• Journal of the Korean Society of Earth Science Education
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• v.3 no.2
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• pp.99-108
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• 2010

This study lays its purpose on examining the effects of lessons with the application of drawing tasks on changes in conception among gifted science students. The lesson with the application of drawing tasks means the lesson where students express key concepts regarding lesson subjects in drawings which are then applied to the lessons to develop conception among the learners. This study analyzed the effectiveness of lessons by comparing conception scores before and after experiments between an experiment group with the application of drawing tasks and a control group with normal lessons for the gifted in general for 8 months from March to October, 2008. In addition, the researcher examined how the effectiveness of the developed lessons show differently according to levels of meta-cognition, creative problem-solving abilities, and scientific inquiry skills among the gifted students. The results from this study are as the following. First, lessons with the application of drawing tasks were effective in changing conception among the gifted science students. It is possibly because in the process where one student compare his/her own drawings with the others' ones and discuss them, changes in conception occurred effectively among the learners. Second, it was revealed that lessons utilizing drawing tasks have equal effects on changes in conception among both student groups irrespective of their levels of meta-cognition. Accordingly the lesson for changing perceptions utilizing drawing tasks developed in this study is a program which can be applied to all gifted science students in order to change conception among them. Third, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of creative problem solving abilities. Fourth, lessons utilizing drawing tasks have the greatest effects on the gifted science students at a 'middle' level of scientific inquiry skills. Putting these results together, it is thought that if lessons utilizing drawing tasks are applied to gifted science students, not only their concepts would be changed effectively but also their attitudes toward science would be changed positively.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.261-275
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• 2023

The purpose of this study was to analyze the conceptual understanding of carbon neutrality among secondary school science pre-service teachers, as well as to identify gaze patterns in visual materials. For this study, gaze tracking data of 20 pre-service secondary school science teachers were analyzed. Through this, the levels of conceptual understanding of carbon neutrality were categorized for the participants, and differences in gaze patterns were analyzed based on the degree of conceptual understanding of carbon neutrality. The research findings are as follows. First, as a result of performing modeling activities to predict carbon emissions and removals until 2100 using the concept of '2050 carbon neutrality,' 50% of the participants held a conception that carbon emissions would continue to increase. Additionally, 25% of the participants did not properly understand the causal relationship between net carbon dioxide emissions and cumulative concentrations. Second, the gaze movements of the participants regarding visual materials related to carbon neutrality were significantly influenced by the information presented in the text area, and in the case of graphs, the focus was mainly on the data area. Moreover, when visual data with the same function and category were arranged, participants showed the most interest in materials explaining concepts or visual data placed on the left side. This implies a preference for specific positions or orders. Participants with lower levels of conceptual understanding and inadequate grasp of causal relationships among elements exhibited notably reduced concentration and overall gaze flow. These findings suggest that conceptual understanding of carbon neutrality including climate change and natural disaster significantly influences interest in and engagement with visual materials.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.100-109
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• 2020

This study aimed to develop a 'star-car' operational program combining with the STEAM program and the PEST method for motivating elementary school students who belonged to less favored areas in terms of scientific culture to get an interest in astronomy and appropriately forming scientific concepts of Astronomy and Space and, subsequently, to examine the effectiveness of the program. For the purposes to be feasible, 5 experts participated in the study. They set a development direction of the program through a workshop, developed a draft with respect to a mobile astronomical observatory program of the Korea Astronomy and Space Science Institute, and then complete the development of the program through one trial application. The program which was developed in the study applied the STEAM program and targeted the elementary school students who lived in isolated regions of the scientific culture. The results of the research were as follows. First, The mobile astronomical observatory program developed in this study was improved as a program which stimulated the curiosity of elementary school students in all grades towards the Astronomy and Space. Second, The program developed in the study consisted of 11 periods in total; one period was for the presentation of the situation, five periods for emotional experience, the other five periods for creative design. Third, The results of analyzing the students' satisfaction were turned out to be effective in general. Judging from the aforementioned results, the mobile astronomical observatory program is expected to enhance learners' core competencies.

