• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.241-252
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• 2002

Field learning have not well performed in elementary school for various reasons, in spite of the benefits of field study. Absence of suitable geological field courses for elementary science education is one of several reasons The purpose of this study is to develop learning materials for the field geology in Hampyeong region and apply them to the geological related units for elementary science education. The 5 observation sites for the field geology learning in study area include various rocks and geological structure such as granite, gneiss, conglomerate, sandstone, mudstone, plant fossil, fold, fault and weathering phenomenon changing rocks to soil. This study area is suitable place for the field geology learning of elementary science education in Kwangju and Chonnam province because of convenience access, fresh outcrops and distribution of various geological learning materials as rocks and structure.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.586-594
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• 2004

This study is the qualitative study in order to discover a direction of field courses by analyzing what elementary school students observe or hypothesis in field courses. The purpose of it is to find any relevancy between the observations and hypotheses generated. The result of the study were as follows; First, most participants have observed mostly based on their vision due to the characteristic of field courses, and the observations of sedimentary layers were mainly generated on the rocks while most hypotheses were on geological structures. Secondly, according to observational descriptions the frequency of the comparative observation was high as well as the cases when two different types of observations were joined together. The last conclusion from this investigation is, according to the standard of observational types, the hypotheses combined with the interpretive observation and comparative observation had the greatest percentage. This shows that many participants tried to rationalize their thoughts by interpreting geological structures and comparing them with other people's cases as well. Scientific explanatory hypotheses were mainly found according to the standard of hypothetical types, which can be constructed that those participants tried to explain and apply established knowledge and preconception.

• 한국지구과학회:학술대회논문집
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• 2003.09a
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• pp.74-78
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• 2003

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.464-479
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• 2022

In this study, appropriate geosites for geological field trips were explored and measures for their effective utilization in education were discussed, focusing on Okseo-myeon, Sanbuk-dong, Bieung-do, Yami-do, Sinsi-do, and Seonyu-do areas in Gunsan City, Korea. To this end, we analyzed the geological learning elements of the curriculum that were revised in 2015 and selected 7 geosites through field work based on prior research on the study areas. These areas have immense potential as a rich source of information on the Mesozoic geology of the Korean Peninsula, including igneous rocks formed as a consequence of Jurassic and Cretaceous igneous activities, Cretaceous sedimentary rocks, dinosaur footprints, plant fossils, ripple marks, and folds. When the learning elements available at the geosites were compared to those of the curriculum, they contained essentials used in high grade of elementary school and high school, and in particular, they had most of the learning elements used in high school. Accordingly, educational activities that can be carried out in each of the geosites in Gunsan City were proposed.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.13-21
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• 2000

In spite of the benefits of field studies, field surveys have not well performed in secondary school. Although many field sites have been developed lately, most field guidebooks describe the geological formations at the outcrops professionally so they can not be used by secondary school students. It is necessary to develop the field study program with which earth science teachers can do field activities easily rather than the one of a highly technical nature. The purpose of this study is to develope a secondary school geology course and to help earth science teachers practice it by providing the efficient teaching methods for the field study

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.649-658
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• 2002

The purpose of this study is to develop geological field sites for open ended education and inquiry learning, and to find the influence of field study on the affective domain in science and the achievement. As for the field sites, we used the areas ranging from Chaeseokgang- of Kyeokpo, in Buan, to around Bangsanje from Naejang-dong in Jeongeup to Ssangchi-myun in Sunchang-kun, Jeolla North Province. The affective domain in science is composed of three parts-cognition of science, interests toward science, and the scientific attitudes. to evaluate the stage of the achievement, we used questionnaire composed by 25 items. While the control group does not show any change in three parts of the affective domain, the experimental group shows positive changes, from 2.44 to 2.37 (cognition of science), from 3.15 to 3.08 (interests toward science), and from 2.91 to 2.74 (scientific attitudes) on Likert Scale. Also the score arranged by the analysis of covariate shows that the experimental group is more positive than the control group by 0.12 point in cognition of science, by 0.15 point in interests toward science, and by 0.23 point in scientific attitudes. In terms of the stage of achievement, the score of the experimental group, which is arranged by analysis of covariate, is 7.68 higher than that of the control group, on maximum of 100.

