• 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 Korean Elementary Science Education
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• v.29 no.4
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• pp.484-495
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• 2010

The purpose of this study was to investigate changes in geological contents knowledge and self-confidence before and after the geological field trips. Fifty seven undergraduate students at a national university of education participated in this study. The questionnaires were developed by the researcher to serve the purpose. Findings were as follows. First, before and after the geological field trip, there was no significant difference in changes of geological content knowledge (p<.05). However, participants' self-confidence about the geological field trip changed significantly (p<.01). Second, there were no significant differences in changes of both variables in terms of gender (p<.05). And in this study, participants were grouped into two: science track that selected science areas and non-science track with social study selected in the college scholastic ability test. There were also no significant differences in changes of geological contents knowledge and self-confidence in terms of science or non-science track (p<.05). Third, in terms of the geological content knowledge, 24 pre-service teachers showed an increase, 12 students unchanged, and the 21 participants decreased. In contrast, per participants' self-confidence about the geological field trip, fifty three students indicated an increase with only one participant unchanged, and three preservice teachers decreased on the score. Finally, after the geological field trip, participants' comments indicated that they could feel the mystery of nature with the mind of a great experience. As a result, data showed that pre-service teachers became interested in geology, and motivated more in learning geological area than ever.

• Hwankyungkyoyuk
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• v.21 no.3
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• pp.1-12
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• 2008

This study is aimed at suggesting ways to develop field trip or learning materials focusing on environment of Jeju seashore in order to make an effective field trip. To perform these purposes, the contents and concepts were analyzed from environment-related 'geological unit' of elementary science textbook. Afterwards, the places having the geological features in coincidence with them are chosen, and investigated, and these regions can develop into geological teaming places for field trip. Each teaming spot focuses on understanding and finding out the characteristic geological environment of rock shore, gravel shore, sand shore, shellfish shore, and tideland shore among Jeju shores. When field trip is conducted at the preparatory stage, students can get advance knowledge on geological concepts from textbook. The activity record paper is presented at the field trip stage where students observe geological phenomena on their own. After field trip is finished, the summary stage is given to solve some problems on the basis of the observed contents. The developed data from this research have its regional limits, but is surely useful for teachers who try to plan field trip when they especially choose the right field trip spots, or plan to make the process for field trip preparation of the environmental education. Furthermore, with this survey and activities, students can take the chance to improve the learning effect through their own experience on environment of Jeju seashore.

• Proceedings of the Korean Geotechical Society Conference
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• 2003.03a
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• pp.503-508
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• 2003

In this study, we peformed ahead a field geological investigation, boring investigation for slope stability analysis in large scale slope failure area. But the geological stratum was not clearly grasped, because ground was very disturbed by large scale Granite intrusion. Furthermore, the existing test data was not pertinent to the large scale Granite intrusion site like here. Therefore, various kind of field test were performed to grasp clearly for geological stratum. And the results of back analysis, various kind tests used to slope stability analysis.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.291-302
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• 2018

The purpose of this study is to investigate pre-service middle school earth science teachers' perceptions about the learning of geological field trip. The study sample consists of 39 undergraduate students at the university located in a metropolitan city. Additionally, 4 pre-service earth science teachers are semi-structure interviewed. The instrument of the study includes a 5-category perception about the learning of geological field trip, which consists of needs, educational values, educational experience, teaching methods, and training for learning. The results are as follows. First, participants are important to the need and educational values of learning about the geological field trip regardless of gender and grade level. Second, all participants have experienced geological field trip in college. They have more opportunities to experiment for field trip as they advance to higher grade. There is significant difference between lower and higher graders in terms of the goal of learning about geological field trip. It needs a new lesson model to teach geology between men and women regarding teaching methods category. In order to practice geological field trip in school, participants perceive that they need the knowledge of geological context, experiment of field trips, and how to teach geological field trip to students. This study suggests that pre-service earth science teachers' perceptions include how to teach and learn geological field trip during their college year.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.128-138
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• 2015

The purpose of this study is to examine potential as a geological field course of Odongdo located to the east of Yeosu city, Korea. The total area and the height from the sea level of Odongdo is about 0.13km2 and 42m, respectively. Odongdo area belongs to the Hallyeohaesang National Marine Park, and is famous for rock scenery in the rocky coast and living of rare plants. For this study, diversity of geomorphology and geology was investigated at the sites called as dragon cave, windy area, seal rocks, sunrise viewing platform, second seashore rocks and first seashore rocks along the coast of Odongdo. The results of this study are as follows: A lot of geomorphological and geological resources like sea cliff, sea cave, strata, various sedimentary rocks(conglomerate, sandstone, mudstone), andesite, fault and examples of rock weathering were found in the rocky coast of the study area. These field resources are pertinent to the field work materials for the teaching and learning of geology units in elementary school science. Odongdo is to be recommended as a site of outdoor geological field course for the elementary school students inhabited in Yeosu city and neighborhood area because each site of the rocky coast in this study area has various field work materials and the wide space for observe activities, and is equipped with the facilities as a trail for rock observation.

• 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 Society of Earth Science Education
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• v.8 no.2
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• pp.193-205
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• 2015

In this study, a Virtual geological Field Trip(VFT) learning program using 3D panorama virtual reality techniques was developed to learn about the Gongju city 7 area located in Chungcheongnam-do, Korea. The developed $360^{\circ}$ 3D VFT program can show every face of observational points and interact as zoom-in, zoom-out and image rotation. For the educational effects of the materials, it is provided with a compass, a protractor, enlarged images, pop-up windows, etc.. The program was applied to the class of 35 gifted students in middle school to investigate the effectiveness of the program. The results showed that positive responses of the students were 90% or more. When geological field trip problems like cost, safety, distance occur in geological learning procedure of middle school science, this VFT program can become as a supplementary learning material and a solution.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.

• Journal of the Korean earth science society
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• v.34 no.3
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• pp.274-285
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• 2013

The purpose of this study was to develop geological field study sites for learning topography and geology of the area with igneous rocks, specifically in Duibaejae volcanic edifice and Seonang-bawi that were distributed in Goseong-gun, Gangwon-do area. As a follow up, we conducted a study to examine the effect of the study sites when applied to high school freshmen Earth science course. The study proceeded based on the Orion's model in the order of preparatory unit, field trip, and summary unit. The geological field study sites were developed based on the geological study elements presented in the Korean Earth science curriculum. Before the field trip, students simply memorized factual knowledge on minerals, rocks and etc., and showed very low level of understanding on the formation process of the region that was distributed with granite and basalt. Especially, their understanding showed that granite and basalt were formed from the same magma at the same time. After the field trip, they increased in-depth level of understanding about minerals, rocks, and geological structures, but were not able to explain the topographical characteristics of the two rocks because they did not recognize the times of the creation of granite and basalt. The reason is that they have learned the simple concept of the process of forming granite and basalt in their middle school, but that they have not learned the meaning of the difference between two the geological eras when each of the two rocks, granite and basalt, were formed.