• Journal of the Korean earth science society
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• v.30 no.5
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• pp.598-604
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• 2009

Three species of Pseudolarix including P. japonica, P. sp. A, and P. sp. B, all belonging to Pinaceae, are systematically described from the Middle Miocene Duho Formation of the Yeonil Group based on the detached seminiferous scales. The presence of Pseudolarix in the Yeonil flora indicates that various kinds of Pinaceae did flourish during the Middle Miocene. The occurrence of Pseudolarix is the first record in the Korean Tertiary flora.

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.605-610
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• 2009

Cupressinocladus sp. found from the upper part of the Jinju Formation of the Shindong Group, Korea is described here based on the newly found leafy shoots. This species is characterized by the branched leafy shoot with decussate scale leaves. The presence of Cupressinocladus in the Jinju Formation indicates that the Early Cretaceous flora-sites in Eastern Eurasia are in a close association with territories of the mixed-type floras. The finding of this species records the first report for the Nakdong flora.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.402-406
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• 2013

Since 1984, the author has been studying the Daedong flora and has collected a large number of fossil plants from the Amisan Formation of Nampo Group distributed in Chungnam Coal-Field. One of the fossil plants was bennettitalean male flower, which was collected in 1986. The author described it as Weltrichia sp. The occurrence of Weltrichia sp. is the first record in the Early Mesozoic Daedong flora of Korea.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.686-698
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• 2007

The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.

• 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 earth science society
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• v.25 no.5
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• pp.303-314
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• 2004

The purpose of this study is to analyze high school students' understanding levels about earth science terms written in Chinese characters according to learners' characteristics. In order to investigate how the responses vary according to their characteristics, first of all, proper scientific terms are selected, and then corre sponding questions about them are offered as subjects, which consists of a Korean characters type, a picture type, and a Korean and Chinese characters type. During paper test and interview, the questions are given to fifteen students from general high schools in Jecheon, Chungbuk Province. The results of the study are as follows; Students in formal operation level and field-independency answered very well and also the terms of Chinese characters type and picture type improve the students' understanding and memorization. Generally, Chinese characters have more positive influence on their learning than the negative. Therefore, in general, it seems that it's more effective to explain the sound and meaning of terms in detail and to give learners enough time to draw a picture about each term by themselves when scientific terms are delivered to students in Chinese characters in class.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.747-761
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• 2007

This study is to develop teaching aids and materials for geological fieldwork and to maximize their effects in educating high school students in Korea. The site of geological fieldwork, Kyokpo Chaeseokgang area, is located in Byunsan national park in Jeonbuk Province. The sedimentary succession of Chaeseokgang developed in the era of Cretaceous shows large-scale and distinct sedimentary structures on sea cliffs. In this study, teaching aids and materials of earth science for secondary-level students were developed based on the sedimentary structures of Chaeseokgang. A 5-step teaching model of earth science fieldwork was applied to a group of 13 students, who had been involved in clubs related to earth science in a science high school, using teaching aids and materials developed in this study. The teaching aids and fieldwork-related materials were also presented to a group of 37 students, who did not take fieldwork or fieldwork-related classes during the period of the study. The results of this study showed that the use of fieldwork-related aids and materials was effective in helping the students in both groups improve their self-directed teaming and practical understanding of earth science.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.74-81
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• 2003

The Iowa Chautauqua Program has provided effective staff development for over 2,700 K-12 science teachers during the past two decades. This is a review of the features of the program, its instructional staff, and a description of the outcomes as disclosed from evaluative studies conducted by staff, teacher participants, doctoral students, and outside evaluators. Examples of outcomes are included as revealed from the qualitative studies reported in newsletters, published papers, dissertations, annual staff reports, and evidences of success reported to accrediting groups. The Chautauqua stresses student-centeredness, constructivist learning, and the visions of reform featured in the National Science Education Standards.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.114-127
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• 2015

The nature of science has been recognized in a great deal in the field of science education. However, Most of the papers were going to study of teachers and students. to improve their recognition of the nature of science. The current study describes and analyzes Weather-Forecaster's understandings of the nature of science (NOS). Data used in this study were collected from 3 Weather-Forecasters using an semi-structured interview. The results of this study were as follows. First, the participants recognized that science has explored the phenomenon of unknown facts or observations and they were careful inductive perspective. Second, participants felt that science and society are associated with each other. Also, all participants were judged science verification process is required. Third, they are showed that science and technology interact closely with social relationships.