• 한국지구과학회:학술대회논문집
• /
• 2004.02a
• /
• pp.50-51
• /
• 2004

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.3
• /
• pp.158-171
• /
• 2018

The purpose of this research was to examine the attitudes toward science on geology and satisfaction of education according to the stage of cognitive development of middle school students mainly on the geoscience education program of IS-GEO(International School for Geoscience and Mineral Resources) which is the KIGAM(Korea Institute of Geoscience and Mineral Resources) and to see what kind of correlation it shows between these. The subjects of research are 139 out of 282 students who participated in the geoscience education program conducted at the IS-GEO which is a KIGAM in 2018 by random sampling. Therefore, the research results are as follows. First, the concrete operational stage was 44%, the transition stage was 32%, the formal operational stage was 24%, 76% of the middle school student's cognitive development level didn't reach at the formal operational stage. Also, attitudes towards science on geology indicated statistically significant differences in the sub-region in "Geology-related science class", "Suburban geological science class", "Recognition of geological science and technology". Second, there was no statistically significant difference in educational satisfaction depending on the stages of every cognitive development. In other words, all participants at the cognitive stages showed high satisfaction with the geological education program which progresses at the IS-GEO, which is the KIGAM. Third, the correlation between educational satisfaction and attitudes toward science on geology showed a statistically meaningful static correlation. Therefore, attitudes toward science on geology can be positively displayed that participants who participated in geoscience education program and training of the IS-GEO have high satisfaction of education in science behavioral system.

• Korean Journal of Remote Sensing
• /
• v.12 no.2
• /
• pp.97-110
• /
• 1996

In this paper, we describe the structure, function, and the operation method of the high resolution CCD camera system on the KITSAT-3, which will be launched in 1998. We have developed the camera system with the University of Stellenbosch in the Republic of South Africa. Currently we are doing the environmental test for the engineering model of the camera system. The main purposes of the system are the technology acquisition and operation test. The around resolution of the system is 15 m at the 800 Km earth orbit.

• Journal of the Korean earth science society
• /
• v.37 no.4
• /
• pp.230-242
• /
• 2016

IS-Geo (International School for Geoscience Resources) was established with a purpose of developing domestic and international human resources within the field of geological resources, andit has been achieving its training goals well since its inception. This study conducted training needs analysis and training performance assessment to assure the objectivity of the performance outcome of IS-Geo. For the training needs analysis, Borich's equation and Locus for Focus method were used. A survey was utilized for the training performance assessment to analyze the satisfaction and the transfer of training based on gender, age, education, and attendance of the trainees. The results of this study showed that training needs of training course in the fields of geology, mineral resources, petroleum and marine, and geologic environment have been deducted, and the urgent need of training course development has been determined by locus for focus. As a result of performance assessment of training course, the fields of mineral resources and geologic environment's course showed a higher satisfaction with the learning achievement than the course of geology fields.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.1
• /
• pp.82-93
• /
• 2019

The purpose of this study is to analyze the results of satisfaction for learning eco-system on the teacher training program conducted at the IS-Geo (International School for Geoscience Resources) which is KIGAM (Korea Institute of Geoscience and Mineral Resources), and to determine the satisfaction and educational effects of the teacher training programs on elementary and secondary teachers. And then, to suggest improvement points in the future operation of the teacher training program at the IS-Geo. Therefore, we conducted questionnaire of satisfaction for learning eco-system based on the data collected by a survey of 98 elementary and secondary teachers who participated in the teacher training program at the IS-Geo, from July 2017 to August 2018. The research results are as follows. First, the results of satisfaction for learning eco-system showed high values of 4.58 or higher in both the elementary and secondary programs, and the teacher training program conducted by the IS-Geo had a positive effect on the training participants. Second, internal factors indicating learning motivation and learning development were elementary teacher training 4.70 and secondary teacher training 4.64, and it is necessary to develop training contents and programs by classifying them into majors other than the earth science department. Third, intermediate factors indicating contents of education and learning curriculum were 4.67 for an elementary teacher training program and 4.72 for secondary teacher training program. In addition, in order to operate the teacher training program according to the purpose of science and technology culture, it is necessary to develop a teaching-learning model and to improve the quality of teaching. Fourth, external factors indicating learner support and quality of instructors were 4.83 for an elementary teacher training program and 4.72 for a secondary teacher training program. In particular, it is necessary to develop teaching materials that can be used immediately in school classes and can generate interest.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.87-102
• /
• 2023

The purpose of this study is to propose an analytical framework for the essential contents that must be included in a climate change education program for elementary school students based on community issues, which can be used by citizen instructors in the community. To develop the analytical framework, 24 climate environmental education specialists were consulted seven times. The content validity of the final analysis framework was statistically verified using I-CVI and S-CVI coefficients, and the reliability of the expert panel was verified using Fleiss' Kappa coefficient. The final analysis framework consists of three analytical areas (program objectives, program content, program evaluation), seven analysis items, seven analysis indicators, and detailed explanations of the analysis indicators. In particular, by adding detailed explanations for the analysis indicators, the content validity and reliability were increased, and the objective nature of the analysis framework was firmly established. It is expected that the proposed analytical framework for a community-based climate change education program for elementary school students in this study will contribute to the systematic development of the program by citizen instructors.

