• Journal of the Korean earth science society
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• v.27 no.3
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• pp.269-278
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• 2006

In this study, we used Virtual Reality (VR) materials on an introductory earth science course consisted of thirty six pre-service science teacher program students. Before and after class an instrument of Constructivist Learning Environment Survey (CLES) was administered. The main focus of the CLES was to evaluate how the classroom was prepared for student centered learning environment. The pre and post tests of student perceptions regarding their learning environment were compared in six domains: personal relevance, critical voice, shared control, student negotiation, scientific uncertainty, and attitude. Questionnaire regarding the general perception of the VR materials was administered as well. How future science teachers valued the use of VR materials in their classrooms was found from this study. Based on these results, we intend to contribute for a more complete understanding of the potential of VR materials in achieving better learner-centered classroom environment.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.2
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• pp.102-122
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• 2024

The aim of the study is to explore how to approach the inherent value of nature, which is the main object of earth science education, beyond its instrumental value, which is its external usefulness. Above all, it is said to be an activity-based inherent value in the entire transfer process of the experiment, which includes psychological elements. At the core of environmental ethics is value and the utilitarian question of what is worth continuing. It is a matter of more than simply continuation. The answer is the sustainable value of the natural environment, an education that must preserve its beauty as an inherent value, that is, as a heritage value as a lover of life. Furthermore, the area of valuation must be upgraded from synchronic to diachronic ethical values, with sustainable values instead of intrinsic values. In environmental ethics, the intrinsic value that shows the beauty of knowledge itself is called bequest value. The study distinguished between a priori intrinsic value that ignores existing experience and intrinsic value that is experience-oriented and activity-oriented. In addition, the intrinsic value principle centered on activities was explored through scientific experiments in earth science education and Eratosthenes's earth size measurement experiment. The value principle according to the scientific worldview serves as the basis for value judgment. Above all, intrinsic value was being revealed through the active value experience of the experiment, in which aesthetic values were involved in the process of inferring the experiment results. As an educational implication, it should be value-education that helps us internally transfer intrinsic values rather than instrumental values, which are the basis for creating a sustainable society and nature.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.3-10
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• 2003

Curriculum reform has been a significant emphasis for most of countries all over the world for the past few years. It was the first time for Taiwan to develop a new Science and Life Technology curriculum Standards (SaLTS) for grades 1 through 9 compulsory educations. The SaLTS features integrated science content with the aim at motivating students to learn science and encouraging students to apply science to their everyday life, which is practically well aligned with the philosophical essence and foundations of Earth Systems Education (ESE). This paper calls attention to the importance of the inclusion of ESE into the forthcoming science curricula of Taiwan and worldwide and provides some exemplary ESE-inspired curriculum and instructional modules that have been successfully implemented in the secondary schools of Taiwan. Hopefully, this paper can shed some lights on the future development of the ESE-based science curricula, instructional modules, and teacher preparation programs.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.88-96
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• 2016

The purpose of this study is to examine the effects of Jigsaw small inquiry method on science academic achievement and scientific attitudes. For this study, two classes of six graders were divided into a research group and a comparative group. The classes were pre-tested in order to ensure the same standard. The research group had the science class with Jigsaw small inquiry method, and the comparative group had the class with a teacher centered lectures for 12 classes for 12 weeks. The Jigsaw small inquiry method was focused on the introduction stage, the whole group activities, professional group activities, restart the whole group activities, supplementary structured study guide, results announced, and excellent group rewards. To prove the effects of this study, science learning motivation was split up based on the attention power, relation, confidence, and sense of satisfaction. The results of this study are as follows. First, Jigsaw small inquiry method is effective in science academic achievement. Second, Jigsaw small inquiry method is effective in scientific attitudes. Also, Jigsaw small inquiry method was approved by students. Consequently, Jigsaw small inquiry method had the great effects on developing science academic achievement for the elementary science class. That means the science class with Jigsaw small inquiry method has potential to develop science academic achievement and scientific attitudes.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.436-445
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• 2019

This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.581-587
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• 2009

This study intended to the optimal conservation method and to make an application scheme for the fossil locality of the Quaternary Hamori Formation at the northeastern coast of Mt. Songak. Many kinds of innumerable fossils are found from the Hamori Formation in the study area: Footprints of hominid, trace fossils of invertebrates, bird, artiodactyla, proboscidea, carnivores, unclassified footprints, and body fossils (arthropoda, gastropoda, mollusca, and plants). The formation has been outcropped and eroded out with innumerous fossils by the strong wave action of storm and typhoon. Korean government recognized the dangerous situation of the important fossils and decided to conserve the formation for the national heritage. Method D1 (conservation hall or museum on the fossil locality) may be the best way to protect the fossil locality from all the natural activities and to do the research, exhibition, education, and sightseeing together. The application of the geologic materials from the fossil locality should preferentially focus on the collection and research which should be accompanied by exhibition, education, and sightseeing. The application scheme may be stepped into three stages during 10 years: (1) systematic conservation and publicity during 2005-2007, (2) establishment of wellorganized museum during 2008-2010, and (3) international museum with the optimized roles 2011-2014.

