• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.59-59
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• 2004

• 한국지구과학회:학술대회논문집
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• 2005.02a
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• pp.250-251
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• 2005

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.111-118
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• 2008

This study is aimed at analyzing earth conception the nine pre service teachers who are majoring in earth science education and classifying a special feature from the ontological categories. Open ended questionnaires and semi structured interviews which meant to contribute to identifying ontological categories of concepts involving study area were designed. Pre service teachers' ontological category about earth conception most showed to dynamic and proto process. In the results show that many pre service teachers recognize simply the conception to a material, a condition and a conversion of the state changing. Most of the pre service teachers show their intermediate understanding level about the earth inner construction according to the analyzed results of the drawing tasks and interviews. The main alternative conceptions show them through a definition of the plate, a wording definition between lithosphere and asthenosphere, a feature of the plate boundary, a heat convection in the earth inner, the earth inner heat source, the earth inner structure, a physical feature of the mantle.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.147-158
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• 2007

The purpose of this study was to investigate research trends of Japanese earth science education published in Chigakukyouiku by the Japan Society of Earth Science Education. A total of 129 articles published in the Journal between 1998 and 2003 were analyzed. The Journal published six issues each year, and each issue contained about four articles that were fewer numbers than Journal of the Korean Earth Science Society's. About Sixty percent of the papers were written by a single author. Analyzing the content of the papers, it was noted that the most articles were geology-related (41.1%) followed by oceanography-related (1.6%) and general science education papers (1.6%). In summary, the characteristics of research trends of Japanese earth science education are as follows: First, the most topics of the papers were related to environmental sciences including earthquake, volcano, and tsunami. This trend seems natural because Japanese schools are situated within the reach of these environmental events. Second, there found many papers that dealt with geological field trip or fossils adjacent to the local community. Third, there were several papers that established a relationship between environmental education and earth science education. Obviously these papers tried to incorporate environmental education into earth science education at the school level. Last but not least, there found an effort to introduce computer into earth science education as an innovative educational method, for example, 'computer and earth science education'.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.116-127
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• 2000

This study is aimed at the development of multimedia learning program for earth science in the middle and high school. This program was made of HTML format and includes a variety of texts, graphs, pictures, drawings, animations, and moving image materials. And it was composed of six database elements(learning context, terminology dictionary, practical science, inquiry actvity, image material, and test item). The results of applying this program to students and teachers gave affirmative answers. The program is being offered on an internet website under Institute of Science Education of Kongju National University.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.328-336
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• 2007

In this research we conducted a survey on the actual status of the 7th National Earth Science I & II curriculum to explore ways of revising the next Earth Science curriculum for better education. Of the 180 Earth Science teachers, 60% responded to the survey. The domains of the survey consist of (1) the necessity of Earth Science I & II curriculum revision, (2) educational goals, (3) content coverage, (4) level of difficulty and students' interest for Earth Science content, and (5) ways to overcome the crisis of Earth Science education. Majority of the respondents demanded the revision of Earth Science I, II curriculum because of overlapping and repetition of contents among 10th grade science and Earth Science I and overcrowded Earth Science II contents. Based on the survey results, recommendations on how to improve Earth Science I, II curriculum and how to adjust Earth Science contents are suggested. In addition to curriculum improvement, systematic supports are required for Earth science not to be excluded and turned down by the student and the scholastic aptitude test for university admission.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.78-89
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• 2018

The purpose of this study is to explore ways to improve developing exam questions for Earth science education by analyzing exam trend of Earth science education in the secondary-school teacher employment test (TET, hereafter). For this purpose, we developed an analysis framework to analyze items of Earth science education in the secondary-school TET, and this analysis framework covers required courses for 'theory of Earth science education' of 'Earth science teaching certificate courses'. The analysis framework consists of big categories, assessment domains, and assessment components. We divided system changes in secondary-school TET into 4 types, and analyzed exams of 2014-2018 school year, which is the existing exam system. According to the results, 22-24 points out of 80 have been allotted to Earth science education. Among assessment domains, Earth science Teaching & Learning domain has taken the highest percentage of scores and item numbers, followed by Earth science inquiry, history & philosophy of science, etc. For each domain, we analyzed exam tendencies in detail. Based the results, we suggested ways to improve developing exam questions for Earth science education in the secondary-school TET, and ways to improve curriculum for Earth science education in the teacher education program.

• The Bulletin of The Korean Astronomical Society
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• v.30 no.1
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• pp.75.1-75.1
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• 2005

• Journal of The Korean Association For Science Education
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• v.10 no.2
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• pp.55-66
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• 1990

This study aimed at identifying the characteristics of current Earth Science Curricula in several countries in terms of their format, objectives and contents and discussing about them. The curricula(including textbooks) were collected from 6 countries The United States of America, England, Australia, Japan and The Republic of China. Here are the results of this study ; 1. Earth Science should be teached in high school and assigned at least 8-10 unit. 2. In Earth Science objectives, scientific inquiry methods through observation and experiment and mutual relationship among science, technology and society must be stressed. 3. The contents of Earth Science must did with experimental and activity rather than understanding in order to induce students to how more intersts in Earth Science. 4. There is a growing tendency for Earth Science Education to be attached importance to life environment and career education.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.67-68
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• 2003