• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.76-92
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• 2002

OECD/PISA(Programme for International Student Assessment) is significant in that it is the first international comparative study assessing 15-year-old students' scientific literacy. Based on Korean students' results of percent correct in 35 science items, several characteristics such as followings were revealed. First, from the perspectives of science application area, Korean students showed the highest achievement in the area of 'science in technology' followed by in the areas of 'science in life and health' and 'science in earth and environment'. Male students achieved significantly better than female counterparts in all three areas. Second, the achievement in items of science knowledge was significantly higher than in items of scientific processes. Whereas the achievement difference between science knowledge- and scientific process items was larger for male students. Third, from the perspectives of application contexts, Korean students showed the highest achievement in the historical context and the lowest achievement in the personal context. Fourth, from the perspectives of item format, Korean students performed significantly better in open-constructed items rather than in multiple-choice items. Fifth, Korean students showed low performance in items of biotechnology and environment-related issue, which was more prominent for female students. Sixth, whereas male students performed significantly better than female students in most aspects, it is noteworthy that there was no significant gender differences in items of scientific processes and females performed significantly better than male students in open-constructed items which require long sentence.

• Proceedings of the Korea Water Resources Association Conference
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• 2023.05a
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• pp.399-399
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• 2023

한강상류 비점오염원관리지역은 장기간 나지로 방치되고 있는 고랭지밭이 집중 분포하고 있어, 강우시 다량의 흙탕물 발생으로 인해 하천 환경오염 및 상·하류 지역사회간 갈등 문제가 지속적으로 발생하고 있다. 이러한 강우시 흙탕물로 인해 하류지역 주민들은 심각한 피해를 호소하므로 상·하류 지역간 갈등을 해소하기 위해서라도 상류지역에서 발생한 흙탕물이 어디까지 도달하는지에 대한 과학적 평가가 요구된다. 하지만, 상류부터 하류 사이에는 많은 유입 지류하천이 존재하고 있어, 실측을 통해 흙탕물의 거동을 파악하기에는 한계가 있다. 이러한 한계를 극복하고 유사거동을 파악하기 위해서는 강우시 실측 모니터링과 수질 모델링을 통한 흙탕물 거동 특성 평가가 필요하다. 현재, 자운지구에서 발생한 흙탕물은 내린천을 거쳐 소양호까지 영향을 미치고 있으나, 실제 상류유역에서 발생한 흙탕물이 하류 유역에 미치는 영향을 정량적으로 평가하고 흙탕물의 거동특성을 파악한 연구는 전무하다. 이에 본 연구에서는 자운지구를 포함한 내린천유역을 대상으로 강우시 실측 모니터링을 수행하고 수질 모델링을 통해 흙탕물의 거동특성을 평가하였다. 강우시 실측 모니터링 자료와 SWAT 모형을 활용하여 흙탕물 거동특성을 분석한 결과, 상류유역에 해당하는 자운지구에서 발생한 유사가 하류지역인 내린천까지 이동하고 있는 것으로 모의가 되었으며, 내린천의 유사 이동량은 448,986 ton으로 이중 자운지구에서 발생한 유사량은 9.7%의 기여도를 가지는 것으로 분석되었다.

• Journal of Science Education
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• v.38 no.3
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• pp.625-640
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• 2014

In 21st century, it is essential to understand Nature of Science (NOS) related to science educational curriculum. The study analyzed Earth Science components of third- through sixth-grade science textbooks in terms of incorporated NOS themes and their relative proportions. Modified analysis methods of Chiappetta et al. (1991) and Lee (2012) are devised and adapted. The results of analysis indicates that the current elementary school textbooks include and explain all the four themes of NOS, but do not include sub-areas of each theme of NOS in a balanced way. In addition, the themes of NOS in Earth Science are not treated equally among different grades. Such results warrant the efforts to include balanced themes of NOS into elementary school science textbooks with the ultimate goal of fully and properly comprehending NOS to the students.

