• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.43-53
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• 2014

The purpose of this study is to analyze the conceptual simulation observed when students are thinking about the causes of the seasonal change, identifying how students come up with the explanation. For this study, a framework for conceptual simulation process and strategy based on literary research was developed and its validity was proved by four experts in the field of science education. The results were as in the following: First, through the process of explaining the causes for seasonal change, students usually base their explanation on perceptual experience learned from model experiments from a science class. Besides, construct of thought experiment using the familiar object or analogize of the familiar perceptual experience. These all contributed to on explanation firmly. Second, errors from mental simulation were found in the statement of initial representation and running imagistic simulation. It happened when statement of initial representation is not in a complete and secure state or when participants think of an inappropriate situation during running imagistic simulation. Third, the study identified that the use of strategies like 'removal' and 'replace' was shown to enhance the effects of conceptual simulation particularly in regard with solar attitude at meridian passage.

• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.673-689
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• 2022

To understand seasonal changes it is necessary to understand the relationship between celestial bodies in a three-dimensional space, and to this end, modeling activities in which students directly construct, use, evaluate, and modify three-dimensional models are important. In this study, the process of elementary school students using globes and light bulbs to model Earth's motion in a three-dimensional space as a cause of seasonal changes was analyzed. Seventeen sixth graders participated in the modeling process. After exploring phenomena and concepts related to seasonal change, students constructed models using globes and bulbs and used them to explain seasonal changes. Video data recording students' modeling process, students' activity sheets, and transcripts of post-interview were used as research data, and data triangulation was conducted. The modeling level analysis framework was also developed based on previous studies. In particular, the framework was developed in detail in this study in consideration of the concept of Earth's motion as well as understanding model and implementing modeling. In the final analysis framework, the 3D modeling level was classified from level 1 to level 3, and student performance that may appear at each level was specified. As a result of the study, there were two main levels of modeling using globes for elementary school students to explain seasonal changes. The rotation and tilt of the axis of rotation and revolution of the earth were considered but the level at which empirical evidence was not used (level 2), the level at which empirical evidence was used to explain seasonal chages (level 3). However, even when students use empirical evidence, it did not lead to the construction of a scientific model. In this study, the cause was explored in relation to the characteristics of the tool used for modeling.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.340-350
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• 2023

This study analyzed the difficulty level of class on the seasonal change unit for 84 students at a university of education. The conclusions of this study are as follows. First, if we first present the four topics that make up the seasonal changes in elementary science, the subjects that have the greatest difficulty in teaching for prospective elementary school teachers are 'Why do seasonal changes occur?' (Teaching difficulty level 4.05), 'The sun changes depending on the season' What is the difference between the southern altitude and the length of day and night?' (difficulty level of class, 3.12), 'What is the relationship between the altitude of the sun, length of shadow, and temperature during the day?' (difficulty level of class, 2.85), 'How does the temperature change depending on the season?' (class difficulty level 2.80). As a result, in the elementary science season change unit, the class on the four topics 'Why do seasons change?', which is classified as a class topic that requires the concept of spatial perception, showed a higher level of class difficulty than other units. Second, in the seasonal change unit, various factors of class difficulty appeared depending on the class topic. When pre-service elementary school teachers look at the factors that make class difficult when teaching a lesson on seasonal changes in order of frequency, 42 (50%) said 'Experimental instruction for comparing the altitude of solar masculine according to the tilt of the axis of rotation', followed by 'Solar masculine'. 38 people (45%) answered 'Difficulty in explaining mid-high altitude and the length of day and night', 27 people (32%) answered 'Difficulty in explaining the concept of mid-high altitude', and 24 people (32%) answered 'Difficulty in explaining seasonal changes in the sun's position.' 29%), 20 people (24%) said 'Explain the reasonable reason why the height of the light should be adjusted when measuring the solar altitude', and 16 people (19%) said 'It is difficult to explain the reason for the discrepancy between the solar altitude and the maximum temperature'. ), 'difficulties in measuring sand (ground) temperature' were mentioned by 12 people (14%). Third, when analyzing the factors of class difficulty, there were more curriculum factors than teacher factors. In this context, the exploratory activities on 'Why do seasonal changes occur?', the fourth topic of the seasonal change unit in which elementary school pre-service teachers showed the greatest difficulty in teaching, need improvement in terms of the curriculum.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Proceedings of the Korean Society of Fisheries Technology Conference
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• 2000.05a
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• pp.369-370
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• 2000

생태계에 대한 지속적 연구를 통하여 축적되는 장기변동 자료와 이에 대한 관찰은 의미있는 가설의 전개와 생태학적 개념의 타당성에 대한 검정 등에 중요한 역할을 한다고 볼 수 있다 (Franklin, 1987). 최근들어, long-term scale에서의 생태계 변화는 생태학자들 간에 주된 관심사가 되고 있다. 이러한 배경에서 본 연구자들은 인천 연안의 대조차 간석지에서 수행되고 있는 척전 갯벌 program을 통하여 간석지 대형 저서 동물 군집의 장기 변동 (1989 ∼ 현재)을 관찰, 분석하고 있으며, 그 첫 단계로서 계절성에 관한 분석을 시도하였다. (중략)

• Journal of Science Education
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• v.44 no.1
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• pp.1-14
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• 2020

