• Journal of the Korean earth science society
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• v.22 no.4
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• pp.268-277
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• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.52-62
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• 2008

The purpose of this study is to find out learning content for astronomical observation that could perform astronomical programs regardless of weather conditions as a case for the present conditions of astronomical observation and the methods of new education for astronomical observation, and to suggest the methods of synchronized multiple astronomical observation and actual cases using the Internet network. The results are as follows. First, the method of galaxy-oriented astronomical education helped those attempting to approach astronomy academically for the first time grasp useful concepts as to the astronomical space, and let them look at the space in an objective sense, which was effective in forming cosmic structure and concepts. Second, the administration curriculum of astronomical observation team was related to data that systematically contained annual astronomical education concerning the operation of astronomical observation teams; thus, they could be suggested as beneficial teaching materials to the teachers who wanted to organize a school club meeting. Third, it has been noted that the level of students' satisfaction in p2d program and MSO program was very high, and they turned out to be effective learning methods that could be implemented even in times of rain when it would not be possible to conduct astronomical observation activities.

• Journal of Korean Academy of Nursing
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• v.30 no.1
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• pp.72-83
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• 2000

This study purports to review traditional health concepts of Korea by age, and to compare them to health concepts defined in western societies. Furthermore the study offers these results as the basis of construction for Korean nursing theory. Literature for the review were traditional health books published in Korea. These books are Euibangyoochui, Hyangyakjibsungbang, Dongeuibogam, Eiyangpyun, Dongeuisoosebowon, & Hwangjaenaekyung. In addition, articles that studied traditional literature or Korean medical history were reviewed when no publication of a primary source was available. In ancient Korean society, health was viewed as a 'good relationship or harmony with a supernatural subject', 'harmony of earth, water, fire, and air', and a 'long life with no illness'. The treatment aspect of medicine was emphasized in the middle-aged society. The health concepts in the pre-modern society included such concepts as 'jeongkhibojeon', 'adjustment to the nature', 'harmony between yang and yin', 'strengthening of jeongkhishin', 'circulation of owoonyookchi', 'kyungjok mind-body state' and 'jeongshimjeonghang'. Major health concepts in western literature were 'adaptation', 'role performance', 'actualization of human potential', 'adaptation and actualization of potential', and 'comfort'. Traditional health concepts of Korea focus on principles. They deliver abstract meanings, which make their measures uneasy. They believe in holism and unity with nature and especially emphasize the mental aspect. On the other hand, health concepts of western societies focus on phenomena. Their meanings are somewhat concrete, which make their measurements relatively easy. They see a person adapts positively to the environment as an independent being from the environment. These concepts have biopsychosocial aspects with no partial emphasis in the mental aspects. These traditional concepts of health were classified into two main perspectives. One is the unity of heaven & man, and the other is the unity of mind and body. The former perspective is based on the main concept of Chi. The latter has the main concept of ruling of the mind. The two main concepts discussed above need further examination for development of a nursing theory for Korean society. The application of circulation of Chi needs balance and harmony, and the application of ruling of mind needs temperance.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.871-880
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• 2011

The purpose of this research is to explore preservice earth science teachers' understanding of volcanic systems using a modified version of InVEST Volcanic Concept Survey (InVEST VCS, Parham et al., 2010). Results showed that participants' understanding of volcanic concepts was rather limited. Questions requiring only basic content knowledge (e.g., terminology associated with volcano) received high scoring responses, while questions requiring higher order thinking and deeper conceptual connections as the mechanics of volcanic eruption received low scoring responses. Specifically, the prediction of hazards and impacts on the environment appeared to be poorly understood. VCS results can be applied to improve the subject content knowledge as well as the pedagogical knowledge that instructors may use when they assess students' understanding of volcanism within a solid conceptual framework.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.126-133
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• 2011

This study explored different concepts by handing out the questionnaires asking the 6 students of the second year of junior high school who had no lesson on cycle "which words related to cycle are suggested?" In regard to the stimulation of the word 'cycle', students relate it to different fields that they learn at school such as biology, environmentology, and earth science. The analyzed results from the answers by students are as follows. First, it resulted in from analysis on the questionnaire and the half-structured interviews that students were unable to expand the concept of cycle to the scientific concept, and perceived it fragmentarily. Secondly, their understanding on the system of the earth was low and they understood the concept of cycle with a unilinear thought rather than a systematic thought. Therefore, we need to synthesize the students' unilinear thoughts on cycle shown through this study and an effective educational strategy for their continuous, systematic thoughts, is essential.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.210-221
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• 2023

