• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.267-276
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• 2021

The purpose of this study is to research seasonal constellation experiments and to find out what are effective seasonal constellation experiments according to school salary. we organized seasonal constellation experiments with 24 elementary preparatory teachers and asked them to what effective experiments are for each school class. As a result, constellation learning through direct experience activities through role play is the most effective in elementary school, and in middle and high schools, using the stellarium program to realistically observe and reason about seasonal changes in constellations was selected as an effective experiment. Pre-service teachers recognized that experiments in which direct experience and specific manipulation activities were emphasized in elementary school, and experiments in which observation of realistic natural phenomena and reasoning activities were emphasized were effective in middle and high schools.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.279-286
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• 2005

This thesis aims to know about the effect science club activities have on the students' science-related attitude. The subjects are 551 high-school students who consists of the students who participate in science club activities and students who don't participate in science club activities. The questionnaires include the questions about cognition of science, interests toward science, and scientific attitudes which belong to the affective domain of Science. The answers are analyzed using by SPSS 11.5 program. This survey shows that whether or not students participate in science club activities affects the cognition of science, the interests toward science, and the scientific attitudes. In other words, science club activities affirmatively enhance the cognition of science, cultivate the thinking power about science, enlarge problem-solving ability by knowing how to survey natural phenomenon, increase the insight into science and help to cope with technological changes. Therefore, since science club activities affect the cognition of science, the interest toward science, and the scientific attitudes in the affective domain of Science, much consideration and concern should be given to science club activities so that students can cherish science club activities and deal with club activities with more attention.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.20-33
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• 2024

The purpose of this study is to examine the scientific activities of scientists justifying Wegener's continental drift in the 20th century, which is explained as a revolutionary process in earth science, and methodologically analyze the strategy of proposing new scientific theories and how the process of theory selection is carried out. Previously, the Earth was a static model and only the vertical movement of the crust was considered. However, the theory of continental drift proposed horizontal movement of the crust as a dynamic model of the Earth, eliminating numerous problems. Therefore, this study seeks to explore the rational activities of numerous scientists until the current plate tectonics theory was formed. Additionally, the theory of continental drift is in conflict with the theory of Earth shrinkage, which is an existing static model. In other words, it deviates from the existing mechanistic world view by presenting a dynamic model in which the Earth is created and changes, as opposed to a static model in which the Earth is already completed, fixed, and unchanged. As a result, old geology was weakened and new geophysics was born. The theory of continental drift and continued exploration by subsequent generations of scholars brought about a revolution in earth science. This can be said to be a good subject of investigation as educational material for various methodologies for students in earth science education, and as educational material for changing students' worldview.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.12-19
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• 2011

This study aimed to analyze the teachers' cognitions about the primary science textbooks(experiment and observation) used in elementary schools. This study surveyed 211 teachers in Seoul and Gyeonggi province. The data were statistically analyzed by SPSS WIN 10.0. The results of this study are as follows : Most of the teachers showed positive opinions on the directions of the compilation of experiment and observation textbook. Teachers used experiment and observation textbook as summary notes, experiment reports and evaluating methods. The experiment and observation textbooks should be compiled and reorganized in order as follows : Lesson introduction, inquiry activities, and intensive and supplementary activities which are followed by space of description in experiment and observation textbook.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.183-192
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• 2015

The purpose of this study was to identify STEAM education program fit for club activities in consideration of the present curriculum and investigate its effect on science club students' self-efficacy and attitude toward science by applying it to science club students. In consideration of such chapters as 'Solar System' and 'Exosphere and Space Development' in the 2009 Revised Curriculum, this study developed a STEAM education program related to the observation of the solar system and the measurement of a distance of the stars in consideration of the present curriculum. For this study we selected 14 science club students in H Middle School, located in G Province and applied a 7 weeks' program to them. To find out change in their self-efficacy and attitude toward science, this study conducted tests of self-efficacy and attitude toward science for a single group before and after introducing this program and analyzed the results. The results of this study could be summarized as below. Firstly, science club activities with this STEAM education program applied improved students' self-efficacy significantly. Secondly, there was a significant difference found in students' attitude toward science through science club activities with this STEAM education program applied as they showed higher scores in the attitude toward science in the posttest than the pretest. Lastly, despite a research limit that this science inquiry program was conducted for a short period of time, this program was found to have positive effect on the improvement of students' self-efficacy and attitude toward science.

• Journal of the Korean earth science society
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• v.29 no.7
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• pp.626-639
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• 2008

To present the suggestions for improvement in science textbooks of high school, scientific inquiry activities in geology of earth science textbooks of Korea and the U.S. were assessed in the areas of the contents, processes and contexts. Regarding the contents of inquiry activities, Korean textbooks contain more number of inquiry activities (5.8 per section) than the U.S. curriculums (4 per section). Inquiry activities of Korean textbooks mostly fall on the interpretation of diagrams and graphs whereas those of the U.S. textbooks more hands-on experiment, data transformation and self designing. As for the number of inquiry process skills per inquiry activity, Korean curriculums contain an average of 1.8 whereas the American ones 3. It suggests that the U.S. textbooks require more integrated process skills than the Korean earth science curriculums. In the process skills of all textbooks studied, the highest frequent elements were inferring and data interpretation; the percentage of these two elements was an average of 73.3% in Korean textbooks and 46.2% in the U.S. This suggests that the Korean textbooks emphasize the process skill on particular area, and uneven distribution of elements of process skills may hinder the development of integration ability of students. particularly in the integrated process skills, the U.S. textbooks presented all 7 elements, while Korean ones presented only 2 to 4 elements, indicating that the Korean textbooks may have weak points in providing various inquiry activities for students compared to the American textbooks. In inquiry context analysis, Korean curriculums provide simplistic inquiry contexts and low applicability to real life whereas the U.S. curriculums provide more integrated inquiry contexts and high applicability to real life.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.204-217
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• 2008

