• Journal of The Korean Association For Science Education
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• v.30 no.2
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• pp.234-248
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• 2010

This study was conducted among 52 elementary pre service teachers not majoring in the natural sciences, who were taking Earth Science as an elective course at the University of Education located in central Korea. These elementary pre service teachers participated in story writing on the subject of earth system cycles over eight occasions. Changes in their understanding of the Earth's cycles were verified by comparing mind mapping exercises performed before and after the story writing. Afterwards, 43 out of the 52 subjects volunteered for structured interviews, in which they performed story-telling exercises. This study presents examples of story analysis that uses a variation of the wheel-shaped story map, and proposes story mapping as a preferred method of analysis. Before and after creative story writing activities, pre service teachers' mind mapping is analyzed to study possible positive changes. This study identified a gap between the instructional contents of the Earth system unit included in the 7th and current revised school curriculums on the one hand, and the conceptions expressed by the pre service teachers who studied these contents on the other.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.305-316
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• 2020

This study aimed to analyze the conception of an extra-solar planet perceived by university students. To conduct this, we developed an extra-solar planet education program and questionnaires which help to figure out changes between before and after the program, and then applied them to the targeted students. The results of the study are as follows. First, as to the conception of an extra-solar planet, participants understood it merely as a planet outside the solar system before they got training. However, they expanded it to the one revolving around a star that appears outside the solar system based on keywords after the training. Second, they gave brief responses regarding exploration strategies (e.g., observing the extra-solar planet by using the Doppler effect, dietary phenomenon, and gravitational lens) based on indirect experiences they encountered in the media. The responses indicated their lack of concept of the extra-solar planet exploration methods. However, their recognition of the extra-solar planet observation became concrete while students learned about the exploration of the extra-solar planet. Third, they were expanding the importance of the exoplanet observation simply beyond the discovery of extraterrestrial life to the creative process and research methods, including the solar system and the development of humanity. Fourth, they recognized that exoplanet education is necessary for curriculum as it will be able to bring about students' interest and curiosity as well as scientific knowledge if contents related to the extra-solar planet appear in the earth science curriculum.

• 한국지구과학회:학술대회논문집
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• 2010.04a
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• pp.31-31
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• 2010

고등학교 지구과학에서 다루는 천문학 개념의 위계를 밝히고, 그에 따른 교수-학습의 효과를 알아보기 위해 지식공간론을 활용하여 학습과제 속에서 내재되어 있는 학습자의 지식상태를 분석하였다. 고등학교 학생들의 천문학적 공간개념에 대한 구성 요인 간 위계는 '공간위치 $\rightarrow$ 공간추리 $\rightarrow$ 공간변화' 순이었다. 학습자의 천문학적 공간개념 점수가 같아도 개념의 구조화( 지식상태 )가 다르게 나타나는 경우가 있었다. 이는 학습자에 따라 개별화 학습의 처방이 달라져야 함을 시사한다. 천체관측 개념의 위계는 '지구운동 $\rightarrow$ 천구좌표계 $\rightarrow$ 천체관측( 망원경 원리 $\rightarrow$ 망원경 설치 $\rightarrow$ 망원경 관측 )' 순으로 분석되었으며 2007개정교육과정에서 제시하는 순서와는 차이가 있었다. 고등학생들의 천체관측 개념에 대한 지식상태 분석에서 개념의 구조화가 잘 이루어진 학생의 경우에는 하위 위계를 이루는 지구운동과 천구좌표계, 망원경 원리에 관한 문항을 잘 맞추었고, 상위 위계에 있는 망원경 설치와 관측 문항에서 정답률이 낮았다. 그러나 개념의 구조화가 덜 이루어진 학생의 지식상태는 하위 위계를 이루는 지구 운동 관련 문항에서 더 많이 틀렸고, 최상위 위계( 망원경 설치, 관측 )를 이루는 문항에 대한 정답률이 높았다. 지구과학I의 천체관측 단원에 대하여 학습자의 심리적 위계와 교과서의 논리 위계에 따라 학습과제를 제시하여 교수-학습한 결과, 개념의 형성률은 심리적 위계에 따라 수업한 경우가 유의미( p & .05 )하게 더 높았다.

• Journal of Korean Elementary Science Education
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• v.27 no.4
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• pp.319-327
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• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.

• Journal of The Korean Association For Science Education
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• v.24 no.5
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• pp.886-901
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• 2004

The purpose of this study was to document the changes in astronomical concepts for preservice and inservice elementary school teachers after being presented with the newly devised Earth Motions Centric Solar System Model. The subjects of the study were 31 preservice and 30 inservice elementary schools teachers in the Jeonbuk Province. First, the author investigated the naive theories of the subjects, and then, compared that data to the data obtained after their exposure to the model. The total number of items on the instrument for this study was 10. These items included questions about the motion of interior planets, the phases and sizes of interior planets, and the motion of exterior planets and comets. After analyzing the answers to the items before the experiment, the author was able to confirm the existence of the naive theories regarding astronomical phenomena. Also, after the experiment, the author was able to observe the conceptual change in thought of the preservice and inservice elementary school teachers. Results showed that learning through the new model had positive effects on the preservice and inservice elementary school teachers' conceptualization of the interior planets' motion, phases and sizes, and the exterior planets' motion.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.62-78
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• 2023

