• 한국지구과학회:학술대회논문집
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• 2001.09a
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• pp.66-66
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• 2001

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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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.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.3
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• pp.269-275
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• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of the Korean earth science society
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• v.21 no.6
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• pp.695-702
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• 2000

The ichnogenus Protovirgularia McCoy, 1850 is reported from nonmarine strata of the Cretaceous Jinju Formation of the Sacheon area Korea. There, the Jinju Formation is composed mainly of fine-grained sandstone, grey to brownish grey mudstone, and shale which were deposited in a freshwater lacustrine environment. This occurrence represents the fist formal recording of the ichnotaxon from Korea and the first, on a global basis, from a nonmarine depositional environment.

• Journal of the Korean earth science society
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• v.40 no.5
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• pp.487-501
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• 2019

In this study, steric height variability in the East Asian Seas (EAS) has been analyzed by using ocean reanalysis intercomparison project (ORA-IP) data. Results show that there are significant correlations between ocean reanalysis and satellite data except the phase of annual cycle and interannual signals of the Yellow Sea. Reanalysis ensemble derived from 15-different assimilation systems depicts higher correlation (0.706) than objective analysis ensemble (0.296) in the EAS. This correlation coefficient is also much higher than that of the global ocean (0.441). For the long-term variability of the thermosteric sea level during 1993-2010, a significant warming trend is found in the East/Japan Sea, while cooling trend is shown around the Kuroshio extension area. For the halosteric sea level, a dominant freshening trend is found in the EAS. However, below 300 m depth around this area, the signal-to-noise ratio of the linear trend is generally less than one, which is related to the low density of observation data.

• 한국전산유체공학회:학술대회논문집
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• 2006.05a
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• pp.185-187
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• 2006

• 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.33 no.7
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• pp.658-671
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• 2012

This study is to develop teaching materials for the geological fieldwork of Jeokbyeokgang area located in the national park of the Byeonsan-bando National Park, Buangun, Jeonbuk, Korea. The developed teaching materials are used in middle school science to effectively teach the fieldwork of the area. The sedimentary succession of Jeokbyeokgang area in the Cretaceous age, Mesozoic, represents the large-scale and distinctive sedimentary structures on sea cliffs, which are worth developing as teaching materials for the earth science fieldwork. The area of Jeokbyeokgang also comprises various geological structures related to the advanced learning programs as well as those within the curriculum of earth science in middle school level. A five-step fieldwork model was applied to 20 students in middle school earth science. This study quantitatively analyzed students' responses to the process of the fieldwork activity. Results indicated that the fieldwork activity using the developed teaching materials was effective in helping the students to improve their self-directed learning and practical understanding of earth science.

• Journal of the Korean earth science society
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• v.38 no.5
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• pp.357-366
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• 2017

Urban planning and engineering undergraduate students need to understand the earth physical systems and that how human beings interact with the earth systems to planning and engineering urban area. The eco-friendly or geo-friendly design and planning of an urban area is a critical issue not only for economic benefits but more importantly for the sustainable future of urban life. However, little study has been done dealing with the urban engineering students' understanding of the earth as a system and what pedagogical approach is appropriate to improve their understanding of the earth as a system. This study is to investigate the impact of a purposely designed ESS course on urban engineering students' understanding of the earth as a system and their perceptions about the instructional approaches of the course on their learning competency. This study utilized a mixed-methodology with three main data sources: concept maps, student's perception survey about their learning competency, and course contents. Both the survey and concept maps were analyzed quantitatively as well as qualitatively. The result of this study showed that the urban engineering students' experience of team-based research about the topic they chose based on their own interest had a positive impact on their understanding of the earth as a system and their learning competency. The results of this study suggest that structuring and presenting the earth system contents in the context of engineering students' understanding and their future career be effective not only for the improvement of students' content knowledge but also for the enhancement of their learning competency such as creativity and problem-solving skills in everyday life situation.

• Proceedings of the KSRS Conference
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• 2007.10a
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• pp.397-400
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• 2007

For mapping the distribution of heavy metals in the mining area, field spectroscopy and hyperspectral remote sensing were used in this study. Although heavy metals are spectrally featureless from the visible to the short wave infrared range, possible variations in spectral signal due to heavy metals bound onto minerals can be explained with the metal binding reaction onto the mineral surface. Variations in the spectral absorption shapes of lattice OH and oxygen on the mineral surface due to the combination of heavy metals were surveyed over the range from 420 to 2400 nm. Spectral parameters such as peak ratio and peak area were derived and statistically linked to metal concentration levels in the streambed samples collected from the dry stream channels. The spatial relationships between spectral parameters and concentrations of heavy metals were yielded as well. Based on the observation at a ground level for the relationship between spectral signal and metal concentration levels, the spectral parameters were classified in a hyperspectral image and the spatial distribution patterns of classified pixels were compared with the product of analysis at the ground level. The degree of similarity between ground dataset and image dataset was statistically validated. These techniques are expected to support assessment of dispersion of heavy metal contamination and decision on optimal sampling point.