• 한국지구물리탐사학회:학술대회논문집
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• 2007.06a
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• pp.267-272
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• 2007

Uiseong subbasin belonging to Kyungsang basin resulted from volcanic activity in the late Cretaceous. In this study, we carry out MT and gravity survey at the Hwasan caldera, which was formed of volcanic and abyssal rocks complex, then analyze and identify geological substructure. Potential survey such as gravity and magnetic survey has been mainly carried out in former studies, so depth information for understanding substructure was not enough. To complement a potential survey, we use MT method, which has high vertical resolution. Moreover we make a simple 2D model comparing with former study. The result of MT and gravity 2D modeling shows that this area is roughly composed of 3 layers; The bottom layer is a basement. In the second layer, intrusive rocks having high resistivity is placed along the ring faults and the sedimentary layer of low resistivity is inside caldera. The highest layer is alluvium. To comprehend the 3D structure of the Hwasan caldera, we perform 3D gravity inversion, and construct the 3D model from the result of 3D gravity inversion. MT responses are calculated by using the constructed 3D model and the 3D model of the Hwasan caldera's structure is suggested after comparing the calculated values with the observed values at MT line.

• Journal of the Korean earth science society
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• v.31 no.7
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• pp.785-797
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• 2010

This study identified the linguistic features of Earth science treatises through the analysis of the register. Data included three Korean treatises that were in geology, atmospheric science, and oceanography. The register of Earth science treatise was as follows: First, there were semantic, referential connections between Themes and Rhemes, that the messages and main points of the texts were expressed coherently and cohesively. Second, some predicates were used which were related to deductive inference, abductive inferences, or causal relation according to the genre elements of each text. The logical relations were not represented by the conjunctions but by the types of predicates. Third, most texts in the treatises showed interpersonally weak relationship using mental predicates related to possibilities, which meant scientists expressed indirectly their interpretation, explanation, or arguments. From these results, we argued that some activities of unpacking the language of science be included in science curriculum in order to improve students' literacy of science texts and understanding scientists' knowledge construction.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.285-296
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• 2007

Graph is a major aspect of science textbooks. In this study, we investigated graph types and characteristics used in high school earth science subject by comparative analysis of science textbooks. The results of the analysis revealed that line graph and contour map was the most widely used graph types in earth science. Among line graphs, multiple line graph and YX graph was dominant. Comparing earth science graphs with other science graphs, earth science graphs exhibited superior in the number and variety. In earth science graphs, the portion of line graph was small, but the portion of contour map and scatter graph was larger than that of other science graphs. YX graph was the most specific graph type in earth science textbooks. The results of our study have implications for reform in function and structure of graph. We suggest that future studies be focused on students' ability of earth science graph interpretation.

• Journal of the Korean earth science society
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• v.31 no.2
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• pp.172-184
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• 2010

This study is to investigate the problem solving styles according to the left /right brain preference among earth science gifted students. We took the R/LCT and the test of BPI to investigate the brain preference of earth science gifted students (N=16), and took S-CPST to investigate the problem solving styles on them. In the R/LCT, the earth science gifted students were classified into 3 groups (8 left-brain preference students, 7 right-brain preference students, 1 middle-brain preference student). In the BPI, 8 students had the appearance of left-brain preference, whereas 8 students had the appearance of right-brain preference. According to the result of S-CPST, first the left brain preference students tended to resolve a problem into simple components, then they put together each simple component. They prefer to solve a problem using numbers and mathematical signs logically, but they were afraid of giving trouble to describe own idea with pictures. Whereas the right brain preference students solved a problem with 3 steps. First, they saw an overall form of problem. Second, they tried to analyze each simple component of it, and then, made up all in one. Also, the right brain preference students observed the intuitive pattern of problem first, and then suggested the various problem solving methods later, and they took a solving plan using a picture in detail. In sum, earth science gifted students are unequal in problem solving styles according to the left/right brain preference. Thus, a teaching-learning method needs to be developed based on left/right brain preference for more effective gifted education.