• Journal of the Korean earth science society
• /
• v.44 no.2
• /
• pp.169-183
• /
• 2023

This study analyzed students' polar literacy in an effort to promote polar education based on its high educational value. The polar literacy test items developed for this study consisted of questions about knowledge, skills, attitudes, and beliefs about the polar region, as well as background variables of students. The final test items, which were revised and supplemented several times through the preliminary test, were applied to 323 eighth graders in South Korea. We analyzed the response characteristics of the polar literacy questions for all students. Students were grouped into those with a global citizenship perspective and those with a pragmatic perspective, according to the viewpoint of polar issues and their polar literacy. Analysis showed that the students had a high understanding of climate change and living things in the polar regions, but had a very low understanding of ice, which is a key component of the polar regions. Moreover, they were unable to approach the Earth system thinking when dealing with polar issues. In addition, the global citizenship group had a higher intellectual understanding and deeper sympathy of the polar problem than the pragmatic group. This study is meaningful in that the survey results present a specific direction for future polar education.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2023.05a
• /
• pp.502-502
• /
• 2023

지난 140여년(1880~2022)간 지구의 연평균 기온은 약 1.5℃ 상승하였다. 이에 따라 폭염, 홍수, 가뭄 등 이상기후 발생이 급증하고 있으며, 생태계가 급격히 변화하여 담수호의 산소량 또한 급속히 감소하고 있다. 소양호는 총길이 60 km, 유역면적 2.703 km², 최대저수량 29억톤으로, 유역면적은 북한강 유역의 25%에 달하며 북한강 상류에 위치하고 있는 국내 최대의 인공호이다. 따라서 소양호 유역의 관리는 북한강 유역의 수질 관리와 수도권 수자원 공급의 핵심 중 하나라고 볼 수 있다. 그러나 기후변화에 따라 소양호의 성층현상에도 변동이 생겼을 것으로 판단되고 있다. 호소의 성층현상은 수심에 따른 온도의 변화로 발생하는 현상으로, 성층현상이 심하면 유체는 연직운동이 제한되고 상대적으로 수평방향 운동이 활발해진다. 소양호는 수심이 매우 깊으며, 열용량이 크기 때문에 여름에 성층이 형성되는 온대일순환호(warm monomictic lake)로 분리된다. 성층현상이 심하면 호소 하부의 저층에서는 용존산소가 거의 없어 혐기성 상태가 되고, 침전된 유기물이 혐기성 미생물에 의해 분해되기 때문에 수질은 크게 악화된다. 따라서 본 연구는 30년간의 소양호의 수온과 DO의 변동을 분석하여 성층현상의 변동성을 파악하고자 하였다. 이에 따라 약 30년간(1993년 1월~2022년 12월) 0~90 m까지 측정한 수온, DO 데이터를 이용하였다. 데이터는 매달 최소 1회~최대 5회 측정된 자료 중 가장 수심이 깊게 측정된 날의 자료를 이용하였다. 1월과 2월의 데이터는 동절기로 인해 소양호 조사를 실시할 수 없어 제외하였다. 수온의 경우 30년간 서서히 증가하는 경향을 보였으며 0~90m 전반에 걸쳐서도 대체로 증가하는 경향을 보였다. 또한 6월에 성층현상이 더 심해지고, 겨울에는 연직운동이 감소하는 모습을 보였다. DO의 경우 용존산소가 중층에서 최저를 보이는 Metalimnetic oxygen minimum을 보였으며, 2008년까지는 거의 매년 농도 2.0mg/L 이하인 달이 있었으나 그 이후에는 회복되어 대부분 2.0 mg/L 이상을 보였다. 그러나 심층의 경우에는 2014년부터 DO 농도 3 미만으로 떨어지는 경우가 증가하였다.

• Journal of the Korean earth science society
• /
• v.30 no.1
• /
• pp.96-110
• /
• 2009

The ESE (Earth Systems Education) teaching module was developed to teach an "Earth and Star" unit for the 8th grade (aged 14) students. The planet remodeling activity was developed as a sub-ESE teaching module. The main point of this activity was that students were supposed to remodel planets for life to live on. The purpose of this study was to visualize students' thought and to interpret their understandings through their drawings and writings. A framework of analysis with four categories was designed and applied to analyze students' cognitive structure. In order to explore students' cognitive contents, the analyzing factors were classified into two domains: subsystems of the earth systems and use of science & technology. Results revealed via the planet remodeling activity that students' cognitive characteristics were impacted by ESE activities such as Earth literacy.