• Economic and Environmental Geology
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• v.53 no.1
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• pp.45-69
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• 2020

In Danyang area, various geological structures as well as various lithology and strata are well developed, which are useful for studying paleo-environment and structural movements, and also typical karst landforms, wethering landforms and river landforms. If geologically and geomorphologically valuable resources are used in terms of geotourim perspective, it is expected that revitalization of regional economy through diversification of attracting factors and employment creation of local people. Danyang has many excellent geological resources for geological field trip, they can greatly contribute to the development of geology such as expanding the base of geology and cultivating successive generations. In this study, we have evaluated newly discovered sites and previously excavated resources based on academical and educational values. By using these geological and geomorphological resources, we suggest three geotrail courses as follows. First, Geo-trail A is mainly focused on geological structures (Route A: Jeong Hwan Route), where we can learn geological deformation and movement through various brittle and ductile deformation structures. Second, Geo-trail B is mainly focused on stratigraphic importance (Route B: Soon-Bok Route), which emphasizes on various rocks, strata and contact relationship. Third, Geo-trail C is mainly focused on geomorphological landforms and landscapes (Route C: Satgat Route), which provide information about different geomorphological landforms and the interaction between different geological agents. In order to operate these geotrail courses efficiently, installation of explanation boards and view points, cultivate local commentators, and visitor centers and experience programs should be properly prepared together.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.2
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• pp.173-192
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• 2021

The purpose of this study is to analyze the previous research on geological fieldwork from 2000 to 2020, examine the tasks that have been focused on, and suggest directions and implications for future geological fieldwork research. The data was conducted for the thesis searched on ScienceON and RISS in relation to geological fieldwork and journals listed in the Korean Citation Index(KCI), and the study title was analyzed using the semantic network analysis. For analysis, the data that had been pre-processed was visualized as a network by semantic network analysis, and frequency and centrality were analyzed. The centrality analysis was based on degree centrality and eigenvector centrality, and all analyzes were performed by dividing the entire study period into four periods: 2000-2005, 2006-2010, 2011-2015, and 2016-2020. As a result, research on geological fieldwork focused more on the development of geological field courses, and in particular, jeju island was actively discussed as a learning site. Also, the study was conducted on students rather than teachers, and among them, high school students showed high frequency and centrality. In addition, it can be seen that studies on the educational effect of geological fieldwork were discussed, either in connection with programs such as STEAM, free-semester program, or indirect geological fieldwork methods such as web, flash panorama, and 3D. This study is meaningful in that it suggests the direction of future research by looking back on the research on geological fieldwork that has been done so far.

• Journal of Navigation and Port Research
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• v.38 no.5
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• pp.437-442
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• 2014

Ocean Literacy is an understanding of the ocean's influence on you and your influence on the ocean. This research developed the 7 ocean education model courses using ocean literacy based on the analysis of ocean education programs which executed 23 agencies in Busan. These model courses are combined in the type of indoor theory, indoor experience, field study and field experience. Also, this makes the guide map for ocean education in a 76cm*56cm size to distinguish and choose the course easily. This map is the format combined in geological location and tourist attraction spots in Busan, includes education centers, contents, lead time and so on, and it is possible for educatees to handle their preference and seasonality elastically. This map including ocean education model course is a milestone to activate ocean education, and is helpful to reach the goal of ocean education and to lead ocean professionals. In addition, this research presents the development of teaching materials, training aids to complement the weakness of indoor education, the development of cyber education through making video contents as the activation measures of ocean education.

• Korean Journal of Heritage: History & Science
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• v.47 no.2
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• pp.32-45
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• 2014

The aim of this study is to raise a cognition and necessity of effective geoheritage education for pre-service teachers. We conducted a survey research of 190 elementary and secondary pre-service teachers in Chung-buk province, 2013. The survey showed that pre-service teachers did not recognize and explain geoheritatges well due to lack of education even though they have heard about 'geoheritages' through broadcast media. Although most pre-service teachers were not trained for geoheritage courses, some of them were educated from their elementary and middle school teachers. However, even the trained pre-service teachers have insufficient cognition for geoheritages, either. Some of pre-service teachers recognized the significance of geoheritages and responded to a necessity of geoheritage education. The pre-service teachers recognized that education for geoheritages is not included in present elementary and secondary curriculum, even though education of geoheritages by teachers at school would be the most effective approach. Furthermore, the pre-service teachers answered that elementary school curriculum should raise much curiosity and provide effective learning for geoheritage education even though negative views are present such that students may have to spend considerable time for geoheritage education. Finally, the pre-service teachers expect to experience with field activities for geoheritage education as a present curriculum, and responded that they would prefer video aids for education provided from professional geoheritage organization. As a result of this investigation we provide strategy for introducing to Pre-service teachers about value and preciousness of geoheritage.