• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.236-247
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• 2021

This study is to investigate the effect of pre-primary teachers' gender and earth science completion while attending high school on the diversity of concepts, the level of conceptual understanding, and misconceptions about seasonal changes. This study was conducted with 71 pre-primary teachers. The conclusion of this study is as follows. First, the area of concepts used by pre-primary teachers to explain seasonal changes showed a greater difference depending on whether or not they completed earth science while attending high school, rather than depending on gender. Second, although there was no significant gender difference in the conceptual level of pre-primary teachers for seasonal change, the group who completed earth science while attending high school had a statistically significantly higher level of conceptual understanding than the group that did not complete it. Third, the ratio of misconceptions related to seasonal change of pre-primary teachers by gender was not significant, but the group who did not complete earth science while attending high school had a statistically significantly higher percentage of misconceptions than the group that completed it. As a result of the above examination, it is judged that the area of concepts, the level of conceptual understanding, and the misconceptions about seasonal changes of pre-primary teachers are more affected by the completion of earth science courses during high school than by gender differences.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.118-123
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• 2010

This study is aiming to structure progressive instructional strategy for development of constructivist-thinking into the beginning stage, developmental stage, and advanced stage, then organize multiple choice, completion, descriptive, and essay problems to be suitable for each stage of the strategy, and finally, to evaluate what effects this instructional strategy has on the students' academic achievements and enhancement of their scientific essay writing skills. The results of the study are as follows. First, lessons applying the strategy for developing constructivist-thinking were more effective in enhancing student' academic achievement than the text book-oriented lecture type lessons. In changes in academic achievement, the test group, for both high and low levels, displayed a higher average than the control group, however, changes in the high level was not statistically significant and changes in the low level students were found to be statistically significant. Second, scientific essay writing skills were found to be effective in all levels of the test group and the averages in both high and low groups of the test group were higher than those of the control group and were also found to be statistically significant.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.140-150
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• 2008

In this study, a new teaching model was developed using concept maps and applied to the Earth Science I unit on diastrophism. We analyzed the effects of this model on students' scholastic achievement, ability to construct concept maps, and attitudes towards concept map lessons, in comparison to traditional teaching methods. The data was sampled from 128 second-year male high school students in Gyunggido, Korea. Although the results are not statistically significant, the new teaching model seems to have contributed to an increase in scholastic achievement as opposed to the traditional teaching models. We also found that the students to whom the new teaching model was applied showed both significant and positive effects in terms of scholastic achievement, the ability to construct a concept map, and changes in attitudes towards concept map lessons.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.204-212
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• 2012

The purpose of this study was to examine the effects of science-based STEAM on creative thinking and creative personality. For this study the 3 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with science-based STEAM, and the comparative group had the class with teacher centered lectures for 5 months. The science-based STEAM was focused on finding stories in lifes, composition of knowledge, completion of knowledge. The results of this study are as follows. First, science-based STEAM was effective in creative thinking. Second, science-based STEAM was effective in creative personality. Also, after using science-based STEAM was good reaction by students. As a result, the elementary science class with science-based STEAM had the effects of developing creative thinking and creative personality. it means the science class with creative personality has potential possibilities and value to develop creative thinking and creative personality.

• Journal of the Korean earth science society
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• v.26 no.3
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• pp.183-198
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• 2005

The purpose of this study was to develop teaching modules related to Earth Science courses in order to enhance scientific inquiry skills of middle school students. A 'process skill-centered' module was developed to induce scientific process skills, while students explore specific scientific context. A module consists of several activities, and each activity focuses on a specific science process skill. Modules were designed such that the skills would improve depending on the completion of the module. To evaluate the effectiveness, field workshops for middle school science teachers were done twice. Science teachers, who were participants of the workshop, commented that the activities in each module were suited to enhance students' interest in science. They noted that scientific inquiry skills would be developed from each activity. Students responded that the activities in the modules were interesting, and it was a good experience to do them by themselves. Students were the focal point in class, not teachers. This enabled teachers to evaluated each student's achievement level, and provide a proper feedback. Hence, applying these modules in classes should enhance the students' scientific inquiry skills.