• Journal of the Korean earth science society
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• v.41 no.5
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• pp.520-530
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• 2020

The purpose of this study was to investigate students' understanding of the terms presented on the information board in the Jinan-Muju National Geopark. To this end, a survey was conducted with 219 students (147 elementary, 41 middle, and 31 high school students) to determine the level of their perceptions of the geopark, and of the usefulness of the information board, and their understanding of the terms presented on the information boards of the National Geopark. To determine the students' understanding of terms, 10 representative information boards were selected and the entire content was converted into text. Afterwards, 256 key terms were extracted from the text through discussions with three experts, and these terms were presented to students to grasp their level of understanding. The results were as follows: First, the level of students' perceptions about the geopark was very low, so publicity and educational approaches are needed. Second, students were not interested in the information board and had a low level of understanding owing to the large amount of information and reading difficulties. Third, among the 256 terms, the number of terms that students found difficult to understand tended to decrease with increasing school grade: 80 for elementary school students, 53 for middle school students, and 31 for high school students. The reason the students had difficulty in understanding terms was that elementary school students had not yet learned the terms in the curriculum, whereas middle and high school students have difficulty understanding technical terms and Chinese characters. Therefore, the information board in the geopark will need to be easily translated into Chinese characters or additional explanations of technical terms need to be provided so that visitors can understand the concepts more easily.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.770-788
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• 2021

This study aimed to determine whether middle school students could understand global warming and the greenhouse effect, and explain them in terms of global radiative equilibrium. From July 13 to July 24 in 2021, 118 students in the third grade of middle school, who completed a class module on 'atmosphere and weather', participated in an online assessment consisting of multiple-choice and written answers on radiative equilibrium, the greenhouse effect, and global warming; 97 complete responses were obtained. After analysis, it was found that over half the students (61.9%) correctly described the meaning of radiative equilibrium; however, their explanations frequently contained prior knowledge or specific examples outside of the presented data. The majority of the students (92.8%) knew that the greenhouse effect occurs within Earth's atmosphere, but many (32.0%) thought of the greenhouse effect as a state in which the radiative equilibrium is broken. Less than half the students (47.4%) answered correctly that radiative equilibrium occurs on both Earth and the Moon. Most of the students (69.1%) understood that atmospheric re-radiation is the cause of the greenhouse effect, but few (39.2%) answered correctly that the amount of surface radiation emitted is greater than the amount of solar radiation absorbed by the Earth's surface. In addition, about half the students (49.5%) had a good understanding of the relationship between the increase in greenhouse gases and the absorption of atmospheric gases, and the resulting reradiation to the surface. However, when asked about greenhouse gases increases, their thoughts on surface emissions were very diverse; 14.4% said they increased, 9.3% said there was no change, 7.2% said they decreased, and 18.6% gave no response. Radiation equilibrium, the greenhouse effect, and global warming are a large semantic network connected by the balance and interaction of the Earth system. This can thus serve as a conceptual system for students to understand, apply, and interpret climate change caused by global warming. Therefore, with the current climate change crisis facing mankind, sophisticated program development and classroom experiences should be provided to encourage students to think scientifically and establish scientific concepts based on accurate understanding, with follow-up studies conducted to observe the effects.

• Journal of the Korean earth science society
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• v.41 no.1
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• pp.75-91
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• 2020

The purposes of this study are 1) to develop a pre-education program for teaching the basic concepts of systems thinking and STEAM program based on systems thinking and 2) to investigate the effects of the program on middle school students' systems thinking. The subjects were 4 seventh-graders and 4 ninth-graders in a middle school located in the province of Gyeongsangbuk-do. Data related to students' systems thinking was analyzed using the rubrics developed by Hung(2008). The results were reviewed by experts to verify the validity of the rubrics and the reliability of students' system thinking. In addition, the data analyzed with the rubrics, students' awareness of systems thinking, word associations, causal maps and interviews were systematically analyzed to investigate the effects of the program on students' systems thinking. The findings of this study were as follows: First, a pre-education program and teachers' guidebook for teaching and learning the concept of systems thinking and causal maps were developed. The pre-education program consisted of familiar TV entertainment program-Infinite Challenge (Muhandojeon)-with a theme of Global Warming. Second, a STEAM education program based on systems thinking which was composed of 5 steps: Analysis-Design-Build-Assessment-Systems thinking. The major theme of the program was an air extinguisher. The developed STEAM education program had positive effects on improving middle school students' systems thinking abilities such as understanding systems, relations within a system and system generalization. Therefore, it was concluded that the STEAM program could be instrumental for cultivating students' STEAM literacy with improved systems thinking.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.111-126
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• 2009

The purpose of this study was to derive the criterions of each type of mental models on the plate boundaries and to investigate high school students' mental models on these concepts. The 11th grade student participants were requested to draw the collisional, convergent, and divergent boundaries and were interviewed individually. The drawings and the data gathered through the interviews were analyzed qualitatively. The mental models on the plate boundaries were classified as 'naive model', 'unstable model', 'causal model', and 'conceptual model'. The criterions for analyzing the mental models were the differentiations of the lithospheric plates and the mantle, the explanations of the motion of the plates and lower mantle, the demonstrations of topographical features of the plate boundaries and the causal relationships between the mantle convection and the topographical features. The findings revealed that the students holding 'the naive model' and 'the unstable model' were unable to relate the mantle convection and the three boundaries. In contrast, the students holding 'the causal model' and 'the conceptual model' were able to explain that the mantle convection causes the three boundaries. Also, the types of epistemological belief were different depending on their mental models. Students holding the naive model and the unstable model tended to rely upon the external authorities.

