• 한국지구과학회지
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• 제32권5호
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• 대한원격탐사학회지
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• 제37권1호
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• pp.153-160
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• 2021

Land Surface Temperature (LST) is the radiological surface temperature which observed by satellite. It is very important factor to estimate condition of the Earth such as Global warming and Heat island. For these reasons, many countries operate their own satellite to observe the Earth condition. South Korea has many landcovers such as forest, crop land, urban. Therefore, if we want to retrieve accurate LST, we would use high-resolution satellite data. In this study, we made LSTs with 4 LST retrieval algorithms which are used widely with Landsat-8 data which has 30 m spatial resolution. We retrieved LST using equations of Price, Becker et al. Prata, Coll et al. and they showed very similar spatial distribution. We validated 4 LSTs with Moderate resolution Imaging Spectroradiometer (MODIS) LST data to find the most suitable algorithm. As a result, every LST shows 2.160 ~ 3.387 K of RMSE. And LST by Prata algorithm show the lowest RMSE than others. With this validation result, we choose LST by Prata algorithm as the most suitable LST to South Korea.

• 한국지구과학회지
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• 제27권7호
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• pp.723-729
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• 2006

The purpose of this study was to develop a program based on the Earth system based program to help students achieve science literacy. This program was designed to be connected across grade levels, and contents of the program were constructed to have meaningful interdisciplinary context. All the activities in the program were inquiry-based, and understanding of the nature of science was considered essential throughout the program. In addition, appreciation and stewardship for the Earth system were systematically emphasized on any grade level. Design of the program applied U.S. National Science Education Standards for the quality of and conditions for school science programs.

• 대한지구과학교육학회지
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• 제13권1호
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• pp.40-52
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• 2020

본 연구의 목적은 2025년 고교학점제의 전면도입에 직면한 고등학교 지구과학 선택과목의 변화 방향을 탐색하고 차기 교육과정 개정에 대비하여 지구과학 선택과목 재구조화 방안을 모색하는 것이다. 이를 위해 지구과학교육 전문가 델파이 조사, 현장지구과학 교사설문 조사, 전문가 심층 면담을 수행하였다. 연구 결과에 따르면, 지구과학 선택과목 재구조화에서 고려해야 할 점으로 지구과학소양 함양, 학생 진로와 연계, 지구과학 자체의 재미, 학생선택률과 대학입시라는 4가지 키워드를 도출하였다. 이를 바탕으로 지구과학 선택과목의 구체적인 재구조화(안)으로 지구과학 소양을 강조하는 지구시스템과학, 그리고 교과내 진로 연계를 강화한 고체지구과학, 대기·해양과학, 우주과학의 총 4개 과목을 구성하였다. 고교학점제 도입으로 지구과학 과목의 선택률이 하락할 것이라는 우려를 해소하려면, 지구과학 선택과목의 진로 연계성을 높이는 등 지구과학 교과의 위상 재정립을 필요로 한다. 후속 연구에서는 지구과학 선택과목의 명칭과 핵심개념 등에 대한 정교화와 공론화가 필요하다.

• 한국지구과학회지
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• 제32권7호
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• pp.798-808
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• 2011

이 연구의 목적은 2009 개정 과학과 중학교 교육과정을 효과적으로 실행하기 위해 중학생들의 지구계에 대한 기초적인 인식을 조사하였다. 1219명의 학생들이 설문조사에 참여했으며 학생들의 지구계에 대한 기초적인 이해, 지구계와 관련된 23개의 개념(내용)에 대한 이해 수준과 중요성을 조사하였다. 지구계에 대한 기초적인 이해 결과를 살펴보면 약 67%의 학생들이 지구계에 대한 용어에 대해 잘 모른다고 응답하였다. 지구계의 구성요소 중에서는 대기권과 수권을 가장 잘 인식하고 있었으며, 빙권에 대해서는 지구계의 구성요소로서 낮은 이해 수준을 보였다. 23개 지구계 관련개념(내용)에서는 성별에 따라 통계적으로 유의미한 차이가 나타났으며, ESU#4, 5, 6에 관련된 주요 개념에서 남학생들이 이해 수준과 중요성에 대한 인식 수준이 더 높게 나타났다. 아울러, 학년별로는 23개 중에 10개의 개념에 대한 중요성의 인식 차이를 나타냈다. 교육과정의 실행과 학교 현장을 위한 제언이 논의되었다.

• 한국지구과학회지
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• 제37권5호
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• pp.309-322
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• 2016

This paper presents an analytical framework of Conceptual Understandings of Earth Systems (CUES) that shows a relationship between disciplinary knowledge of Earth systems and the specific thinking skills required to understand that knowledge. This framework is developed through an extensive literature review of students' and teachers' understandings of earth systems concepts and systems thinking in earth science context. This study first presents the categories of disciplinary knowledge of Earth systems, Earth System Knowledge (ESK). This study then illustrates a relationship between categories of ESK and the ontological categories (Matter, Process, Systems) that has been used to study students' conceptual understandings of Earth systems. Finally, this study presents the CUES framework to show the relationship between disciplinary knowledge and thinking skills. The implications of using this framework for curriculum development, assessment, and teacher education and ESS research are discussed.