• Journal of Korean Society of Forest Science
• /
• v.111 no.2
• /
• pp.330-344
• /
• 2022

While deforestation and forest degradation has continued globally, global society has been making efforts to prevent deforestation towards sustainable development. Reforestation in developing countries is linked to Sustainable Development Goals (SDGs) such as climate change mitigation, conservation of biodiversity, eradication of poverty and upholding of human rights. Forest official development assistance (ODA) restores the global forest land, and increases the public benefit. Bilateral forest ODA projects of the Republic of Korea have gradually increased and most of those projects have currently been concentrated in Asian countries. Selecting recipient countries for forest ODA requires more comprehensive approach since the global goals for sustainable development has been widely adapted to ODA strategic plans. We proposed potentially promising countries that are eligible for receiving 'Green ODA' in perspective of economic, social and environment to implement reducing emissions from deforestation and degradation (REDD+), conserving biodiversity, and combating desertification. As a result, the study suggests that forestry cooperation could be expanded from Asian countries more toward South America and African countries. In addition, we emphasized the need to promote convergence and integration with green technology to fundamentally solve the negative impacts of deforestation such as food, energy, water resource shortages, and forest fires. We advocated expanding bilateral ODA in the forestry sector through diversification of project activities, financial sources, and participants. Our study can contribute to the provision of basic information for establishing long-term strategies to expand bilateral cooperation in the forestry sector.

• Current Industrial and Technological Trends in Aerospace
• /
• v.6 no.1
• /
• pp.3-13
• /
• 2008

The year 2007 marked two important anniversaries for space. The Soviet Union launched Sputnik 50 years ago on October 4. 1957. The 40th anniversary of the United Nations treaty on outer space was also marked in 2007. 2008 and 2007 were full of dramatic events of space activity as well : Success of Japan's first large lunar explorer 'KAGUYA'(SELENE) and China's 'Chang'e 1', launch of ISS laboratory module, 'Colombus' and 'Kibo', test of China's ASAT, and success of Korea's first astronaut program and so on. International government space budgets reached $78.3 billion in 2007, a strong growth rate of 36% over 2006, and the recently released Global Exploration Strategy, The Framework for Coordination is a set of guidelines for international cooperation among 14 of the world's space agencies. Worldwide space industry revenue grew by 20% over 2005, $106.1 billion in 2006 and $173.9 billion expected in 2007. This paper discusses the issues related to the Earth observation R&D trend and market in detail. Korea's 2008 government space spending is \316.4 billion, 2007 space industry revenue was $106 million. Several research projects are now underway and STSAT 2 will be launched by KSLV-1 at the Naro Space Center within this year.

• Journal of the Korean earth science society
• /
• v.41 no.6
• /
• pp.575-587
• /
• 2020

Meteorological phenomena are observed by the Korea Meteorological Administration in a variety of ways (e.g., surface, upper-air, marine, ocean, and aviation). However, there are limits to the meteorological observation of the planetary boundary layer (PBL) that greatly affects human life. In particular, observations using a sonde or aircraft require significant observational costs in economic terms. Therefore, the goal of this study was to measure and analyze the meteorological factors of the vertical distribution of the see-land breeze among local meteorological phenomena using meteorological drones. To investigate the spatial distribution of the see-land breeze, a same integrated meteorological sensor was mounted on each drone at three different points (seaside, bottom of mountain, and mountainside), including the Boseong tall tower (BTT) at the Boseong Standard Weather Observatory (BSWO) in the Boseong region. Vertical profile observations for air temperature, relative humidity, wind direction, wind speed, and air pressure were conducted up to 400 m every 30 minutes from 1100 LST to 1800 LST on August 4, 2018. The spatial characteristics of meteorological phenomena for temperature, relative humidity, and atmospheric pressure were not shown at the four points. Strong winds (~8 m s-1) were observed from the midpoint (~100 m) at strong solar radiation hour, and in the afternoon the wind direction changed from the upper layer at the inland area to the west wind. It is expected that the analysis results of the lower atmospheric layer observed using the meteorological drone may help to improve the weather forecast more accurately.

• Journal of Science Education
• /
• v.42 no.1
• /
• pp.27-48
• /
• 2018

The purposes of this study are to derive suggestions and implications to improve the continuity of Korean Science & Practical Arts (Technology Home Economics) curricula through international comparative analysis with focus on the science curricula or standards in five countries (Canada, New Zealand, Singapore, the United States, Korea). Original documents of the national curriculums or standards of each country collected from NCIC comparatively analyzed the big concepts of the 'system' and 'energy' based on features of related components of curriculum contents, vertical, and lateral connectivity. The results indicated that the big concepts of systems and energy were used internationally to consider the curriculum continuity. In most countries, the big concept of system was used as a framework to integrate science with technology or other contents. In particular, it was also utilized to strengthen vertical and lateral connectivity in earth science and space science contents area. In the comparison of countries for the system as the big concept, New Zealand focused interrelationship between system and human activities, systems' interaction, levels and features of system concept for the linkage between grades and subjects on the basis of level. In the case of Canada and Singapore, science and technology are combined to strengthen contents' connection. However, the revised 2015 curriculum has a lack of continuity and sequence because the concepts of system and energy were concentrated on a specific grade and contents' area. The curriculum was not developed systematically for multiple grades according to their levels. In conclusion, Korean science curriculum requires sufficient understanding of students' learning and research on learning progressions and curriculum continuity. In addition, it is very important to constitute the curriculum based on the vertical and lateral connectivity in order to improve science education and to foster students' key competencies and abilities.