• Journal of the Korean earth science society
• /
• v.26 no.4
• /
• pp.336-346
• /
• 2005

This study identifies and compares science content standards that are approved by departments of education in six states: California, Connecticut, Michigan, New Jersey, Texas, and Virginia. Specifically, the study examines the goals/visions, the organizing/progression principles, the strands of science content, and earth science content found in the states curriculum standards compared to National Science Education Standards. Although many states followed the recommendations of NSES or Project 2061, the format and content of the state science standards reviewed are very diverse. The diversity seems to reflect the diverse perspectives and needs of the states. The results of this study provide Korean educators and teachers with useful models or examples to incorporate Korean national science curriculum guides into the science curriculum frameworks of their regions or schools.

• Journal of the Korean earth science society
• /
• v.23 no.2
• /
• pp.188-193
• /
• 2002

Various research methods have been used in science depending on the various contexts. This implies that certain methods or inferences may be more frequently used in earth science. The purpose of the study are to explore the contexts of earth science, and the inferences frequently used in earth science. The context earth science research is quite different from that of other areas of natural science in terms of its time scale, space scale, accessibility, complexity, and controllability. The purpose of earth science research is twofold: historical and causal. The inferences frequently used in earth science are abduction and prediction. Abductive inferences go from the resulting state to controlling state. Predictive inferences go from hypothesis to expected data.

• Asian-Australasian Journal of Animal Sciences
• /
• v.23 no.8
• /
• pp.1057-1065
• /
• 2010

Two experiments were conducted to compare the effects of feeding a newly-developed rare earth mineral-yeast product, zinc oxide (ZnO) or antibiotics on the performance, nutrient digestibility and serum parameters of weanling pigs. In experiment 1, 150 crossbred barrows (24 d old and 6.28 kg BW) were fed one of five dietary treatments consisting of an unsupplemented basal diet or the basal diet supplemented with antibiotics (33 ppm tiamulin and 100 ppm chlortetracycline), ZnO (1,500 or 2,500 ppm) or 0.1% peptide-bound rare earth mineral-yeast. In experiment 2, 576 crossbred barrows (28 d old and 7.20 kg BW) were fed the same diets as those used in experiment 1 modified only by the addition of 1.0% Celite 545 to all diets as a digestibility marker. However, the negative control was not included. In experiment 1, weight gain was significantly lower (p<0.05) for pigs fed the negative control than for pigs fed diets supplemented with antibiotics, ZnO, or rare earth mineral-yeast. Pig performance did not differ between pigs fed the four supplemented diets. In experiment 2, there were no differences in performance between pigs fed diets supplemented with antibiotic, ZnO or rare earth mineral-yeast. The digestibility of dry matter, crude protein, calcium, phosphorus and energy were significantly (p<0.01) higher on the rare earth mineral-yeast diet than on diets supplemented with ZnO. In addition, pigs fed the diet supplemented with rare earth mineral-yeast had significantly (p<0.05) higher digestibility of histidine, lysine, threonine and valine than pigs fed the ZnO supplemented diets. Digestibility coefficients for pigs fed antibiotics tended to be intermediate to those of pigs fed rare earth mineralyeast or ZnO. In conclusion, the performance of pigs fed rare earth mineral-yeast was basically equal to that of pigs fed antibiotics or ZnO indicating that rare earth mineral-yeast can be successfully used as a growth promoter in diets fed to nursery pigs. The effects of rare earth mineral-yeast appeared to be mediated through improvements in nutrient digestibility.

• Journal of the Korean earth science society
• /
• v.41 no.4
• /
• pp.391-404
• /
• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of the Korean earth science society
• /
• v.31 no.2
• /
• pp.185-204
• /
• 2010

Inquiring earth science phenomena is characterized by the followings: a big scale of time and space, inaccessibility, uncontrollability, and complexity. Thus, it is very difficult or, in some cases, impossible to investigate them through the actual manipulation in laboratories. Therefore, it is necessary to provide chance for students to experience scientific inquiry without actual manipulation in earth science classes. This study is to explore the role of reasoning based on a thought experiment as a representative model without actual manipulation, and to investigate features of various inquiry models using reasoning in classes. We can make implications when applying for applying each inquiry model to earth science classes, proposing a reasoning-based inquiry model embedded in earth scientific phenomena.

