• Journal of the Korean Society of Earth Science Education
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• v.10 no.3
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• pp.254-261
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• 2017

This study is to investigate preconception of elementary school students and Belizean elementary school teachers and to devise experiment to understand a cause of seasonal change. An open-ended questionnaire and interviews were conducted for 91 6th grade students who didn't learn seasonal change and 10 Belizean teachers to find out preconception of seasonal change and they were categorized by using inductive analysis. They thought that the Earth's rotation, the distance between the Sun and the Earth, the Earth's revolution, pollution and climate change cause seasonal change. And it found out that these misconceptions come from difficulty in awareness of space and impreciseness of textbooks and books and so on. The experiment was designed to correct inaccurate preconception and to improve lessons of seasonal change. It is to measure a meridian altitude and a length of daytime and nighttime and to compare them. This experiment can help to understand the cause of seasonal change by measuring natural phenomenons like the meridian altitude and the change of length of daytime by model.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.545-557
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• 2004

The purpose of this study is to classify types of preconception on the seasonal change to middle school students and to find out how the developed multimedia material changes their conception in the seasonal change. The questionnaire about the variation of season consisted of 10 items. Questions are given to 80 ninth graders. Control and experimental group was 23 and 57 students, respectively and they were instructed for two class periods. A learning method using multimedia was applied to the experimental group. On the other hand, traditional teaching-learning method was used for the control group. A learning method using multimedia in this study had an effect on the conceptual changes (p$<$0.01). Data in this study was divided into six levels to classify the changes of concepts in detail. As a result, it showed that a learning method using multimedia was effective for students to make progress from unscientific to scientific concepts, to build up scientific concepts, to build up scientific concepts, and to elaborate scientific concepts as compared with traditional method.

• Korean Journal of Environmental Agriculture
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• v.32 no.4
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• pp.294-303
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• 2013

BACKGROUND: It is well known that rice-fields can provide excellent foraging places for birds including seasonal migrants, wintering, and breeding and hence the high biodiversity of rice-fields may be expected. However, how environmental change including climate-changes on life-history and population dynamics in birds on rice-fields has not been fully understood. In order to investigate how climate-change affects population migratory patterns and migration timing, I modeled a population dynamics of birds in rice-fields over a whole year. METHODS AND RESULTS: I applied the Lotka-Volterra equation to model the population dynamics of birds that have been foraging/visiting rice-fields in Korea. The simple model involves the number of interspecific individuals and temperature, and the model parameters are periodic in time as the biological activities related to the migration, wintering and reproduction are seasonal. As results, firstly there was a positive relationship between the variation of seasonal population sizes and temperature change. Secondly, the reduced lengths of season were negatively related to the population size. Overall, the effects of the difference of lengths of season on seasonal population dynamics were higher than the effects of seasonal temperature change. CONCLUSION(S): Climate change can alter population dynamics of birds in rice-fields and hence the variation may affect the fitness, such as reproduction, survival and migration. The unstable balances of population dynamics in birds using paddy rice field as affected by climate change can reduce the population growth and species diversity in rice fields. The results suggest that the agricultural production is partly affected by the unstable balance of population in birds using rice-fields.

• Proceedings of the Korean Environmental Sciences Society Conference
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• 2006.11a
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• pp.458-459
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• 2006

지구의 기후변화에 따른 생태계 변화를 예측하기위한 연구의 일환으로 월악산에서의 식물계절 연구를 위한 기초를 마련하고자 하였다. 그 결과, 기온의 변화 뿐만 아니라 단풍, 낙엽현삳과 같은 식물계절의 구성요소들이 다양하게 나타났다. 또한 같은 종에서도 국지적으로 분포하는 지형적 위치의 차이, 즉 능선인가 사면하부인가에 따라 큰 차이를 보였다. 따라서 사면, 능선과 같은 지형적 요소를 잘 고려하여 생물계절 연구의 장소를 선정하는 것과 기온변화에 잘 반응하는 식물 종을 골라 식물계절을 연구할 필요가 있으며, 이를 위한 보다 상세하고 구체적인 기초적 연구가 더욱 요구되고 있다.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.249-262
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• 2022

This study was conducted on the alternative concept of elementary school pre-service teachers to seasonal changes. From May 2021 to June 2022, it was conducted with 60 pre-primary teachers at P National University of Education. The conclusion of this study is as follows. First, pre-primary teachers explained the cause of seasonal changes, and out of 60 pre-primary teachers, only 22 (36%) had scientific concepts, and the remaining 38 (64%) students had alternative concepts. Second, in explaining how the inclination of the Earth's axis of rotation is related to seasonal changes, only 16 (27%) of the 60 pre-primary teachers had a scientific concept, and the remaining 44 (73%) had alternative concepts. Third, pre-primary teachers explained the relationship between the change in the solar altitude and the seasonal change. Among 60 pre-primary teachers, 12 (20%) had a scientific concept, and the remaining 48 (80%) had alternative concepts. Fourth, looking at the comprehensive types of alternative concepts for seasonal changes, the aS-bS-cS type, which is classified as a type that explains the causes of seasonal changes using scientific concepts as a whole, was 8(13%) out of 60 pre-primary teachers. and the remaining 52 (87%) had at least one alternative concept to explain seasonal changes.

