• Journal of the Korean earth science society
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• v.26 no.1
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• pp.9-29
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• 2005

By analyzing and integrating established geological field study instances, this study offered a new geological field excursion teaching model with several steps: unifying question raising. excursion generalization. intensive field direction, searching, primary conclusion, re-searching, group discussion. adjustment, and excursion summarizing. Then by Qualitatively assaying the responses which students showed after applying this teaching model, a concrete teaching plan was sought for earth science teachers who were planning to begin geological field excursion classes. Students evaluated very highly on the unifying question and excursion generalization because these items provided a sense of direction and an overall theme for geological excursion in advance. Also. since the students had little to none geological knowledge and field excursion experience, the intensive field direction gave them a lot of help with their field excursion activities. Students thought that coming up with a primary conclusion based on the summary of what they had observed in their activities was original. and highly valued the process of sharing different opinions in group discussions and drawing out a final conclusion. Teachers should help students develop a friendly atmosphere, by organizing group activities and continuously feedlng them with uniting questions and excursion generalization within the groups. Also they should prepare enough contents for intensive field direction and ways to get their points across. In the process, they should arrange beforehand detailed instructions for every outcome, with the intention of solving the question. Furthermore. teachers should follow carefully how conclusions are drawn. instruct students not to reach conclusions based on mere assumptions, and be aware of misconceptions students have toward geological phenomenon in advance, so that the discussion can be lead in the right direction.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.10 no.3
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• pp.171-180
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• 2005

Related to the tsunami impact caused by the 2004 Sumatra earthquake, field excursion of the title 'Tsunami impact on the coastal zone of Thailand' was carried out along the damaged coasts of Thailand fur three days. The damaged coastal zones along the Andaman Sea coasts of Thailand are classified into the severely damaged, the moderately damaged, and the slightly damaged coastal zone by the degree of damage. Channels of the river- mouths were widen, and the beach sands were eroded, transported, and then redeposited in the near shore or in the back beach area. Field excursion stops were 12 in the representative areas like Phang Nga province, the severely damaged coastal zone and Phuket Island, the slightly damaged coastal zone. In this report, the geo-logical effects on the coastal zone of Thailand by tsunami will be mainly illustrated by the satellite data before and after tsunami and the photographs taken during the field excursion.

• Proceedings of the Korean Geotechical Society Conference
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• 2009.03a
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• pp.999-1008
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• 2009

A series of sedimentary rocks which are formed in the Tertiary are distributed around Samcheok(Samcheok-Pukpyoung basin), Younghae(Younghae basin), Pohang(Pohang basin), Gyeongju(Yangnam basin), Ulsan(Ulsan basin), Jeju(Seogyuipo formation) in the southern region of the Korean Peninsula. This study concerned with geological, geophysical, geotechnical properties of the unconsolidated rocks in the Pohang area. A consolidated rocks are classified as hard rock - soft rock - weathered rock - residual soil follows in degree of weathering. But unconsolidated rocks has soil properties as well as rock's at the same time. The results of field excursion, boring, borehole-logging, rock testing, geophysical survey, laboratory test are soft rock range, but the durability of the rock until the residual soil from the weathered rock. We accomplished the rock mass classification of the unconsolidated rocks.