This study analyzed the inquiry activities appearing in the astronomy sections of elementary, middle and highschool level science textbooks according to the five essential features of inquiry in the classroom as proposed by the National Science Education Standards (NRC, 2000), and SAPA (Science-A Process Approach). On the basis of this analysis, it is clear that the science textbook inquiry activities released the limitation to meet the goal of science education, namely scientific literacy, as it has been laid out by the 7th Science Educational Curriculum. This study revealed that the features of scientific inquiry which are most frequently used in the astronomy sections of science textbooks are 'data collection' and 'form explanation', whereas the features of 'oriented-question', 'evaluate explanations' and 'communicate and justify' rarely appeared. The analysis of inquiry activities by SAPA showed that the basic inquiry skills of 'observing', 'communicating' and 'manipulating materials' were used with increasing frequency according to grade level, and the integrated skills of 'investigating', 'creating models', 'interpreting data' and 'experimenting' were more emphasized in the textbooks. Therefore, it is suggested that students be provided with more opportunities to experience all the features of scientific inquiry and scientific processes as envisioned by the 7th Science Educational Curriculum in order to achieve the stated goal of scientific literacy. Science educators should be required to develop new lesson modules which will allow students to experience authentic scientific inquiry. It is crucial for science teachers to reflect upon and develop their understanding and teaching strategies regarding scientific inquiry through professional development programs in teacher education.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.3
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• pp.378-386
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• 2015

This study is to find out that pre-service elementary teacher's the effects of a ecology mentor club activities to the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. This study has been aimed at 25 students of 5th grade in B metropolitan city S elementary school in 2015, B educational University of elementary pre-service teachers 10 people, Elementary School Teachers10 people to apply a ecology club mentor activities to investigate a comment participated in environmental mentor club activities of elementary pre-service teachers and the environmental sensitivity and the effects on the environment friendly attitude of elementary school students. Procedures for this research was the topic for setting ecology club mentor activities of elementary school students, pre-service elementary school teachers receive consultation from field teachers and guide to ecology club mentor activities of elementary school students. Before the ecology club mentor activities, pre-test environmental sensitivity and the environment-friendly attitude of were carried out. After the experiment, post-test of environmental sensitivity and environmental friendly attitude check was carried out. Also, investigate a comment of pre-service elementary teachers participate and guide to ecology club mentor activities of elementary school students. After the experiment results are as follows. First, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate environmental sensitivity of the elementary school students. Second, the ecology club mentor activities of pre-service elementary school teachers are effective to cultivate eco-friendly attitude of the elementary school students. Third, after ecology club mentor activities of elementary school students, pre-service elementary school teachers now have a very good feeling. Based on these results, suggestions for further research are as follows. First, the variety of ecological club programs target to elementary school students are needed. Second, there is a need for continuing research on the ecology club activities.

• Journal of Astronomy and Space Sciences
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• v.40 no.4
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• pp.149-171
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• 2023

ShadowCam is a National Aeronautics and Space Administration Advanced Exploration Systems funded instrument hosted onboard the Korea Aerospace Research Institute (KARI) Korea Pathfinder Lunar Orbiter (KPLO) satellite. By collecting high-resolution images of permanently shadowed regions (PSRs), ShadowCam will provide critical information about the distribution and accessibility of water ice and other volatiles at spatial scales (1.7 m/pixel) required to mitigate risks and maximize the results of future exploration activities. The PSRs never see direct sunlight and are illuminated only by light reflected from nearby topographic highs. Since secondary illumination is very dim, ShadowCam was designed to be over 200 times more sensitive than previous imagers like the Lunar Reconnaissance Orbiter Camera Narrow Angle Camera (LROC NAC). ShadowCam images thus allow for unprecedented views into the shadows, but saturate while imaging sunlit terrain.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.356-370
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• 2008

The study aims to explore sequence of earth science content in elementary school science curriculum in Korea and the U.S.. The analysis is focused on a) general content structure of earth science part; b) concept relationship between grades in the specific field of 'geology'; c) longitudinal connection of concepts and content in 'geology.' The findings are as follows. First, earth science curriculum content in Korea is structured according to sub-scientific disciplines centering on not science concepts but topics or inquiry activities whereas the U.S. curricular content is organized through integrative earth science topics with basic concepts and sub-concepts. Second, it is a common feature that basic concepts are interrelated to sub-concepts in all grades in both countries. However, basic concepts are scattered all over the grades, presented in a linear pattern in Korea while those are provided together in 3rd grade and repeated with extended concepts in a spiral structure in the U.S.. Last, it is not clear how concepts and content are longitudinally connected between grades in Korean curriculum. On the contrary, concepts and content in the U.S. curriculum have a strong longitudinal connection between grades with conceptual hierarchy. Such results indicate that Korean elementary school science curriculum would limit students' comprehensive understanding of science concepts through grades. The study suggests Korean science content should strengthen interrelationship among concepts as well as longitudinal connection between grades, in order to achieve the ultimate goal of science education, 'scientific literacy'.