• Journal of the Korean earth science society
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• v.39 no.4
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• pp.349-360
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• 2018

This study analyzed variations of learning stress by comparing the salivary cortisol levels of students who participated in Earth Science inquiry activities. The cortisol concentrations between the pre- and post-inquiries of the sample of 34 university students, who had taken the course of 'Basic Earth Science and Experiments', were analyzed. The Earth Science inquiries consisted of geology and astronomy activities. The observational geology activities consisted of a session of 'structure contours and map patterns' and the cognitive astronomy activities consisted of a session of 'representations of horizontal and equatorial coordinates'. These Earth Science inquiry activities were found to cause students to have anxiety, and the thought processes that these activities involved were found to cause learning stress. The variations in cortisol concentrations of students increased by $1.6{\pm}5.9ng\;mL^{-1}$ after conducting observational activities in geology compared with $2.1{\pm}6.2ng\;mL^{-1}$ after doing cognitive activities in astronomy. The analysis of the observational activities in the geology inquiry activities indicated that they were consistent with low levels of learning stress. Conversely, the analysis of the cognitive activities in the astronomy inquiry activities showed significant individual variations in cortisol concentrations. Furthermore, individual differences in cognitive ability were reflected in the astronomy inquiry activities. While students, who received high scores, exhibited low levels of stress in the geology inquiry activities, they showed high levels of stress in the astronomy inquiry activities. It was concluded that, in the case of students with high scores in the study, the level of learning stress increased due to the raised anxiety in cognitive inquiry activities. In contrast, students, who received low scores in the study, exhibited high levels of stress in the geology inquiry activities, and low levels of stress in the astronomy inquiry activities.

• Journal of the Korean earth science society
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• v.24 no.5
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• pp.371-377
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• 2003

The purpose of this study is to examine the effects of utilizing concept maps in a rock-related unit. To do this, two groups composed of 73 sixth grade students engaged in this study. One group (experimental group) participated in utilizing concept maps in the unit, the other (control group) took part in traditional instruction in the same unit. The results of this study are as follows, after seventeen sessions: First, the achievement between the two groups showed significant difference. It indicates that utilizing concept maps as an instructional method is effective. Second, in the examination of the experimental group's attitudes toward concept maps, the students showed more affirmative responses on cognitive items than on affective items. Third, the students showed that they have difficulty in the method and the procedure of drawing up the concept maps. It indicates that the method and the procedure are sufficiently learned before instruction begins.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.745-756
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• 2006

Early Ordovician graptolites from the Mungok Formation of Yeongwol area, Korea comprise seven species belonging to six genera: Callograptus curvithecalis, Callograptus sinicus, Aspidograptus lotolatzensis, Dendrograptus suni, Dictyonema uniforme, Adelograptus cf. tenellus, and Psigraptus jacksoni. Two graptolite zones with three subzones are recognized in the eight sections of the Mungok Formation. The Adelograptus Zone is correlated with (1) La 1b of the Lancefield Formation of Victoria, Australia, (2) the Adelograptus-Clonograptus Zone of the Yehli Formation of Jilin, China, and (3) the Adelograptus Zone of the Road River Formation of Yukon, Canada. It suggests that the upper part of the Mungok Formation corresponds to early Late Tremadocian of Early Ordovician.

• Journal of the Korean earth science society
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• v.28 no.5
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• pp.603-612
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• 2007

Lower Ordovician (Upper Tremadoc) graptolites were found for the first time at the two sections of the Mungok Formation in Danyang area: the Seokgyori and Daejeonri sections. The graptolites from these sections comprise two species of two genera: Adelograptus brevibrachiatus and Psigraptus jacksoni. The graptolite faunas of the sections in the area show simple composition relative to Yeongwol area; they appear to be correlated to: (1) the Adelograptus cf tenellus Zone of Yeongwol area, (2) the Adelograptus cf. tenellus Zone of Yukon, Canada, (3) the Psigraptus Zone of Tasmania, Australia, and (4) the Psigraptus jacksoni Zone of Jilin, China. The age of graptolite beds of the Mungok Formation at Danyang appears to be early Upper Tremadoc of the Lower Ordovician.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.684-696
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• 2004

Using six preservice teachers as subjects, this was purpose to research about concepts in understanding carbon cycle, which of concepts were related to the conception of the system, and finally whether or not the systems thinking was sufficiently around carbon cycle. To achieve this study purpose , an instrument related to carbon cycle was developed and administered to the six teachers. The study found that a total of 42 conceptions within the system were concepts related to carbon cycle. The consisted of 15 conceptions in atmosphere, 11 in atmosphere 9 in hydrosphere, and 7 in lithosphere. In aspect of applying the system thinking, 4 subjects who couldn't compose the feedback loop in their causal map failed to apply this type of thinking. The other two who applied systems thinking had 2 and 1 feedback loop each, in their causal maps. But, one of the feedback loop from the subject who made two was based on unscientific reasoning. As a result, the subjects had lower understanding of concepts related to carbon cycle in lithosphere than in atmosphere, atmosphere, and hydrosphere. Futhermore, the subjects' application of the earth systems thinking on carbon was at a low standard.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.188-193
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• 2002

Various research methods have been used in science depending on the various contexts. This implies that certain methods or inferences may be more frequently used in earth science. The purpose of the study are to explore the contexts of earth science, and the inferences frequently used in earth science. The context earth science research is quite different from that of other areas of natural science in terms of its time scale, space scale, accessibility, complexity, and controllability. The purpose of earth science research is twofold: historical and causal. The inferences frequently used in earth science are abduction and prediction. Abductive inferences go from the resulting state to controlling state. Predictive inferences go from hypothesis to expected data.

• 한국지구과학회:학술대회논문집
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• 2005.09a
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• pp.423-423
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• 2005

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.108-116
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• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.13-13
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• 2004