• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.18 no.4
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• pp.234-265
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• 2013

Oceanic current maps in the secondary school science and earth science textbooks have played an important role in piquing students's inquisitiveness and interests in the ocean. Such maps can provide students with important opportunities to learn about oceanic currents relevant to abrupt climate change and global energy balance issues. Nevertheless, serious and diverse errors in these secondary school oceanic current maps have been discovered upon comparison with up-to-date scientific knowledge concerning oceanic currents. This study presents the fundamental methods and strategies for constructing such maps error-free, through the unification of the diverse current maps currently in the textbooks. In order to do so, we analyzed the maps found in 27 different textbooks and compared them with other up-to-date maps found in scientific journals, and developed a mapping technique for extracting digitalized quantitative information on warm and cold currents in the East Sea. We devised analysis items for the current visualization in relation to the branching features of the Tsushima Warm Current (TWC) in the Korea Strait. These analysis items include: its nearshore and offshore branches, the northern limit and distance from the coast of the East Korea Warm Current, outflow features of the TWC near the Tsugaru and Soya Straits and their returning currents, and flow patterns of the Liman Cold Current and the North Korea Cold Current. The first draft of the current map was constructed based upon the scientific knowledge and input of oceanographers based on oceanic in-situ measurements, and was corrected with the help of a questionnaire survey to the members of an oceanographic society. In addition, diverse comments have been collected from a special session of the 2013 spring meeting of the Korean Oceanographic Society to assist in the construction of an accurate current map of the East Sea which has been corrected repeatedly through in-depth discussions with oceanographers. Finally, we have obtained constructive comments and evaluations of the interim version of the current map from several well-known ocean current experts and incorporated their input to complete the map's final version. To avoid errors in the production of oceanic current maps in future textbooks, we provide the geolocation information (latitude and longitude) of the currents by digitalizing the map. This study is expected to be the first step towards the completion of an oceanographic current map suitable for secondary school textbooks, and to encourage oceanographers to take more interest in oceanic education.

• Proceedings of the Korean Society of Marine Engineers Conference
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• 2006.06a
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• pp.195-196
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• 2006

Recently, there are increasing need to make a synthetic assessment about oceanic data which is collected over the various scientific field, in addition to just gathering oceanic data. In this study, we made a basic map using satellite image, aerial photo, multi-beam data, geological stratum data etc. And as well we are producing comprehensive SVT(Scientific Visualization Toolkit) which can visualize various kinds of oceanic data. These oceanic data include both survey data such as tidal height, tide, current, wave, water temperature, salinity, oceanic weather data and numeric modelling results such as ocean hydrodynamic model, wave model, erosion/sediment model, thermal discharged coastal water model, ocean water quality model. In this process, we introduce GIS(Geographic Information System) concepts to reflect time and spatial characteristics of oceanic data.

• Journal of the Korean earth science society
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• v.41 no.3
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• pp.248-260
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• 2020

Oceanic current maps introduced in science and earth science textbooks can offer a valuable opportunity for students to learn about rapid climate change and the role of currents associated with the global energy balance problem. Previously developed oceanic current maps in middle and high school textbooks under the 2007 and 2009-revised national curriculum contained various errors in terms of scientific accuracy. To resolve these problems, marine experts have constructed a unified oceanographic map of the oceans surrounding the Korean Peninsula. Since 2010, this process has involved a continuous, long-term consultation procedure. By extensively gathering opinions and through verification process, a representative and scientific oceanic current map was eventually constructed. Based on this, the educational oceanic current maps, targeting the comprehension of middle and high school students, were developed. These maps were incorporated into middle and high school textbooks in accordance with the revised 2015 curriculum. In this study, we analyzed the oceanic current maps of five middle school science textbooks and six earth science textbooks that were published in high school in 2019. Although all the oceanic current maps in the textbooks were unified based on the proposed scientific oceanic current maps, there were problems such as the omission of certain oceanic currents or the use of a combination of dotted and solid lines. Moreover, several textbooks were found to be using incorrect names for oceanic currents. This study suggests that oceanic current maps, produced by integrating scientific knowledge, should be visually accurate and utilized appropriately to avoid students' misconception.

• Journal of the Korean earth science society
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• v.35 no.6
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• pp.439-466
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• 2014

Since the unification of the diverse oceanic current maps of the East Sea in secondary school science textbooks has recently been accomplished, there have been increasing requirements for the production of a current map of the Yellow Sea (YS) and the East China Sea (ECS). This study, as its first attempt, facilitated the prospective production process of the unified oceanic current maps in YS and ECS by analyzing the maps of scientific articles and those of the present textbooks as of 2014. First of all, the analogue current maps of the textbooks and scientific articles were digitalized to retrieve the characteristics of current maps quantitatively and to make intercomparison of the maps. The currents of both YS and ECS such as the Kuroshio Current, the Taiwan Warm Current, the Tsushima Warm Current, the Yellow Sea Warm Current, the Chinese Coastal Current, the Korea Coastal Current, and the Changjiang River Flow were selected and analyzed. We made 18 items to investigate the paths of the currents. Analyses of the oceanic current maps of secondary school science textbooks and scientific articles with respect to the selected criteria revealed that the current maps of the textbooks were considerably different from the up-to-date knowledge of the current maps acquired from the scientific articles. In addition, since the currents of YS and ECS have strong seasonality, we suggest that they should be presented with at least two current maps for summer and winter in the textbooks, which may go through active discussions among experts.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.22 no.4
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• pp.151-171
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• 2017