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.367-378
• /
• 2007

The purpose of this study is to investigate the features of science language in Earth science textbooks and Earth science research articles. We examined two Earth science textbooks and two Earth science articles using the taxonomy of scientific words, the text structure analysis of explanations, the analysis of conjunctive relations and reasoning, and the function of conjunction. The results showed that school science language revealed in Earth science textbooks had high proportion of naming words and the text structures in which definition/exemplification structure and description structure were dominant. Also, internal relations that showed additional arrangement rather than logical inference, were predominant in Earth science textbooks. However, scientists' science language revealed in the Earth science articles had more proportion of process words and concept words than the Earth science textbooks and the schematic structure of explanation texts, such as orientation - implication sequence - conclusion. In addition, the text structures in each sentences of implication -sequence showed cause/effect or problem-solving after description structures. Also each sentences expressed causal or abductive reasoning through the internal relations using verbs or adverbial inflection. It is necessary that we bridge the gap between the two languages for students' authentic use of science language. For the bridging, we propose "interlanguage", which mediates between school science language and scientists' language.

• Journal of the Korean earth science society
• /
• v.21 no.4
• /
• pp.479-487
• /
• 2000

To investigate the trend of earth science education researches published in ${\ulcorner}$The Journal of the Korean Earth Science Society${\lrcorner}$ during last 20 years, 106 articles were analyzed. The results show that the number of researches in earth science education has increased, especially in recent two years. From the perspective of areas. general earth sciences were studied more than other areas such as astronomy, geology, and meteorology. From the perspective of subjects, students, especially high-school students, were studied more than teachers. From the perspective of research methodology, survey including content analysis of textbooks or curriculum were most preferred. In contrast, literature study were never accomplished. From the perspective of contents, researches of leaching/learning were the most common. It is notable that few studies were about educational assessment or teacher training.

• Journal of the Korean earth science society
• /
• v.31 no.5
• /
• pp.521-530
• /
• 2010

This study aimed to explore how to characterize the earth science inquiry in schools in terms of science teaching interaction and constructivist teaching practice. The constructivist teaching practices were analyzed with Reformed Teaching Observation Protocol (RTOP) in three aspects including (1) student oriented class implementation, (2) subject knowledge and representation, and (3) classroom communication. Fourteen earth science classes were observed and scored with RTOP. The class was evaluated to be transitional stage in terms of constructivist teaching, e.g., moving toward student-centered teaching practice. Especially, Korean teachers tend to lean their classes more on propositional knowledge than procedural knowledge. To interpret science teaching interactions, an earth science teacher with a RTOP top rank was selected. Her class was then videotaped for detailed analysis. I adopted the analytical framework of communicative approaches and discourse patterns among the five aspects of interactions presented by Mortimer and Scott (2003). It was found that this earth science teacher used more authoritative patterns than the dialogic. In addition, she used IRE discourse pattern more frequently. Interestingly, teachers interacted with their students more frequently in the form of repeated (or IRE chain pattern), that is IRFRF (teacher initiation-student response-teacher feedback-student response-teacher feedback) in the context of dialogic communicative approaches, while simple IRE occurred in an authoritative approach. In earth science classrooms, typical interaction may well be constructed in the form of IRFRF chains to allow students free conjectures and abduction.

• Journal of the Korean earth science society
• /
• v.31 no.7
• /
• pp.813-826
• /
• 2010

The purpose of this study is to investigate discrepant Earth Science terms in high school curriculums and to explore the alternative to those terms. In this study, we defined discrepant terms as different terms which had the same meaning in Earth Science textbooks. Discrepant terms were compared with terms in references and precedent studies, and the preference by 284 of teachers and students was investigated. The results of this study are as follows: A number of discrepant terms were found in references as well as high school textbooks. Participants preferred terms that are more understandable, were learned previously, and were correct to loanword orthography. As for the cases of discrepant terms caused by different notation of proper nouns or different references and background knowledge, the alternative could be explored by the rule of loanword orthography or the journal publications. In conclusion, confusion may be reduced by utilizing common terms that are both based on authorized theory and easy to convey the meaning.

• Publications of The Korean Astronomical Society
• /
• v.2 no.1
• /
• pp.47-60
• /
• 1985

Four observational astronomical item, have been pilottested with a 150mm refracting telescope in order to layout the detailed procedures for the suggested (inquiry) activities listed in the high school earth science curriculum and to contrive some adequate instructions for students stressed on how to make proper treatments with the collected materials. The tested items were of sunspots' motion, the size of lunar craters, the Galilian satellites' revolution, and the galactic distribution of stars. Following series of activities are suggested with respect to the way of collecting observational data and of giving proper instruction to students in class: 1) Photography and other material, he made by teacher and/or extracurricular group of students; 2) Replicas (xeroxed, photographs, Or slides) he made from the collected materials, '0 that they are available to all the students in class; 3) Quantative analyses, be taken as student' activity.