club activities as part of the creative activities implemented using scientific inquiry and analyzed the results. In addition, in order to better research based on the results of this study as follows. First, the science curriculum in elementary schools, as well as applied research about the creative experience activity classes in other subjects is required. The ongoing research is needed to classes utilizing the characteristics of creative experience activities in several subjects of the elementary school curriculum. Second, Creative experiential learning is only effective when it is done consistently, it is worth studying for long periods of time.

• 한국지구과학회지
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• 제39권4호
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• pp.378-387
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• 2018

In this research, the change of Korean middle-school science education environments is investigated through analyzing eighth graders' survey data collected over the past 20 years of TIMSS. We extracted educational context variables that provide meaningful information on changes of Korean science education, and have been surveyed more than 3 study cycles up to TIMSS 2015. The selected educational context variables include school resources and school climate from the school principal's questionnaires, and teacher characteristics and instructional activities from the teacher's questionnaires. For each context variable, we analyzed its trend over TIMSS cycles, and discussed its implications in light of Korean educational policy and curriculum changes. Based on the results, we recommended several ways that help to improve science teaching and learning in light of lab assistants, computer availability, teacher learning community, and middle school Earth science curriculum.

• 한국지구과학회지
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• 제21권1호
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• pp.13-21
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• 2000

야외 학습의 많은 이점에도 불구하고, 중 고등학교에서는 야외 지질 활동이 잘 이루어지지 않고 있다. 최근에 지질 답사 지역이 많이 개발되고 있으나, 대부분 지질학적 층서에 관한 서술적 설명으로 기재되어 있어 중 고등학생들에게 적합하지 않다. 따라서 전문적인 내용보다는 지구과학 교사가 손쉽게 학생들을 데리고 야외로 나갈 수 있는 야외 학습 프로그램이 필요한 실정이다. 본 연구는 중 고등학생을 위한 야외 지질 학습장을 개발하고 이를 효과적으로 수행할 수 있는 교수 학습 전략을 제시하여 일선 지구과학 교사들에게 도움을 주고자 한다.

• 대한지구과학교육학회지
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• 제4권1호
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• 대한지구과학교육학회지
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• 제11권3호
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• pp.237-243
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• 2018

이 연구는 '지구와 달' 주제와 관련된 초등학교 2009 개정 과학교과서와 2015 개정 과학교과서 내용을 분석하는데 목적이 있다. 연구를 위해 우리나라의 2009 개정 과학교과서와 2015 개정 과학교과서의 '지구와 달' 관련 단원의 내용을 선정하여 분석하였다. 연구결과, 첫째, 2009 개정 과학교과서에 2015 개정 과학교과서로 개정되면서 교육과정의 성취기준 상에서는 큰 변화는 없었다. 둘째, 두 교육과정의 구체적인 교과서 내용 진술이나 전개는 별다른 차이가 없었으나, 탐구활동면에서는 교육과정의 탐구활동 제시에서는 물론 교과서에 제시된 구체적인 탐구활동에서도 많은 변화를 보였다. 셋째, 2009 개정 과학교과서에 비해 2015 개정 과학교과서에서는 사진과 삽화를 많이 사용하고 있었다. 넷째, 실험관찰과 관련된 변화는 거의 없었으나, 단원을 정리하는 활동이 2015 개정에서는 2009 개정에 비해 강화되었다.

• 한국지구과학회지
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• 제43권5호
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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.

• 대한지구과학교육학회지
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• 제8권2호
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• pp.139-151
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• 2015

In this study, we studied the effects of creative science activities of children from low-income family. Before and after the creative science activity programs, we investigated the children from low-income family on scientific attitude, self-esteem and self-efficacy. Also, after the creative science activity programs for low-income family children were interviewed and the results were analyzed. The result of this study was summarized as following. First, the creative science activities has a positive effect on scientific attitude of low-income family children. Through the creative science activities, the children from low-income familie's average of scientific attitude increased meaningfully. Second, the creative science activities has a positive effect on self-esteem and self-efficacy of low-income family children. Through the creative science activities, the children from low-income familie's average of self-esteem increased meaningfully. In the case of the self-efficacy's average points increased, but there was no statistically meaningful. Based on the results of this research, the children from low-income family were influenced positively by the creative science activities. Especially, the children from low-income families who have fewer chances of science experience than other general children were positively influenced in every aspect of this study.