• Journal of The Korean Association For Science Education
• /
• v.42 no.1
• /
• pp.1-18
• /
• 2022

The two most influential rationales for the 21^st century science curriculum reform can be said to be core competence and scientific literacy. However, the relationship between the two has not been scrutinized but remained speculative - and this has made the harmonization of the general guideline and subject-matter curriculum difficult in Korean national curriculum system. This study compares the two discourses to derive implications for future science curriculum development. This study took a literature research approach. In chapter II, national curriculum or standards, position papers, and research articles were reviewed to delineate the historical development of the discourses. In chapter III and IV, the intersections of those two discourses are delineated. In chapter III, the commonalities of the two discourses are explicated with regard to crisis rhetoric, multi-faceted meanings (individual, community, and global aspects), organization of subject-matter content and teaching and learning method, and the role of high-stake exams. In chapter IV, their respective strengths and weaknesses are juxtaposed. In chapter V, it is suggested that understanding scientific literacy and core competence discourses to have a family resemblance as 21^st century science curriculum reform rationale, after Wittgenstein and Kuhn. Finally, the ways to resolve the conflict between the two ideas from the general guideline and subject-matter curriculum over crisis rhetoric were explored.

• Journal of the Korean earth science society
• /
• v.33 no.3
• /
• pp.294-305
• /
• 2012

Scientific literacy has long been as one of the key goals of science education, and using scientific inquiry in school science has became an important objective to be achieved. The processes of scientific inquiry consist of proposing/developing inquiry question, designing and conducting investigation, collecting, analyzing and interpreting data, and communicating the results. However, most students experience mainly collecting and transforming data in inquiry processes in science class and they are barely exposed to the opportunities of proposing/developing inquiry questions. Middle school earth science preservice teachers participated in this study (N=36) and their abilities of developing inquiry questions were surveyed. Participants' abilities of developing inquiry questions were investigated whether they were enhanced with activities using the Inquiry Questions Development Guide (IQDG). Also, this study was interested in whether there was any relationship between abilities of developing inquiry questions and designing inquiry investigation. The results of this study were as follows; first, the level and preciseness of inquiry questions and its preciseness developed by participating teachers were enhanced after experiencing IQDG. In addition, teachers' dominating inquiry question-types were two: one is a 'relationship-inquiry question' in which students could discover the relationship between results found in the given experimental situations and the other one is a 'why-how inquiry problem' in which students could explore a cause or a process that results in the outcomes. Finally, the higher level of and preciseness the of inquiry questions were identified as an important factor the determined teachers' abilities of designing more logical investigation. A process of proposing/developing inquiry question was identified as one of the most important processes contributing to a success of scientific inquiry investigation.

• Journal of the Korean earth science society
• /
• v.41 no.6
• /
• pp.670-683
• /
• 2020

The purpose of this study was to develop a test tool for convergence problem solving skill. To this end, constructs of convergence problem solving skill were defined in three domains: convergence attributes, convergence thinking, and convergence literacy domains. Thirty-seven pilot items were developed on the basis of the sub-categories for each domain that was defined through intensive literature review; problem solving & convergent thinking and creative thinking for convergence thinking domain, individual and social propensity for the convergence attributes domain, and convergence literacy as convergence literacy domain. Through an exploratory factor analysis, 30 items in the constructs of the test tool were confirmed. A confirmatory factor analysis result showed that the five construct models well captured the covariance between all the items well. Finally a statistical result shows that the reliability of the items and constructs were well established (Cronbach's α value= .963). Thus, the test tool for convergence problem solving skill developed in this study was statistically reliable.