• Journal of the Korean earth science society
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• v.22 no.4
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• pp.268-277
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• 2001

This study was to investigate the preconception and phases of children's conceptual change about season through an instruction on the concept. Participants in the study were seventy-eight fifth graders in two classrooms of an elementary school located in Incheon city. Children's preconception was examined using a questionnaire, consisted of a drawing and literal explanation. The questionnaire also was used at the midterm-test, post-test, and one-week delayed-test. The results shows several findings as follows: some children (a) change their synthetic conceptions to form another synthetic conceptions through the instruction; (b) exhibit that their conceptions are unstable; and (c) are mainly influenced by distance and heating effect on the seasonal spatial distribution between the Earth and the Sun, and by the Earth's rotation on the seasonal change of constellations in acquiring the scientific concepts.

• Journal of the Korean association of regional geographers
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• v.15 no.3
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• pp.337-350
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• 2009

The phenological change of plants is an indication of local and regional climate change. An increase in temperature due to global warming is manifest in the change of phytophenological events. In this study, trends in the plant phenology and its correlation with air temperature in South Korea were examined using observational data for 18 phenological phases. The spring phenological phases, such as sprouting and flowering, occurred earlier (from 0.7 to 2.7 days per 10-year) during 1945 ${\sim}$2007. while the autumn phases, such as full autumn tinting, moved later (from 3.7 to 4.2 days per 10-year) during 1989 ${\sim}$2007. The correlation between the plant phenology in spring with the air temperature from February to March is relatively high. The warming in the early spring (February March) by $1^{\circ}C$. causes an advance in the spring plant phenology of 3.8 days. The plant phenology in autumn also correlates with the average temperature in October. The autumn plant phenology for a $1^{\circ}C$ increase in October temperature occurs about 3.1 days later.

• Journal of the Korean Society of Earth Science Education
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• v.12 no.2
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• pp.151-164
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• 2019

The purpose of this study is to find out the effects of reconstructing unit 'Seasonal Change' using step-by-step questioning for concepts changes to adjusting misconceptions of elementary school students. Most students have pre-conceptions at describing seasonal changes based on their experiences. Therefore, in newly developed unit, we reconstructed unit to include core teaching and learning contents by finding out common pre-conceptions of students and specifying purpose of teaching at misconceptions found in pre-conceptions as 'constituent of class for conceptual change'. After the scientific concept test, the result of 24 students in experimental group is statistically significant. Also, according to the result of qualitative analysis, the number of activated conceptional resources and degree of specificity in explaining seasonal changes are higher than that of control group.

• Proceedings of the Korean Society of Coastal and Ocean Engineers Conference
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• 1994.07a
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• pp.14-18
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• 1994

Barotropic Model을 이용하여 바람의 계절변화에 따른 대마난류의 형성을 살펴보았다. 모델 격자간격은 위도와 경도방향 모두 $0.25^{\circ}$로 하였고 바람은 Hellerman & Rosenstein (1983)의 바람을 이용하였다. 모델결과에 의하면 대마난류는 대만해협이 음의 유선함수 (Stream Function) 값을 갖는 동계 (10월-3월)에는 쿠로시오로 부터 직접 분기되어 형성되며 대만해협이 양의 유선함수값을 갖는 하계 (4월-9월)에는 대만해협을 통해 유입된 대만난류가 대마난류의 기원으로 나타난다. 이러한 대만난류 유입경로의 계절변화는 쿠로시오 수송량의 계절변화에 의한 것이 아니라 연해 (동지나해) 에서의 바람의 계절변화에 의해 야기되는 것으로 사료된다. 대한해협과 대만해협에서의 수송량과 쿠로시오의 수송량변화는 각각의 최대, 최소값만을 고려하면 쿠로시오와 대한해협에서의 수송량 변화는 약 $180^{\circ}$의 위상차를 갖으며, 대만해협에서의 수송량변화는 북풍계열의 바람이 우세한 동계를 제외하고는 쿠로시오의 수송량변화와 같은 위상을 갖는다.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.260-274
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• 2018

The purpose of this study was to propose curriculum and teaching sequence for seasonal change by exploring a learning progression. For the purpose, 4 steps of construct modeling approach (specifying construct, item design, outcome space, and measurement model) proposed by Wilson (2005) was applied. In the stage of specifying construct, 'length of shadow according to seasons', 'position of constellation according to seasons', 'seasons of the southern hemisphere and northern hemisphere', 'cause and phenomenon of seasonal change' were selected as the subconstructs of seasonal changes, and constructed a construct map showing the level of development from level 1 to level 4 for each subconstruct based on the results of the previous research. In the item design stage, we developed five assessment items consisting of 3 items in the form of C-E (choose and explain) and two items in the form of CR (constructed response), applied it to 383 elementary, middle and high school students. In the outcome space stage, the students' responses to the assessment items were categorized based on the construct map. The categories were classified into 4 levels according to student ability and scores of 1-4 were given. In the measurement model stage, we applied the partial credit model of the Rasch model and compared whether the learning pathway created from the results of students' response coincides with the construct map. Based on the results of the research, we modified the construct map and finally created hypothetical learning progression on seasonal change. Finally, we proposed an orientation of curriculum amendment and effective teaching sequence for seasonal change.