• 지질공학
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• 제28권4호
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• pp.645-660
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• 2018

한반도 동남부에는 양산단층과 울산단층을 비롯한 대규모 단층곡이 인지된다. 이 두 단층을 포함한 북북동-남남서 방향의 단층곡들을 총칭하여 양산단층계라고 한다. 그러나 이 단층계의 중요성에 비해 양산단층과 울산단층을 제외한 다른 단층곡들은 상대적으로 연구가 부진하다. 본 연구는 이 단층계 중에서 가장 동편의 선형구조인 일광단층 주변에 위치한 봉대산과 대변항 일원에서 화강암 내에 발달한 지질구조들의 상호 절단관계를 통해 고응력변화를 추론 하였고, 이를 기존 선행연구와 비교 검토하였다. 연구지역에서는 일광단층과 평행한 선형구조가 4개 인지되며, 그 중 3개의 선형구조에서 단층의 증거를 확인하였다. 각 선형구조를 따른 단층에서는 좌수향 및 우수향의 주향이동 운동감각이 모두 인지되었다. 이는 선형구조를 따라 반전 다중변형을 겪은 것을 지시하는 것으로 판단된다. 지질구조들의 상호절단관계를 통해 분석한 응력방향은 1) 후기 백악기에 동북동-서남서 방향의 압축에 따른 인장단열들이 먼저 발달하고, 2) 북서-남동 방향의 압축에 따른 공액상의 주향이동단층들이 발달하였으며, 3) 북동-남서 방향의 압축에 따라 일부 구조들의 선택적 재활운동이 있었던 것으로 해석된다.

• 한국지구과학회지
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• 제32권5호
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• pp.474-484
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• 2011

This study presents how a professional development program (PD) of K-12 teachers affects participants' use of the earth system approach and their perceptions of using the urban environment for their science teaching and lesson unit development. This study utilized mixed methods to collect and analyze the data. Eleven urban teachers' pre-post lessons (45 lessons) were analyzed quantitatively using a lesson plan analysis tool, modified by the author, and their lesson reflections were analyzed qualitatively. The findings of this study show that the PD program influences the teachers to choose more topics and content knowledge based on the earth system approach and to assess the topics and content knowledge with more appropriate methods. Specifically, the teachers use more urban environmental factors/topics in their post lesson to teach the environmental topics of urban area. However, according to the statistical analysis of pre-and postlesson plan scores, the accuracy of the earth system knowledge that participants used in their lessons did not change significantly (p<0.05) (Table 4), which means that the PD program did not affect the improvement of the teacher's content knowledge in earth system science. Implications of this study are discussed.

• 한국지구과학회지
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• 제42권4호
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• pp.412-424
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• 2021

Understanding the distribution of heavy metals in sediment is necessary because labile heavy metals can partition into the water column and bioaccumulate in aquatic organisms. Here we investigated six heavy metals (Co, Cu, Mn, Ni, Pb, and Zn) in sediment cores using a five-step sequential leaching method to examine the occurrence of heavy metals in the sediment. The results showed that all elements, except Mn, are depleted in the exchangeable and carbonate fractions. However, heavy metal concentrations are much higher in the Fe-Mn oxide and organic matter fractions, especially for Cu, indicating enrichment in the organic matter fraction. Furthermore, contamination parameters (contamination factor and geoaccumulation index) indicate that Mn contamination is high, primarily derived from anthropogenic sources, presenting a potential risk to ecosystems in the Nakdong River.

• 대한지구과학교육학회지
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• 제7권2호
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• pp.266-275
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• 2014

The purpose of this study was to examine the effect of Earth System Education using multimedia on the elementary school students' environmental sensitivity and pro-environmental behavior. To verify this research problem, the subject of this study was fifth-grade students selected from two classes of M elementary school located in Busan city. For three months, the experimental group of 25 students was taught using multimedia. The comparison group also of 26 students was taught in normal classes which used a text-book. All students were given pre and post test to verify the effects of Earth System Education using multimedia on elementary school student's environmental sensitivity and pro-environmental behavior. The results from this study are as the following. First, Earth System Education using multimedia were effective on elementary school student's environmental sensitivity. Second, Earth System Education using multimedia were effective on elementary school student's pro-environmental behavior. Third, All most all experimental students were satisfied with Earth System Education using multimedia. In conclusion, Earth System Education using multimedia showed very positive effects on improvement of elementary school students' environmental sensitivity and pro-environmental behavior.