• 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.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Journal of the Korean earth science society
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• v.28 no.4
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• pp.431-444
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• 2007

An automatic system of 36 cm telescope for the Web Based astronomy education was developed. The tracking accuracy of this system was about 1"/min. The pointing accuracy was ${\pm}10"$ in the right ascension direction, ${\pm}20"$ in the declination direction. These results will be improved continuously. The results of IRAF image analysis for the pilot observation data were stable, which means that this remote astronomical observation system is suitable f3r the education of astronomical observation.

• Journal of The Korean Association For Science Education
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• v.28 no.1
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• pp.24-31
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• 2008

This study aims at examining the concepts that apply in understanding the water cycle, to inquire into the concept related to the unit of earth structure that are taught in the Earth Science I. Analysis of word association, drawing and questionnaires showed that it was difficult for them to understand the water cycle within the earth system, and to put components into one integrated system together. In other words, it showed that they have a low standard of understanding in connection with the water cycle, that their understanding of water cycle are simple thoughts rather than systematic thought. It showed that they had an understanding of the atmosphere and hydrosphere to some extent, but they took no notice of the effect of the lithosphere or biosphere, nor do they have an understanding of its effect. Analysis of questionnaires showed that they have no well understanding of water cycle of cyclic nature, and that they have low standard of understanding of the components of water cycle.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.202-213
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• 2007

The Odaesan earthquake $(M_L=4.8)$ occurred near Mt. Odae, Jinbu-Myon, Pyongchang-Gun, Kangwon Province on January 20, 2007. It has a shallow focal depth about 10 km. Its felt area covers most of the southern peninsula except some southern and western inland area. The maximum MM intensity was VI in the areas including Jinbu, Doam, Kangreung, Jumunjin, and Pyongchang. In these areas, there was a very strong shaking that caused several cracks on the walls of buildings and houses, slates falling off the roof, tiles being off the wall, things falling off the desk, and rock falling from the mountains. In order to get fault plane solutions, grid searches were performed by fitting distributions of P-wave first-motion polarities and SH/P amplitude ratios for each event. The results showed that the main shock represented right-lateral strike-slip sense and two aftershocks, reverse sense. It seems that the seismogenic fault may be the NNE-SSW trending Weoljeongsa fault near the epicenter based on the distribution of epicenters (foreshock, main shock, and aftershocks), damage area, and fault plane solution. The distribution of the epicenters indicates that the length of the subsurface rupture is estimated to be about 2 km.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.1
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• pp.27-38
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• 2016

Through the systematic analysis on articles about the environment in newspapers, the news reports were considered as effective materials, so after being reconstructed, they were used as learning materials in a lesson on environment contamination which is newly introduced in Earth Science I from the 2009 curriculum revision. To examine students' attitude toward science, before and after NIE application to the students, Test of Science Related Attitudes(TOSRA) as a test tool was carried out which was composed of 7 categories - four optional questionnaires for each category, 28 in total were used. The result was as follows: in a pretest, based upon the average scores by factors the factors ranked from the highest to the lowest as follows: the social meaning of science, the acceptance of the scientific attitude, the commonness of a scientist, the attitude to scientific exploration, the pleasure in science class, the vocational interest in science, the concern over science as a hobby, and in posttest, their ranking as follows: the acceptance of the scientific attitude, the pleasure in science class, the commonness of a scientist, the social meaning of science, the attitude to scientific exploration, the vocational interest in science, the concern over science as a hobby. Also they were all statistically significant at a significant level p<0.05. However, the test revealed that there were some negative effects on the social meaning of science and the attitude to scientific exploration and therefore it is judged that in order to overcome those influences, some bright articles about solving the environment contamination should be applied to the lessons and be complemented effectively by experiments and various media: NIE as well as science magazines, data from Internet search and treatises on science.

• Journal of the Korean earth science society
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• v.23 no.4
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• pp.334-348
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• 2002

In this study we have developed programs to enhance the scientific creativity by reviewing literature on the creativity and analyzing the theoretical models related to gifted education. The scientific creativity is regarded as the process of problem solving and problem finding, in particular, solving and finding the ill-defined but significant problems. In general, the important components of the scientific creativity are considered as the scientific knowledge, process skill, divergent/critical thinking, ill-defined problem, and problem finding. The program developed for the purpose of the study is composed of three stages based on Renzulli's model : general exploratory activities, group training activities and individual and small group investigations of real problems. The developed program in this study consists of 4 themes, 15 school hours in the earth science area. The process and products of the program development as well as the background of the present research are described and discussed in detail.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.225-225
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• 2006

• Journal of the Korean Society of Earth Science Education
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• v.5 no.1
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• pp.88-94
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• 2012

This study was created to resolve the problems embedded in the formal measuring experiments to determine the earth's size in the current curriculum, to develop an updated measuring experiment to determine the earth's size and to establish its effect. For this study, pre-service elementary teachers, who had attempted the experiment of measuring the size of the earth when they were in middle school, performed the experiments in the existing national curriculum, and their responses, collected through in-depth interviews, were examined. To begin with, the pre-service elementary teachers conducted the experiment of measuring the earth size and they recorded the problems while performing it. At the end, an in-depth interview was administered. Based on the problems, an updated measuring experiment to determine the earth's size was suggested to be applied to the same contents and be analyzed through the in-depth interviews. Common themes which were mutually categorized and analyzed by the two researchers were obtained based on the records produced while conducting the experiment and the in-depth interview data. The teachers mentioned that the experiments for measuring the size of the earth in the current curriculum gave rise to difficulties in measuring precisely the angles between the string and the post. Also, there has been a scientific contradiction that solar altitudes were increased in a high latitude region, instead of decreased. For this reason, an alternative method has been developed to measure the earth's size using the distance and the solar altitude difference of two places. The teachers all agreed that by using the updated measuring experiment, they can acquire more precise measurements and it is easier, faster and consequently more effective than the existing methods. Through the results of this study, I suggest that the newly developed experiment by the researchers can overhaul the problems of the current experiments and it can be an effective alternative to the current experiment.

• Journal of the Korean earth science society
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• v.27 no.3
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• pp.289-301
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• 2006

The purpose of this study is to investigate beginning secondary science teachers' teaching practices in terms of motivating and understanding students. Six first-year teachers participated in this study. Data were collected by classroom observations and structured interviews. Instructional materials used during the class were also collected to understand teaching practice. Lessons observed were video-tape recorded and the teachers were interviewed. Video- and audio-tape recording were transcribed. The framework, developed by Knowles Project Team of Michigan State University, was adopted and revised according to Korean classroom context and employed as an analytical tool for teaching practices. The beginning secondary science teachers intention ranged from 'Managing Work' to 'School Science.' No teachers revealed 'Reform Science Teaching' orientation. For the execution of science lessons, one teacher with 'Managing Work' orientation showed 'expert' level of execution, but the others executed at a 'novice' level. Beginning science teachers need to be guided and informed about 'Reform Science Teaching' for motivating and understanding students to develop professionally.