• Journal of the Korean earth science society
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• v.21 no.4
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• pp.359-368
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• 2000

The purpose of this study is to develope and apply NIE programs related to sub-chapter 'The Change of Weather and Circulation of Water' in 2nd grade science text book of middle school, and thereby to investigate the effects of NIE approach on science-related attitude and teaming achievement of students, and interaction between treatment methods and students' learning ability. Subjects consisted of 2nd grade students of four classes in a girls middle school located at the southern part of Seoul. Four classes were divided into experimental and control groups by two classes randomly. The experimental groups have been instructed on the related-general concepts for six times and then received seven NIE programs developed by researcher for seven times. The control groups have received the instruction through the conventional teaching method. The NIE learning has been progressed following the steps using in the Iowa Chautaugua Program, e.g. invite, explore, propose explanation and solutions, and take action. NIE programs, e.g. project studying, topic studying and a crossword puzzle have been developed and applied using 'science first' approach of the STS instruction. Twenty questions related to social implications of science and leisure interest in science within seven frameworks of TOSRA have been used in this study as an evaluation instrument of science-related attitude. Learning achievement has been evaluated using an instrument developed by researcher. The results of this study can be summarized as follows. (1) NIE approach was more effective in progressing learning achievement of middle school students than conventional teaching method (p<.01). (2) Experimental groups show statistically significant improvement on science-related attitude than control groups (p<.01). There were no significant interactions between treatment methods and students' learning ability on learning achievement and leisure interest in science. The NIE approach were more effective than the conventional one on social implications of science, especially to low ability students.

• Journal of the Korean earth science society
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• v.42 no.2
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• pp.201-220
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• 2021

The objective of this study is to increase awareness and interest regarding polar science and thereby aid in establishing the concept and future direction of polar literacy. To analyze the current status, textbooks based on the common school curriculum pertaining to polar topics were reviewed. Six countries that actively conduct polar science, namely Korea, France, Japan, Germany, the United States, and the United Kingdom, were chosen. Subsequently, 402 cases in 110 science and social studies (geography) textbooks of these countries were analyzed through both quantitative and qualitative methods. Based on the obtained results, the importance of polar research in geoscience education and the need for spreading awareness regarding polar research as an indicator of global environmental changes were examined. It was found that the primary polar topics described in the textbooks are polar glaciers, polar volcanism, solid geophysics, polar infrastructure, and preservation of geological resources and heritage. This demonstrates that the polar region is a field of research with important clues to Earth's past, present, and future environments and is also a good teaching subject for geological education. However, an educational approach is needed for systematically laying emphasis on polar research. The implications of this study are manifold, such as the establishment of a cooperative system between polar scientists and educators, extraction of core concepts for polar literacy and content reconstruction, discovery of new polar topics associated with the curriculum, diversification of forms of presentation in textbooks, and development of an affective image that is based on correct cognitive understanding. Furthermore, through the continuance of polar topics in textbooks, students can improve their awareness regarding polar literacy and polar science culture, which in turn will serve as the driving force for sustainable polar research in the future.

• Ecology and Resilient Infrastructure
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• v.7 no.1
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• pp.15-25
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• 2020

We've compared and conceptually evaluated the newly emerging concept of nature-based solutions (NbS's), in the aspect of water management, and existing similar solutions of different naming, all of which are based on ecosystem functions. In this study, it is found that NbS's seem significant and meaningful both educationally and understandably in the aspect that it can comprehensively cover and include the existing methodologies and solutions using the functions of natural ecosystem to socio-environmental challenges. It, however, seems not quite different from the broad-meaning of green infra, including Eco-DRR, in terms of the approaching methodologies in water management. The conceptual and spatial hierarchy of each practice in water management considered in this study can be expressed in the narrowing order of NbS-(EE)-BGI-(CRT)-GI-LID. Last, the term LID, which is the best management practice for storm water management in the development project, can be replaced with the term GI for clarification and less confusion both in academia and practice.