• Journal of the Korean Society of Earth Science Education
• /
• v.16 no.1
• /
• pp.153-165
• /
• 2023

This study investigates learners' environmental literacy, classifies the results by factors of environmental literacy, and then investigates the differences in the students' environmental behavior practice experiences according to the classification by factor. The study was conducted with 47 6th grade students from D elementary school located in P metropolitan city as the subject of final analysis, and environmental literacy questionnaires and environmental behavior practice experience questionnaires were used as the main data. As a result of the study, the learners were classified into three groups according to the factors of environmental literacy, and they were respectively named as the "High environmental literacy group", "low environmental literacy group", and "Low Function and Affectif group". A Word network was formed using the descriptions of environmental behavior practice experiences for each cluster, and a Degree Centrality Analysis was performed to visualize and then analyze. As a result of the analysis, "High environmental literacy group" was confirmed, 1) recognized the subjects of environmental action practice as individuals and families, 2) described his experience of environmental action practice in relation to all elements of environmental literacy, and had a relatively pessimistic view. "low environmental literacy group", and "Low Function and Affectif group" were confirmed 1) perceive the subject of environmental behavior practice as a relatively social problem, 2) the description of the experience of environmental behavior practice is relatively biased specific factors, and the "Low Function and Affectif group" is particularly focused on the knowledge element. And 3) it was confirmed that they were aware of climate change from a relatively optimistic perspective. Based on this conclusion, suggestions were made from the perspective of environmental education.

• Journal of the Korean Society of Earth Science Education
• /
• v.11 no.3
• /
• pp.224-236
• /
• 2018

The purpose of this study was to develop a reasoning-based HTE-STEAM program for the development of the cognitive capacity of middle school students and enhancement of their STEAM literacy, and to investigate the effectiveness of this study in the school setting. The subjects of this study were the students of two middle schools located in the central region of Korea. The students participated in the HTE-STEAM program during their free-learning semesters and 202 of them were selected by random sampling method. Main findings were as follows: First, pre- and post-HTE-STEAM program has shown a significant value in statistical verification (p<.05) and the level of logical thinking ability of the research participants improved after the class compared to before the class. Second, the paired samples t-test comparing the difference between the pre and post scores of the STEAM attitude test has shown a significant value in statistical verification (p<.05), and the HTE-STEAM program has turned out to have a positive effect on the STEAM literacy of the research participants. Third, in the HTE-STEAM satisfaction scale test, the mean value of the sub-construct stood at 3.27~4.12, showing a positive overall response. Therefore, the HTE-STEAM program under the topic of earth science of 'Disaster and Safety' developed at the final stage of this study has proven to have a positive influence on the research participants in terms of the development of cognitive capacity by reasoning and collaborative learning, an important quality of communication and consideration necessary for STEAM literacy.

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.1
• /
• pp.70-85
• /
• 2024

The purpose of this study was to find out what impact climate action has on study participants and why climate action education is difficult in high schools. For this purpose, a basic qualitative research method was selected, and the study participants were five middle school students at the time of the activity. The results of this study are as follows. Due to the climate action in middle school, the participants' career path changed specifically and their climate literacy was cultivated. And climate action education in high schools was not enough. Environmental subjects that provide climate action education were difficult to open because they were not chosen by many students, and it was unrealistic to provide climate action education during creative experiential activities due to the burden of college entrance exams. The discussion points of this study are as follows. Climate action needs to be encouraged among middle school students because it helps shape career paths and cultivate climate literacy. Additionally, because sustainability is important in climate action, there is a need to establish specialized courses in climate action education in the curriculum of elementary, middle, and high schools so that climate literacy can be maintained consistently.

• Journal of the Korean Society of Earth Science Education
• /
• v.17 no.1
• /
• pp.49-59
• /
• 2024

In this study, we investigated the philosophical background and progress of the 2022 revised curriculum development in the high school earth science field. Research that was not covered in the research report includes the relevance of the transformative competency of OECD Education 2030, and that core ideas and achievement standards are organized around knowledge understanding, process functions, and value attitudes that constitute the learning compass needle. In addition, the composition of core ideas and Earth science electives in light of the understanding-centered curriculum, and IB type inquiry-based teaching and learning. Main research results include that the 2022 revised Earth science curriculum emphasized the student agency to foster the transformative competency and scientific literacy, and the curriculum document system in the field of earth science uses a learning compass needle. In addition, based on the understanding-centered curriculum, core ideas of Earth science were derived, and elective courses were organized to help students reach these core ideas. Also, IB-type inquiry-based teaching and learning was emphasized to foster student agency with knowledge construction competency. Based on the research results, slimming of the national and general level curriculum, the need to develop process-centered assessment methods for value and attitudes, the need for curriculum backward design, and ways to develop student agency through inquiry-based teaching and learning were suggested.