• Journal of the Korean earth science society
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• v.28 no.5
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• pp.620-634
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• 2007

The purpose of this study was to investigate the effectiveness of EarthComm implementation in the U.S. high schools in terms of demographic background including school size, urban/rural area, and teachers' teaching experiences. In addition, this study examined impact of students' higher-order thinking skills by using the visions of National Science Education Standards. Two modular of the EarthComm curriculum were used for this purpose with thirty one teachers and around thousand students involved across four states. Findings were that EarthComm did not significantly impact student achievement differentially in schools of varying sizes and school location, i.e., urban and rural areas. The years of teaching experiences did not impact student achievement scores for Module I but did significantly impact for Module II. It is noted that the two results seemingly conflict with each other similar to other research findings (Ferguson, 1998; Yager et al., 1988). Student higher-order thinking skills, on the other hand, were significantly improved as a result of studying with EarthComm. Implications were discussed at the end of the paper.

• Journal of Astronomy and Space Sciences
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• v.28 no.4
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• pp.345-354
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• 2011

Earth acquisition is to solve when earth can be visible from satellite after Sun acquisition during launch and early operation period or on-station satellite anomaly. In this paper, the algorithm and test result of the Communication, Ocean and Meteorological Satellite (COMS) Earth acquisition are presented in case of on-station satellite anomaly status. The algorithms for the calculation of Earth-pointing attitude control parameters including those attitude direction vector, rotation matrix, and maneuver time and duration are based on COMS configuration (Eurostar 3000 bus). The coordinate system uses the reference initial frame. The constraint calculating available time-slot to perform the earth acquisition considers eclipse, angular separation, solar local time, and infra-red earth sensor blinding conditions. The results of Electronics and Telecommunications Research Institute (ETRI) are compared with that of the Astrium software to validate the implemented ETRI software.

• Journal of the Korean earth science society
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• v.24 no.2
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• pp.108-116
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• 2003

Problem Based Learning (PBL) is one of methods which has been developed to promote student-centered learning and to pursue self-directed learning for life-long learning. The purpose of this study is exploring the possibility of Problem Based Learning (PBL) in college Earth science course. The participants of this study were fourteen students attending an Earth science class at Sookmyung Women's University in Seoul. PBL was implemented in the form of group project with utilizing Web-based course tool. We provided questionnaires and conducted interviews to figure out students' perception about PBL. The findings were as follows: Through a given experiences, (1) students participated more actively than LBL (Lecture Based Learning), (2) more students were engaged with self-directed learning, and (3) students made higher cognitive efforts. LBL seemed to be more efficient way to acquire factual knowledge. In the meanwhile, PBL did not seem to affect the improvement of communication skills. Students could not make use of Web-based course tool effectively in communicating with other team members. In this study, we found that college student participants preferred problems related to everyday life, environmental issues and interesting but unusual incidents. On the other hand, they felt difficult in open-ended problems, especially when they were asked to provide their own evaluation. On the basis of PBL experiment in this paper, we present one method of successful implementation of PBL and suggest topics which should be studied in the future.

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

• Spatial Information Research
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• v.18 no.5
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• pp.143-161
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• 2010

In this study, EWS (Earth Work System), the earth-volume estimation program was developed in a way that could enhance efficiency of civil engineering construction through precise earth-volume modeling based on the 3D geospatial information. In this program, it is possible to estimate the precise earth-volume using LiDAR DEM and to establish the earth work plans based on the unit workload of the construction equipments. Also, EWS program can support the 3D visualization of the final results through Google Earth in order to understand intuitively or share the results of earth-volume estimation in the construction project. For verifying the possibility of appling EWS program to construction project, the construction site of Shin-Pochun substation in Shinbuk-myun, Pochon-City, Kunggi Province was selected as a study area and the results of earth-volume and earth work plans estimated from EWS program were compared with those of DAS program. As a result of comparison between EWS and DAS program, the more accurate earth-volume can be estimated by using 3D geospatial information and more reasonable earth work plan can also be established when use the EWS program was developed in this study. Thus, EWS program can enables improvement of productivity by establishing efficient construction plan in the construction site.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.147-158
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• 2007

The purpose of this study was to investigate research trends of Japanese earth science education published in Chigakukyouiku by the Japan Society of Earth Science Education. A total of 129 articles published in the Journal between 1998 and 2003 were analyzed. The Journal published six issues each year, and each issue contained about four articles that were fewer numbers than Journal of the Korean Earth Science Society's. About Sixty percent of the papers were written by a single author. Analyzing the content of the papers, it was noted that the most articles were geology-related (41.1%) followed by oceanography-related (1.6%) and general science education papers (1.6%). In summary, the characteristics of research trends of Japanese earth science education are as follows: First, the most topics of the papers were related to environmental sciences including earthquake, volcano, and tsunami. This trend seems natural because Japanese schools are situated within the reach of these environmental events. Second, there found many papers that dealt with geological field trip or fossils adjacent to the local community. Third, there were several papers that established a relationship between environmental education and earth science education. Obviously these papers tried to incorporate environmental education into earth science education at the school level. Last but not least, there found an effort to introduce computer into earth science education as an innovative educational method, for example, 'computer and earth science education'.

