• Economic and Environmental Geology
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• v.3 no.1
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• pp.9-15
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• 1970

This paper describes the definition of the Ogcheon Group and its characters, and indicates that it is neither the Precambrian nor metamorphosed Cambro-Ordovician sediments, and its geological age might fall in Post-Ordovician on the bases of lithostratigraphy, correlation and geological structures.

• Economic and Environmental Geology
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• v.42 no.6
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• pp.627-634
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• 2009

Redefining the difference among the Yamaguchi's 'so-called Yeoncheon system,' north Korean's 'Rimjin System' and Yeoncheon Group of national geological map, authors tried to avoid a possible misunderstanding of concept between Yeoncheon Group and Imjingang fold Belt. As a tool of preliminary geological mapping and or N-S reconnaissance of the whole Yeoncheon Group, an interpretation technique of satellite image from various angles has been applied to understand the geometrical attitude of strike and dip of random spot, and a further concept like as cross section.

• The Journal of the Petrological Society of Korea
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• v.23 no.2
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• pp.145-152
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• 2014

Geological heritages can be defined conveniently as geological records worthy of conservation, and are represented in most cases by geological outcrops. So survey and evaluation of geologic outcrops are necessary for better conservation of geological heritages. As a measure to prevent potential destruction of geological heritages from various development projects, I propose construction of database based on survey and evaluation forms of geological outcrop, which can also be used for environmental impact assessment. The geological survey form consists of survey area, category, subcategory, location, dimension, geologic features, photo, description, and investigator. The evaluation form consists of evaluation category, detailed evaluation, comprehensive evaluation, and evaluation grade. The evaluation category is divided into academic aspect, education effect and landscape. The detailed evaluation items for academic aspects and education effect are representativeness, rarity, diversity and typicality, while those for geomorphology and landscape are peculiarity, aesthetics and naturalness. The evaluation grades are divided into five, where the first grade means a must of conservation.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.

• 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.

• The Journal of Engineering Geology
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• v.18 no.4
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• pp.501-509
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• 2008

It is very important in designing civil engineering structures that the quantification of geological informations must be carried out in terms of importance. In this study, the geological informations are quantified and evaluated using analytic hierarchy process (AHP). A professional group was organized with 30 people in the field of civil engineering, transport, and geology. On the assumption that the civil engineering structure is linear such as highway or railroad, a survey of the group in terms of geological and hydro-geological elements has found that the hierarchy structure is composed of four levels. And fault structure is a primary factor which causes the stability of a linear civil engineering structure. The importance of geological items are arranged with fault (0.456), foliation/bedding plane(0.l65), lineation(0.144), ground water(0.124), and rock type(0.111).

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.173-184
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• 2017

The purpose of this study is to examine the effects of science classes using the geological materials of a locality on academic achievement and scientific attitude of elementary school students. For this study, the class unit is 'stratum and fossils', 2nd semester of 3rd grade, and the geological materials of a locality is applied for class. The geological materials used in teaching and learning of 'stratum and fossil' unit are photographs & video data relating to geological phenomenon, and rock & fossils samples collected in Jeollanam-do province. This study has been aimed at 2 classes 47 students of 3rd grade in G elementary school of G metropolitan. One class 23 students are the research group to apply science class using the geological materials in a locality, on the order hand another class 24 students are the comparison group to apply general science classes. The results of this study are follows. First, a positive relationship was identified between academic achievement and science class applying the geological materials in a locality in the research group. This shows that academic achievement was improved by science class applying the geological materials in a locality. Second, a positive relationship was identified between scientific attitude and science class applying the geological materials in a locality in the research group. This shows that scientific attitude was improved by science class applying the geological materials in a locality. Third, by the results of interview with students who was participated in science class applying the geological materials in a locality, it shows that they have interest and curiosity about local geology. Above results means that science class applying the geological materials in a locality help elementary schools students improve the educational effect about 'stratum and fossils' unit. Thus, it is needed to use the geological materials of a locality in science class relating to the geology units of elementary school science in order to improve academic achievement and scientific attitude of elementary school students.

• Journal of the Korean earth science society
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• v.38 no.4
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• pp.303-320
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• 2017

Purpose of this study is understanding of group modeling process focusing on constraints with geological field trip applied on social-construction of scientific model. This study was carried out on 12 students of 3 groups who participate in the study 'S' gifted education center. Students were conducted to theme of 'How was formation of Mt. Gwanak?' on 2 field trip classes and 3 modeling classes. Semi-structured interviews, all discourse of field trip and modeling classes, records of personal and group activity were analyzed to constraints based on theoretical background proposed by Nersessian (2008). Results as follows. First, sources of constraints are scientific knowledge, contents observed by students during field trips and additional materials things to be explained by model during modeling class with geological field trip applied on social-construction of scientific model. Second, there are 3 types of constraints to affect making group modeling. It is that shared constraint which used commonly by all the group members. It called selected constraint that used during the initial modeling and later were reflected on for use in the group modeling. And it is that generated constraints, which were not in the initial modeling but were used later in the group modeling. This study suggests that not only the constraints can help to understand of making group model through how they used but also show that example of learning with geological field trip on social-construction of scientific model to contribute school science.

• Economic and Environmental Geology
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• v.3 no.3
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• pp.187-191
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• 1970

There is a discrepancy in opinion regarding geological age of Okchon system among professor C.M. Son and the writer who represent the two school of thought in precambrian stratigraphy in Korea as a whole. This brief article is a reply to the recent paper by C.M. Son titled "On the geological age of the Ogcheon Group" The discrepancy in opinion on the age Okchon system is based mainly on the difference in opinion about the age of Majeonri, Hwachonri and Kounri formations, the age of which professor Son believes as post-ordovician and regards them as a part of the Great Limestone series and the base of the Ogchon Group. The writer is in a opinion that Okchon system belong to precambrian in age and Majeonri-, Hwachonri-, and Kounri formations are the same formation composing an upper member of Okchon system. The writer's opinion is based on the facts that i) stratigraphical sequence of Okchon system established by the writer was accepted by C.M. Son who used believed the reverse order in sequence and confessed his mistake in his article; and ii) regional stratigraphy and structure strongly support's to writer's opinion. The writer pointed out and discussed in this paper various facts which do not support Son's idea by any means.

• Journal of the Korean Chemical Society
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• v.39 no.2
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• pp.28-81
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• 1995

Inductively coupled plasma atomic emission spectrometry was used for the determination of all 14 rare earth elements (REE) in geological materials. Samples were decomposed by using acid digestion followed by alkaline fusion. Group separation of the REE was achieved by solvent extraction with TOPO (trioctylphosphine oxide) and back extraction into HCl. The results for standard rock sample, AGV-1, showed a good agreement with those obtained by US Geological Survey as well as reported values in other articles.