In this study, we analyzed the written and drawn explanations of thirty elementary school pre-service teachers in order to examine their perception on the seasonal length of day and night. The main findings are as follows: First, pre-service teachers used the most common term in the description of the texts, such as meridian altitude, axis of rotation, and revolution, and there were more misconceptions in the drawn explanation than in the written explanation. Second, by analyzing the pre-service teachers' perceptions by combining written and drawn explanations, it is possible to detect scientific errors that the distance between the Earth and the Sun is closer when the axis of rotation is tilted in relation to the revolution and seasonal changes due to changes in the orbital radius of the Earth. In addition, there have been types of explanations such as seasonally changing meridian altitudes related to the rotation of the Earth but no change in the location of the Sun. Based on the results of the analysis, we discussed the lack of experience in constructing an explanatory system of specific phenomena using scientific knowledge, lack of observational experiences about natural phenomena, and lack of exposure to other explanatory systems that cause cognitive conflicts. We hope that it will be concrete and practical help to improve the understanding of pre-service teachers in the science domain of primary teacher training program.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.374-389
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• 2006

The purpose of this study was to investigate the alternative models of seasonal changes that preservice secondary teachers presented using the Lakatosian methodology. Participants included 74 undergraduate students who majored in science education within the college of education. Their responses to these questions revealed students' alternative models were inconsistent with scientific models. A great deal of this apparent inconsistency could be explained by assuming that the students used, in a consistent fashion, a alternative core belief on seasonal changes. This study also discussed the core beliefs and the possible sources held by preservice teachers in order to overcome their alternative models. The sources of alternative models may lie in the contents used in textbooks.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
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• v.7 no.2
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• pp.51-59
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• 2002

The seasonal variation in species composition and abundance distribution of zooplankton was studied in the Seomjin river estuary along the salinity gradients. In this estuary, marine taxa predominated in all seasons and very limited number of freshwater species appeared. The total abundances showed a seasonal fluctuation. The highest total abundance appeared in spring with over 3,000 individuals/m$^3$. In summer, the high abundance was sustained although it decreased a little. The abundance was minimal in fall with about 500 individuals/m$^3$. When the study area was divided into three salinity regimes, oligohaline (salinity less than 5 psu), mesohaline (5${\sim}$18 psu), and polyhaline zone (over 18 psu), the zone of high abundance as well as the composition of zooplankton community in each salinity regime changed seasonally. In fall, marine copepods predominated in oligohaline zone while marine species other than crustaceans dominated in polyhaline zone. However, in winter copepods predominated in all area. In spring and summer, holozoic dinoflagellate Noctiluca scintillans dominated in higher salinity regimes. We listed major copepod species of each salinity regime for each season with the ranges of water temperatures (T) and salinities (S) of their occurrence. T, S's of maximum abundances of those major copepod species were also reported. The observed very wide tolerance ranges of major copepod species for salinity suggested that the concept of 'indicator species' should be used in quantitative context rather than qualitative.

• Proceedings of the Korea Water Resources Association Conference
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• 2011.05a
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• pp.399-399
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• 2011

최근 한반도와 세계 곳곳에서 기후변화로 야기되는 이상기후에 의한 피해가 늘고 있으며, 그 피해 규모와 빈도 또한 점점 증가하는 추세이다. 이러한 추세 속에서 인적, 물적 피해를 최소화하기 위해 세계 각국이 기후변화에 대한 정확한 예측을 위한 많은 노력과 연구가 진행되고 있다. 지금까지 수행된 연구들은 일반적으로 강수특성의 변화를 파악하기 위해서 연 및 월 최대 강우량, 지속시간별 최대 강우량 등 총량적 개념을 이용한 연구가 대부분이다. 그러나 이는 실제 강수사상의 구조적 변화를 파악하는 데 있어서 한계가 있다. 본 연구에서는 전국 기상관측소 59개의 지점에 대한 1961년-2009년까지의 시계열 강수자료를 이용하여 지점 및 유역별 강수사상의 number of rain even, duration, intensity, quantity 시간분포 구조의 변화를 파악하고자 하였다. 분석결과 number of rain event와 total quantity는 전국적으로 증가 하였으며 total rain hour는 남해안 지역을 제외한 전국에서 증가 하는 것으로 분석 되었다. 결과를 바탕으로 강수변화의 패턴과 추세를 보다 정확하게 파악하고 미래강수 예측에 유용한 자료로 활용될 것으로 사료된다.

• Journal of Korea Water Resources Association
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• v.34 no.4
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• pp.347-356
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• 2001

Even though the increase of greenhouse gases such as $CO_2$ is thought to be the main cause for global warming, its impact on global climate has not been revealed clearly in rather quantitative manners. However, researches using Genral Circulation Model(GCM) has shown that the accumulation of greenhouse gases increases the global mean temperature, which in turn impacts on the global water circulation pattern. A climate predictive capability is limited by lack of understanding of the different process governing the climate and hydrologic systems. The prediction of the complex responses of the fully coupled climate and hydrologic systems can be achieved only through development of models that adequately describe the relevant process at a wide range of spatial and temporal scales. These models must ultimately couple the atmospheres, oceans, and lad and will involve many submodels that properly represent the individual processes at work within the coupled components of systems. So far, there are no climate and related hydrologic models except local rainfall-runoff models in Korea. The purpose of this research is to predict the change of temperature in Korean Peninsula using regional scale model(IRSHAM96 model) and GCM data obtained from the increasing scenarios of $CO_2$ Korean Peninsula increased by $2.5^{\circ}C$ and the duration of Winter in $lxCO_2$ condition would be shorter the $2xCo_2$ condition due to global warming.