• 한국지구과학회지
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• 제26권8호
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• pp.751-758
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• 2005

본 연구에서는 지질학 연구에 관한 과학철학적 논의를 기반으로 지구과학 탐구의 특징을 반영한 지구과학 탐구방법의 개념적 틀을 개발하고, 이 틀을 분석 도구로 하여 중학교 2학년 과학 교과서에 수록된 탐구 활동을 분석하였다. 분석틀에서는 지구과학의 탐구 방법을 논리적 추론 방법, 해석적 방법, 역사적 방법으로 구분하고, 각각에 부속하는 방법이나 방법론상의 특징들을 세분화하여 제시하였다. 분석을 위해서는 중학교 2학년 과학 교과서의 '지구의 역사와 지각 변동' 단원의 탐구 활동을 대상으로 하였다. 분석된 탐구 활동들에 논리적 추론 방법이 반영된 비율은 귀납적 방법이 23%, 연역적 방법이 22%, 귀추적 방법이 70로, 귀추적 방법이 가장 높은 반영 빈도를 보였다. 해석적 방법의 특징이 반영된 비율은 '이미 형성된 이해 구조의 역할'이 92%로 가장 높았으며, '순환적 추론'이 9%, '이해의 역사적 본성'이 17%였다. 역사적 방법은 그 반영된 비율이 높은 것으로부터 적절한 분류체계의 구성'(53%), '현대적 동일과정설의 원리 적용'(47%), '잔존물 해석'(41%), '단계이론화 과정에서 장소로써 시간을 대체'(3%), '독립된 연구 결과들의 수렴 정도 평가(3%) 순으로 나타났다.

• 천문학논총
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• 제2권1호
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• pp.47-60
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• 1985

Four observational astronomical item, have been pilottested with a 150mm refracting telescope in order to layout the detailed procedures for the suggested (inquiry) activities listed in the high school earth science curriculum and to contrive some adequate instructions for students stressed on how to make proper treatments with the collected materials. The tested items were of sunspots' motion, the size of lunar craters, the Galilian satellites' revolution, and the galactic distribution of stars. Following series of activities are suggested with respect to the way of collecting observational data and of giving proper instruction to students in class: 1) Photography and other material, he made by teacher and/or extracurricular group of students; 2) Replicas (xeroxed, photographs, Or slides) he made from the collected materials, '0 that they are available to all the students in class; 3) Quantative analyses, be taken as student' activity.

• 한국지구과학회지
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• 제26권8호
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• pp.759-770
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• 2005

본 연구의 목적은 제7차 교육과정 지구과학 내용의 적정성을 평가하는 것이다. 이를 위해 교육과정 분석(우리나라, 미국 캘리포리아주, 영국, 일본), 우리나라와 일본 교과서의 지구과학 내용 분석과 초 중등학생, 교사, 교수, 교과서 저자에 대한 광범위한 설문조사를 실시하였다 제7차 교육과정의 지구과학 내용은 과학과 4개 영역의 균등 분배, 단원의 세분화로 인한 내용구성과 연계성 부족, 그리고 나선형 교육과정의 과도한 적용, 지나친 탐구활동 중심의 교과서 내용구성으로 인한 학습량 증가와 체계적 개념 지도의 어려움 등으로 인해 적정하게 구성되어 있지 않다고 평가할 수 있다. 이를 해결하고 지구과학 영역 내용 적정성을 확보하기 위한 방안으로는 첫째, 내용 구성 및 연계 측면에서 볼 때, 각 학년에서 다루게 되는 내용을 과학 4개 영역으로 균등하게 분배하지 말고, 단원의 크기를 다양화해야 한다. 둘째, 학습량 측면에서는 나선형 교육과정의 구성 방식을 탈피하여 학년 수준에 맞는 내용은 해당 학년에서 종료되도록 하여 학년간에 중복이 되지 않도록 해야 하고, 필수 탐구활동의 수를 줄이고 질을 높여야 한다. 셋째, 내용의 수준과 흥미 측면에서, 학생들의 지구과학에 대한 흥미를 제고할 수 있도록 자연재해, 안전, 우주 관련 분야, 자원 등을 강조해야 한다. 아울러 교육 내용 적정성의 평가 준거 중의 하나가 실현 가능성임을 고려할 때, 교육과정이 추구하는 목표가 학교 현장에서 실현될 수 있도록 주변 여건에 대한 지원이 선행되어야 할 것이다.