Most of oceanic current maps in the secondary school science and earth science textbooks have been made on the base of extensive in-situ measurements conducted by Japanese oceanographers during 1930s. According to up-to-date scientific knowledge on the currents in the Yellow Sea and the East China Sea (YES), such maps have significant errors and are likely to cause misconceptions to students, thus new schematic map of ocean currents is needed. The currents in the YES change seasonally due to relatively shallow water depths, complex terrain, winds, and tides. These factors make it difficult to construct a unified ocean current map of the YES. Sixteen major items, such as the flow of the Kuroshio Current into the East China Sea and its northward path, the origin of the Tsushima Warm Current and its path into the Korea Strait, the path of Taiwan Warm Current, the Jeju Warm Current, the runoff pattern of the Yangtze River flow, the routes of the northward Yellow Sea Warm Current, the Chinese Coastal Current, and the West Korea Coastal Current off the west coast of the Korean Peninsula, were selected to produce the schematic current map. Review of previous scientific researches, in-depth discussions through academic conferences, expert discussions, and consultations for three years since 2014 enabled us to produce the final ocean current maps for the YES after many revisions. Considering the complexity of the ocean currents, we made seven ocean current maps: two representative current patterns in summer and winter, seasonal current maps for upper layer and lower layer in summer and winter, and one representative surface current map. It is expected that the representative maps of the YES, connected to the current maps of the East Sea and the Northwest Pacific Ocean, would be widely utilized for diverse purposes in the secondary-school textbooks as well as high-level educational purposes and even for scientific scholarly experts.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.832-859
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• 2011

The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, to suggest how to produce a unified oceanic current map of the East Sea for the students. Twenty-seven textbooks based on the 7th National Curriculum were analyzed and quantitatively investigated on the characteristics of the current maps by comparing with both the previous literature and up-to-date scientific knowledge. All the maps in the textbooks with different mappings were converted to digitalized image data with Mercator mapping using geolocation information. Detailed analysis were performed to investigate the patterns of the Tsushima Warm Current (TWC) in the Korea Strait, to examine how closely the nearshore branch of the TWC flows along the Japanese coast, to scrutinize the features of the offshore branch of the TWC south of the subpolar front in the East Sea, to quantitatively investigate the northern range of the northward-propagating East Korea Warm Current and its latitude turning to the east, and lastly to examine the outflow of the TWC near the Tsugaru Strait and the Soya Strait. In addition, the origins, southern limits, and distances from the coast of the Liman Current and the North Korea Cold Current were analyzed. Other erroneous expressions of the currents in the textbooks were presented. These analyses revealed the problems in the present current maps of the textbooks, which might lead the students to misconception. This study also addressed a necessity in a bridge between scientists with up-to-date scientific results and educators who needed educational materials.

• Journal of the Korean earth science society
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• v.36 no.3
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• pp.258-279
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• 2015

The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.24 no.3
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• pp.483-494
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• 2019

From the cosmopolitan superiority of the as the first world map completed in 1402 with surprisingly detailed images and contents on the Africa Continent it is reasonable to think that the Koreans in early fifteen century were already with highly up-to-date perspectives on the universe and world history and cultures. However, some 490 year later the first phytohydrographic plankton investigation in the neritic seas of Korea was performed by a Japanese company with sampling points covering from Tokyo Bay through Jeju neritic waters to Shanghai estuary, which was in turn preceded by the first oceanographic investigation other than the simple mapping Koreans seas by using two French sailboats. The first phytohydrographic plankton investigation in Korean seas were behind the world first oceanic plankton exploration, the German Plankton Expedition, by 25 years. Starting from the oceanographic investigation including phytohydrographic samplings in the whole Yellow Sea in 1915 the full-scale phytohydrographic plankton studies were tried in Korean seas which is well represented by the 1921 oceanographic investigation on the whole East Sea with 80 sampling stations. In 1932 two separate oceanographic investigations followed, one in the East Sea where 78 stations from Busan to southern Sakhalin Island were simultaneously visited by 50 research vessels for the physical, chemical, and biological oceanographic studies, and the other one in southern coast and western East Sea of Korea where ocean current observation as well as plankton sampling were made in 120 stations to understand the relationship between the ocean current and plankton distribution in the region. In 1933-1934 more intensified investigations on phytohydrography were carried out particularly in the East Sea as an integral part of the basic marine ecosystem studies for the Myeong-Tae (Alaska Pollock) resources estimation. Scientists' attitude for the marine investigation and research activities seemed to be almost unchanging even to the year 1943, which could be reflected by the fact that publication of the results from the investigations performed in 1945 were finally done in 1967 at Tokyo. Some 70 years later from the mid-twenty century we might be standing on the turning-point of "need to be prepared" for the new era of changing paradigm by reviewing, archiving, and analyzing the prior information big data from the previous ocean observation and biohydrographic investigations. At the same time each professional societies for the above mentioned sciences might trigger a continuous project to reorganize and update the records on related bibliography and its history every 30 years.