• Journal of the Korean earth science society
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• v.25 no.3
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• pp.119-128
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• 2004

This project was carried out under the assumption that applying a science history program to a teaching-learning process would lead to students' increased interest in science and increase the development of their scientific process skills. The project aimed at designing an effective science history program which would help to improve students' scientific process skills, to enhance their interest in learning science, and to maintain their inquiry learning abilities. The survey for the activity objectives was produced by the authors. The test items used for testing students' scientific attitude and scientific process skills were created by Korea National University of Education. The survey about scientific perception indicated that there was a meaningful difference of p=0.005 before and after implementing this program. The survey about scientific interest shows that students became interested in science, science-learning and science-related activities after participating in the science history program. Students' scientific process sills increased by 9% after the program was implemented in the subjects' classes. This indicates that the science history program was effective in improving students' science scientific process skills. Since this project, which targeted 8th grade science education activities, has proven to be effective, developing other programs suitable for younger and older students seems promising, too.

• Journal of Korean Elementary Science Education
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• v.26 no.1
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• pp.24-31
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• 2007

Research into scientific inquiry methods indicates that providing various types of inquiry methods can enhance students' science loaming in terms of providing students with actual science in various ways' more so than exposure to one type of inquiry method. This article develops a framework for an analysis of scientific inquiry types based on the nature of scientific enterprise. We selected three types of scientific inquiry: these were minds-on activities, hands-on activities, and experimenting. Elementary science textbooks in the 7th national science curriculum were analysed according to the following subject areas; earth science, physics, biology, and chemistry. A total of 61 teaching units from 3rd through 6th grade science textbooks were investigated. The frequencies of each type of scientific inquiry method were slightly different among four science subject areas. The most frequent type which appeared in physics and chemistry was the hands-on type, while the minds-on activity type was the most frequent type which appeared in earth science and biology.

• Journal of Korean Elementary Science Education
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• v.21 no.1
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• pp.1-11
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• 2002

The purpose of the study is to compare and analyze the elementary science textbooks' contents between the United States(Science Horizons) and Korea for teaching the Returnee students. The analyzed contents are the name of chapters, the number of chapters, the page amounts of chapters, the structure of chapters and the studying time of chapters. The results of this study are : 1. Korean science textbook's number is 20. 'Science Horizons' has 6. Korean science textbook's total number of chapter is 58, 'Science Horizons' is 75. Korean science textbook's total number of page is 1,60.3, 'Science Horizons' is 2,106. So 'Science Horizons' has more number of chapter and page than Korean textbooks. 2. The ratio of Korean science textbook's contents is as follows: physical area, 22.4%; chemistry area, 12 1％: biology area, 39.6%; earth science area, 25.9%. But the ratio of 'Science Horizons' science textbook's contents is as follows: physical area,21.3%; chemistry area,4.0%; biology area, 46.7%; earth science area. 28.0%. 3. In case of 'Predicting the Weather' chapter, Korean science textbook has 3 lessons, 17 themes and 11 activities, whereas' Science Horizons' has 5 lessons, 10 themes and 5 activities. 4. The themes or chapters of 'Science Horizons' to propose deeper than Korea are about animals and plants, energy and movement, weather and season. our body, and earth and outer space. In case of Korean textbook are about chemistry area, the rock and volcanic activity and electric circuit. There are some differences between Korean and the United States' elementary science curriculum and textbook's contents. And the returnee students has many troubles to adapt korean science curriculum, textbooks and educational environment,;. Therefore, teachers should know and understand that, and help them.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.963-977
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• 2009

The purpose of this paper is to identify college students' conceptions of the earth system cycles as learners of earth science education (ESE) and draw educational implications. An eight-week creative story writing project was held with 62 non-science students taking a general course on earth science. Their creative stories were categorized by analyzing the conceptions and types of cycle with a story mapping technique. The cycle conceptions of earth systems were expressed diversely into 32; most of the cycle types were circular and complex, while the others were branch-shaped and linear types that fail to complete the cycles. College students' conceptions of the earth system cycles is biased toward natural-abiotic systems; less than 30% of them are shown to be aware of all three categories: natural-abiotic, natural-biotic, and human systems. It is essential to diversify the content of education on earth system cycles and help learners develop systematic methods of thinking so that they will be able to recognize the impacts of feedback from human activities through ESE.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.131-140
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• 2019

In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.