• Journal of the Korean earth science society
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• v.34 no.2
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• pp.120-135
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• 2013

To investigate the changes in depositional environment around Gangneung Harbor, we analyzed the surface sediment textural parameters and topography data collected five times from February 2007 to February 2009. In the study area, sediments were mainly composed of sand and its sediment size became finer at offshore sites. During summer time, however, the sand grains became coarser than winter season near Namhangjin Beach, inside the harbor, and offshore areas. On the other hand, the grain size of Anmok Beach showed a gradual finer trend with time. Compared with the previous studies conducted before the completion of Gangneung Harbor construction, the mean grain size became finer on Anmok Beach, while it was coarser on Namhangjin Beach. The bathymetric changes observed over a 2-year period showed predominant erosion in the area of 5 to 10 m water depths and deposition in 2 to 5 m water depths. The shallower area less than 2 m water depths showed an alternating trend and yet slightly more dominant erosion process. The sediment textural parameters and the distribution of erosion and deposition have changed continuously. Results imply that such changes show long-term trends as well as seasonal variations in which the trend may have been formed after the completion of Gangneung Harbor construction.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.367-389
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• 2015

This study developed an experimental program for mapping temperature and salinity distribution around the Korean marginal seas using Ocean Data View (ODV) software. Serial ocean observational data have been analyzed after being converted to the ODV compatible format using a separated program newly developed for this study. When this new experimental program was applied to 65 pre-service teachers, it was found that the quality of assignment completion with a new program improved compared with that of the same group who used the existing program. A questionnaires was employed to delve into participants' satisfaction of the new program. Findings depicted that accurate and quick drawing of isoline drew the highest responses of satisfaction, and confirmed positive responses to the understanding and application of this new experimental program.

• Journal of the Korea Institute of Military Science and Technology
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• v.27 no.4
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• pp.466-473
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• 2024

An Emergency Destruction System is inevitable for ensuring safety both at sea and in populated areas, particularly during emergency detonations triggered by abnormal missile flight or upon mission completion. This paper introduces a novel method for developing an Emergency Destruction System capable of precisely calculating the Instantaneous Impact Point(IIP) during high-speed, maneuverable long-range surface-to-air missile flight tests. The Emergency Destruction System designed for long-range surface-to-air missile flight tests generates impact position tables that meticulously incorporate wind errors and navigation equations based on the Earth's ellipsoidal model. Factors such as the Coriolis effect and the direction of the gravitational acceleration vector are accounted for, significantly enhancing the accuracy of IIP determination amidst highly variable missile speed and attitude.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.105-113
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• 2012

The purpose of this study was to examine the effects of storytelling skill on science learning motivation and space perception ability. For this study the 5 grade, 2 class was divided into a research group and a comparative group. The class was pre-tested in order to ensure the same standard. The research group had the science class with storytelling skill, and the comparative group had the class with teacher centered lectures for 10 classes in 10 weeks. The storytelling skill was focused on finding stories, constellation searching, story deciding, story hero deciding, story composition, storytelling completion. To prove the effects of this study, science learning motivation was split up according to attention power, relation, confidence, and sense of satisfaction. Also, space perception ability consisted of two-dimensional rotation, 3 dimension rotations, reflection, three-dimensional searching, number of block, and figure type in pattern. The results of this study are as follows. First, using storytelling skill was effective in science learning motivation. Second, using storytelling skill was effective in space perception ability. Also, after using storytelling skill was good reaction by students. As a result, the elementary science class with storytelling skill had the effects of developing science learning motivation and space perception ability. it means the science class with storytelling skill has potential possibilities and value to develop science learning motivation and space perception ability.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.947-956
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• 2007

In this article, the extratropical transition (ET) of tropical cyclone (TC) was investigated based on the case study covering the latest three TCs (Shanshaa Yaki, and Soulik) associated with ET evolution (onset and completion) using the objective 37 diagnostics of Evans and Hart (2003) and Hart (2003). At 500-hPa level, on an onset of ET, all three TCs entered the baroclinic zone. In a vertical cross-section analysis, three TCs before and at an onset of ET kept warm and humid throughout all levels around the TC center. However, these TCs after ET onset became relatively cold and dry over the western part of TC as the typical characteristics of ET concept model. Although our case study was not sufficient, it is concluded that the diagnostics of the ET onset and atmospheric structure change associated with Evans and Hart (2003) and Hart (2003) will be useful in ET operational forecast.