• 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.

• Ecology and Resilient Infrastructure
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• v.4 no.3
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• pp.123-129
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• 2017

This study aims to identify and reduce the gaps of understandings and thoughts of river restoration between river engineers and ecologists by logically re-examining the definition and value of river restoration. For this purpose, function, and goods and services of river ecosystem are analyzed based on the study of those by de Groot et al. (2002). From the result of this analysis, definitions and strategies of presently-known river restoration and its similar activities are re-examined. Next, presently-known river restoration models, ERM (Ecological restoration model), ARM (Amenity restoration model) and semi-ERM (semi-Ecological restoration model), are reinforced in their frameworks. This study is expected to narrow the gap, between the professionals of different fields, of their understandings and thoughts of river restoration.