The purpose of this study is to analyze the field of Earth science at a science fair. For this purpose, 566 pieces of data spanning 21 years (2000 to 2020), acquired from entries in the Earth Science section on the science fair website, were analyzed using the semantic network method. As a result, geoscience topics have been actively explored in works submitted for the Earth Science section of the science fair. Fossils from the Cretaceous period of the Mesozoic Era were particularly predominant. Together with these, keywords corresponding to astronomy, space science, and atmospheric science formed a small-scale network. Astronomy and space science mainly dealt with the dynamic characteristics of asteroids, Venus, and Jupiter. Other subjects included the solar system, sunspots, and lunar phases. Atmospheric science has focused on atmospheric physics, atmospheric observation and analysis technology, atmospheric dynamics, air quality monitoring, while marine science has been limited to physical oceanography and geologic oceanography. This study, is expected to help select Earth Science topics and conduct inquiry activities in schools.

• Journal of Digital Convergence
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• v.18 no.2
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• pp.73-81
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• 2020

The purpose of this study is to analyze the current status of expected cadastral coordinate maps by type of district boundary surveying and the problems of non-coincidence with the surrounding land parcels, and to suggest ways to improve them in the future. Currently, the expected cadastral coordinate maps are drawn using various methods such as reference point adjust adjustment, reference point adjust adjustment and present condition, reference point and present condition. As a result, there was a problem of non-coincidence such as overlapping or blanking in expected cadastral coordinate maps for cadastral confirmation surveying and surrounding individual parcels. In addition, detailed unified standards for minimizing the occurrence of non-coincidence problems are lacking. In order to improve the problems analyzed, the study suggested the acquisition and management of digital coordinates for the parcels around the district boundary, the preparation and dissemination of cadastral surveying results determination standard manual for the preparation of expected cadastral coordinate maps, and the preparation of educational programs for cadastral surveying results determination.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.135-147
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• 2023

Satellite-observed significant wave heights (SWHs), which are widely used to understand the response of the ocean to climate change, require long-term and continuous validation. This study examines the accuracy and error characteristics of SWH observed by nine satellite altimeters in the North Pacific and North Atlantic Ocean for 25 years (1992-2016). A total of 137,929 matchups were generated to compare altimeter-observed SWH and in-situ measurements. The altimeter SWH showed a bias of 0.03 m and a root mean square error (RMSE) of 0.27 m, indicating relatively high accuracy in the North Pacific and North Atlantic Ocean. However, the spatial distribution of altimeter SWH errors showed notable differences. To better understand the error characteristics of altimeter-observed SWH, errors were analyzed with respect to in-situ SWH, time, latitude, and distance from the coast. Overestimation of SWH was observed in most satellite altimeters when in-situ SWH was low, while underestimation was observed when in-situ SWH was high. The errors of altimeter-observed SWH varied seasonally, with an increase during winter and a decrease during summer, and the variability of errors increased at higher latitudes. The RMSEs showed high accuracy of less than 0.3 m in the open ocean more than 100 km from the coast, while errors significantly increased to more than 0.5 m in coastal regions less than 15 km. These findings underscore the need for caution when analyzing the spatio-temporal variability of SWH in the global and regional oceans using satellite altimeter data.

• Korean Journal of Remote Sensing
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• v.39 no.5_1
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• pp.467-479
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• 2023

Satellite altimeters have continuously observed sea surface height (SSH) in the global ocean for the past 30 years, providing clear evidence of the rise in global mean sea level based on observational data. Accurate altimeter-observed SSH is essential to study the spatial and temporal variability of SSH in regional seas. In this study, we used measurements from the Ieodo Ocean Research Station (IORS) and validate SSHs observed by satellite altimeters (Envisat, Jason-1, Jason-2, SARAL, Jason-3, and Sentinel-3A/B). Bias and root mean square error of SSH for each satellite ranged from 1.58 to 4.69 cm and 6.33 to 9.67 cm, respectively. As the matchup distance between satellite ground tracks and the IORS increased, the error of satellite SSHs significantly amplified. In order to validate the correction of the tide and atmospheric effect of the satellite data, the tide was estimated using harmonic analysis, and inverse barometer effect was calculated using atmospheric pressure data at the IORS. To achieve accurate tidal corrections for satellite SSH data in the seas around the Korean Peninsula, it was confirmed that improving the accuracy of tide data used in satellites is necessary.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.186-198
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• 2016

The purpose of this study is to identify the composition elements and processes of the rock cycle that pre-service teachers in earth science field understand. Second-year students majoring in earth science were selected as research objects, all of whom attended teacher's university located in the southern region. The methods of arranging the composition elements of the rock cycle in a structured way and displaying the cycle direction through the arrow and describing the cycle processes in detail were applied. Pre-service teachers recognized 5 composition elements: magma, igneous rocks, sediments, sedimentary rocks, metamorphic rocks of the rock cycle and cycle processes was represented into 20 branches. The cycle type was analyzed by four criteria: linear, triangular, circular, complex, some pre-teachers did not complete the loop of the cycle or some showed incomplete understanding of the cycle structure simply displayed in one direction. The rock cycle is an important theme of the earth system education characterized by dynamism and complexity.