• The Bulletin of The Korean Astronomical Society
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• v.36 no.2
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• pp.94.1-94.1
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• 2011

Recurrent substorms occur when high-speed solar wind streamers pass by Earth's magnetosphere. Most of the previous researches have been done using the observations obtained at the geosynchronous orbit focusing on the relationship between the solar wind disturbances and the occurrence of substorms. However, it is important to investigate the dynamics of the magnetotail because the magnetotail is the place where substorms develop. In this study we investigated the observations of recurrent dipolarizations in the near-Earth magnetotail that occurred during high-speed solar wind streamers. The dipolarizations and subsequent stretchings have occurred for more than three days with the average period of ~2 - 3 hours. The average period of ~2 - 3 hours is consistent with the average occurrence period of recurrent substorms. Also, the observed signatures on the geosynchronous orbit and the ground show recurrent substorms have occurred during the event. These suggest that the recurrent dipolarizations in the near-Earth magnetotail should be closely related to the recurrent substorms. On the other hand, there was no clear flow activities directly associated with the dipolarizations, except for some intermittent bursty flow activities. We will discuss the detailed characteristics of the dipolarizations and the relationship with recurrent substorms.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.486-502
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• 2006

Earth Science is the study of Earth, where diverse organisms live, and it mainly focuses on the healthy, wealthy, and comfortable environment for our descendants. UNESCO and IUGS recently established the International Working Group on Medical Geology (1996), IGCP 454 Medical Geology (2000-2004), and International Medical Geology Association (IMGA, 2006) with the primary concerns of increasing awareness of Medical Geology among scientists, medical specialists, and the general public. Medical Geology and IMGA have been very successful in informing(educating) about the relationship between geological factors and health problems in humans and animals in the world through numerous international meetings, seminars, workshops, symposiums, and publications. Since there is a close correlation between Earth Science and Medical/ Dental Sciences as shown in the Medical Geology and IMGA, Earth Science, as with other areas in science, (i.e., Biology, Chemistry and Physics) should be included in the Medical Education Eligibility Test (MEET) and Dental Education Eligibility Test (DEET) for the Medical and Dental Graduate School. In this brief note, services and activities of UNESCO IGCP 454 Medical Geology and IMGA are introduced, sothat the inclusion of Earth Science as a subject requirement in the MEET and DEET can be considered. Such outcome will balance the development of Science Education in Korea.

• Journal of the Korean earth science society
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• v.39 no.6
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• pp.600-616
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• 2018

The purpose of this study was to explore how primary school students develop their interest in science. A survey questionnaire was used to investigate students' interest, change of their interest, and engagement in science related activities three times a year. 201 students of two primary schools in Seoul Metropolitan City initially participated in this study. A follow-up case study was conducted with students who showed an increased interest in science. Finally, seven students were chosen in the case study. They were asked to keep a photo journal for 12 weeks, and were interviewed in every other week by one of the researchers. Among these seven participants, two (TK and QQ) were chosen for analyzing their data in this case study because they showed positive changes in developing science interest throughout the study. The results of two participants' survey, photo-journal and interview were analyzed qualitatively. First, TK, whose science interest developed from situational interest II to individual interest I, engaged in doing experiments at home, doing mathematics activities, raising pets or plants, observing phenomena, and visiting informal educational centers. He tended to participate in hands-on activities by himself in out-of-school settings. Second, QQ who developed from situational interest I to situational interest II, engaged in taking pictures as a representative activity at home and school. He tended to participate in activities with either his father or one of the researchers. Both students showed personal characteristics such as doing place-based activities, interaction with others and activity subjectivity. The goal of TK's interactions with others on the various places was to develop in cognitive domain. On the contrary, QQ's goal of interactions with others was to develop in emotional communication. This study reported the cases of characteristics of students who developed their interests in science including activities in- and out-of-school settings and their accompanying people.

• Journal of Korean Elementary Science Education
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• v.38 no.4
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• pp.453-464
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• 2019

In this study, the types of inquiry activities in the $5^{th}$ & $6^{th}$ grade science textbooks according to the 2015 revised science national curriculum were analyzed and compared according to grade level and science area. Science textbooks for elementary school $5^{th}$ & $6^{th}$ graders contain quite diverse types of inquiry activities, which are student-centered inquiry activities. There were comparatively higher proportions of inquiry types such as experiment & observation and simulation, but relatively lower of inquiry types of investigation-discourse & presentation, discussion, expression. Elementary science textbooks are expected to cultivate science key competencies for elementary school students. Considering the science area, the motion & energy, substances, earth & space, and integration areas had the most experiment & observation among activity types, while the life area had the most simulation activities. Even in some area of the 6th grade science textbook, there was little or no data interpretation, discussion, and simulation activities. In order to achieve the goal of elementary science education, science textbooks should be developed considering the revision of future elementary science curriculum.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.154-165
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• 2002

The purpose of this study was to examine the effects of metastrategic exercise on a scientific reasoning strategy to control variables, and investigate the developmental patterns in the strategy usage within a given period. Two groups composed of 90 fifth grade students engaged in a scientific reasoning task over six daily sessions. Additionally, one group engaged in metastrategic exercise on fictional students' strategies of controlling variables on the task, while the other spent equivalent time on an unrelated task. Based upon results of the study, the following conclusions can be drawn. First, the metacognitive exercise on the strategy to control variables has positive and long-standing effects on the strategy performance at the reasoning task. The exercise also takes effect of near-transfer. Taking into consideration only about sixty minutes of metastrategic practice, the results provide the validity of the activity in order to develop children's reasoning strategies. Second, in a scientific reasoning task, each child seems to go through one out of two developmental patterns in their usage of reasoning strategies: gradual change or fundamental change. Considering the ratio of pattern of fundamental change between the two groups, it is clear that the metacognitive exercise influences the developmental pattern of strategy usage.