The purpose of this study is to evaluate the content knowledge and problem solving process used by pre-service earth science teachers while discriminating faults on geological maps. For this, we collected and evaluated data on fixation duration and gaze plot, while pre-service earth science teachers (N=12) solved the problem on faults interpretation using an eye tracker (Tobii Pro Glass 2 model). The results were as follows. First, most of the pre-service earth science teachers know the concepts of the normal and reverse fault but they do not know the procedural knowledge essential for fault interpretation on geological maps. Second, the pre-service earth science teachers did not draw a geological cross-sectional map to interpret the fault on the geological map and interpreted the fault based on two-dimensional information collected from the geological map rather than three-dimensional information. Therefore, it is essential to improve the teaching and learning environment so that pre-service earth science teachers who will become earth science teachers in the future can learn procedural knowledge essential to comprehend natural phenomena including understanding natural phenomena. The results of this study can substantially help organize a new earth science curriculum or develop materials on teachers' education in the future.

• Journal of the Korean earth science society
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• v.26 no.8
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• pp.759-770
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• 2005

The purpose of this study is to examine the Earth science content relevance of the 7th national science curriculum. For this purpose, we (1) analyzed science curriculum or content standards of Korea, California, England and Japan, (2) compared science textbooks of Korea and Japan, (3) conducted a nationwide survey to gather opinions from students, teachers, professors and textbook authors about the relevance of the science curriculum and textbooks. According to the results, the Earth science contents of the 7th national science curriculum were not appropriate in terms of the objectives of science curriculum and the needs of students and society. The main reasons include the equal division among physics, chemistry, biology and earth science, iack of connection due to fractionation of units, overly strict application of spiral curriculum, and redundant amount of activities and concepts to cover in the textbook. Major suggestions fir securing the relevance of Earth science contents are as follows: First, the science contents and the size of units at each grade level should be determined according to the students' characteristics, not by equal portion rule. Second, the excessive overlapping and repetition of contents due to the spiral curriculum should be avoided. In addition, the number of activities should be reduced and the quality of required science activities should be improved. Third, to raise students' interest in Earth science, real-life applications and real-world Earth science contents should be emphasized including natural disasters, safety, universe and space exploration, and natural resources. Lastly, considering one of the relevance criteria is feasibility, supports for schools and science teachers are needed to realize the goal of the intended science curriculum.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.1-12
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• 2000

The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.549-558
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• 2014

Integrated concepts that are broad enough to embrace facts, principles, laws, and concepts of multiple disciplines could become the core of integrated education. Integrated concept-centered education enables effective and practical learning. In this study, the Delphi Method was implemented targeting experts in science (physics, life science, chemistry, and earth science) and humanities (history, geology, economics, ethics, and politics) to find out the integrated concept that can be used to design the concept-centered integrated education in the Republic of Korea. 124 experts participated in this survey. Delphi survey was conducted for three rounds. In the first round, an open questionnaire was given to experts to collect feasible integrated concepts in each major field. Then, in the second round experts were asked to select integrated concepts that could be used practically in the field of their major. In the third round, the integrated concept with selection frequency over medium value were given. They were asked to evaluate the applicability of integrated concepts by using the Likert-scale questionnaire. Through this process, content validity was analyzed. As a result, five integrated concepts (change, interaction, space-time, energy, and equilibrium) were selected for the inter-science integration. And thirteen integrated concepts (conflict, community, relationship, structure, power, diversity, culture, change, society, interaction, freedom, justice, and equality) were chosen for the inter-humanities integration. Finally, for the science-humanities integration, seven integrated concepts (structure, diversity, change, interaction, cycle, system, and environment) were determined.

• Journal of the Korean earth science society
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• v.29 no.1
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• pp.91-97
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• 2008

The purpose of this study is to explore high school students' understanding of the distinction between scientific theories and scientific laws. Understanding of the distinction between these two concepts, which belong to the nature of science, has been receiving little attention. We surveyed thirty-two students from a local high school with three-part, open-ended questionnaire. The result revealed that these students shared common misconceptions such as 'scientific theories are unproven, scientific laws are proven and absolute', and 'if a theory is proven with enough evidence, it becomes a law'. Moreover, students tend to regard earth science less sophisticated than physical science, because they recognize a lot of its theories to be unproven in their view. It is indicated further that teaching the difference between scientific theories and laws explicitly could help students possess more appropriate view toward earth science.