• Proceedings of the Korean Geotechical Society Conference
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• 2006.03a
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• pp.662-669
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• 2006

PEM(Prestressed Earth Method) is a method to minimize lateral movements of the ground generated by progressive excavation and increases shear strength by applying prestresses to the end of earth bolt equipped with a P.C. panel after earth bolt is set up under the in-situ ground. In case of PEM, there are noticeable advantages. First of all, PEM maximizes the utility of the ground because PEM needs less volume of backfill and cutting than other general walls. Second, it's an environmental method possible to garden on the banquette. In this study, the behavioral characteristics of PEM are analyzed and compared with soil nailing system through the measured data of PEM and numerical method using SMAP-2D program and also an increased stability of PEM is evaluated by increasing prestress of earth bolts through the numerical analysis using Slide (ver. 4.0) program.

• Journal of Korean Elementary Science Education
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• v.22 no.2
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• pp.200-210
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• 2003

This study is focused to characteristics of earth region vocabularies used in 7th curricula science textbooks for 3rd to 6th grades of elementary school. The numbers of earth region vocabularies are generally increased from the lower to the higher grade textbooks, ‘science’ and ‘experiments and observation’. In ‘science’ textbooks, numbers and use frequencies of earth region vocabularies are predominant in astronomy and atmospheric science vocabularies. Meanwhile, in ‘experiment and observation’, domains related with astronomy have relatively more numbers of the vocabularies but domains related with geology have higher use frequencies of those vocabularies relative to domains related with another areas. ‘Strata’ and ‘fossil’ of geology vocabularies, ‘air temperature’ of atmospheric science vocabularies and ‘sun’ and ‘planet’ of astronomy vocabularies are commonly the highest frequent in the use for science textbooks and experiment and observation. In the both books, earth region vocabularies are derived from 70% to 80% words of Chinese, below 10% of pure Korean, and rest of other languages. Additionally, cases of pure Korean vocabularies unpacked from professional nomenclatures, ones without previous explanations and multiple vocabulary applications to same phenomena are observed in the both books. Synthesizing above results, it is suggested that the reconsideration of domains related with each area of earth science and vocabulary uses assigned to above cases is necessary, in possible.

• Journal of The Korean Association For Science Education
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• v.14 no.3
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• pp.304-311
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• 1994

Four science concepts were selected from high school science textbook to investigate the differences in priorities of students knowledge activated during solving earth science problems in laboratory and earth science environmental contexts. Two items, one for laboratory context and the other for earth environmental context, were developed for earth selected concept The subjects were constituted of 192 students in 11th grade and 196 in 12th grade in one senior high school. Students' responses were categorized using graph models and analyzed in terms of 'Common Activated Knowledge'(CAK). and 'Specific Activated Knowledge'(SAK) across students' cognitive frames, grades, and sex. As contextual differences of the problems increased, context effects in priorities of CAK were reported in favor of laboratory context, on the contrary those of SAK in favor of earth environmental context. Context effects were reported across cognitive frames, especially students with laboratory cognitive frames showed more significant context effects than others. Lower graders and girls showed relatively large context effects. The results of this study showed that science concepts learned in a laboratory context are not easily transferred to earth environmental context. Therefore, special instructional strategies should be developed to overcome the context effect s according to activated knowledges with high priorities in laboratory and earth environmental context.

• Resources Recycling
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• v.19 no.6
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• pp.27-35
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• 2010

Rare earth alloys and compounds are the raw materials for the manufacture of advanced materials. Although domestic monazite ores have been found, there are some difficulties in recovering rare earth from these ores. Rare earth ores are found in few countries and these countries put an embargo on the export of rare earth ores for the protection of their industry. We gathered some information on the hydrometallurgical and pyrometallurgical processes to recover rare earths from bastnasite, monazite, and xenotime which consist of 95% of the total rare earth ores. Since rare earth with the purity more than 6N is needed for use in advanced materials, some separation methods such as fractional crystallization, precipitation, ion exchange, and solvent extraction were introduced.