• Korean Journal of Remote Sensing
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• v.34 no.6_1
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• pp.1119-1130
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• 2018

Soyang Lake has been contributing to economic growth by preventing flood damage in the metropolitan area, the water level in the middle to upper flow of lake has been greatly decreased due to the drought in 2015. In order to restore the existing flow rate, Bupyungbo has been built in Bupyeong-ri, Shin Nam-myeon, Inje-gun to cause artificial changes on the sedimentary environment of Bupyeong freshwater region. Therefore, this study intends to confirm the changes of sedimentary environment since Bupyeongbo has been utilized. For this study, we used the Sentinel-2 satellite image data periodically to measure the dimension of water according to the volume of water kept near Bupyung district and analyzed the particle size and the percentage of water content of the sediments through field study. The Sentnel-2 satellite images showed us how the water surface has been changed and that during the period from September 2017 to October 2018, the minimum and maximum area of water surface was observed in June 2018 and in January 2018, respectively. In addition, we find that the smaller being the particle size, the higher having the water content and that there is higher the correlation between the water content and the grain size of the sediment layer. Hereafter, if we will acquire the drone images at Bupyung district, we expect that we will be able to measure the distribution of sediments in the same area according to different time periods and observe various kinds of sediment through field work.

• Journal of the Korean earth science society
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• v.27 no.4
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• pp.401-415
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• 2006

The science education reforms put the emphasis of scientific literacy, so that students can understand how scientific knowledge is constructed through scientific inquiry at schools. However, scientific inquiry at schools has a problem as a cookbook system without the opportunity of developing argumentation, where students could understand how they use evidence to support their theory or vice versa. Teachers are supposed to understand the basic elements, purpose, and definition of scientific inquiry to implement authentic scientific inquiry at schools, then develop the instructional strategies of providing the opportunity of scientific argumentation to meet its needs.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.209-223
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• 2023

This study was conducted to evaluate the effectiveness of a polar literacy education program for elementary and middle school students, and to derive implications for new education to respond to climate change. We developed modular education programs based on the seven principles of polar literacy established by the Polar-ICE team. We divided them into two courses, one emphasizing science concepts and another emphasizing humanities and sociological issues. We then selected and structured detailed programs suitable for the two courses. These two courses were applied to 26 elementary and middle school students for approximately 69 hours in a Saturday science class hosted by the Department of Science Education at a university in Seoul. The 26 students were divided into three groups. Two groups completed the science education program for polar literacy and a humanities and social studies education program for polar literacy, respectively. The third group, the control group, received general science education unrelated to polar literacy. Before and after running the programs, all three groups responded to a polar literacy test and questionnaires that used vocabulary and presented scenes associated with polar regions. The test results were expressed using Wilcoxon signed ranks, which is a non-parametric test method, and improvements made upon completion of the program were analyzed. From a cognitive aspect, all three groups showed improvement after completing the program in the knowledge area; however, the experimental groups showed a greater degree of improvement than the control group, and there was a clear difference in the contents or materials explicitly covered. From an affective aspect, the difference between before and after the program was minor, but the group that focused on humanities and social issues showed a statistically significant improvement. Regarding changes in polar imagery, the two experimental groups tended to diverge from monotonous images to more diverse images compared to the control group. Based on the above results, we suggested methods to increase the effectiveness of polar literacy education programs, the importance of polar literacy as appropriate material for scientific thinking and earth system education, measures to improve attitudes related to the polar region, and the need to link to school curriculums.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.117-131
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• 2022

The purpose of this study is to develop a board game design activity for environmental education and to investigate how it affects high school students' environmental knowledge, environmental literacy, and creative engineering problem solving propensity. Twenty-five freshman and sophomore students belonging to the environmental club participated in this study. The board game activity was designed as 10 class hours lessons based on the engineering design process. The main data source of this study was pre-post students' conceptual maps of the environmental topics (global warming or ecosystem destruction) to measure the background knowledge on the topic. In addition, the environmental literacy measurement questionnaire and the creative engineering problem solving propensity questionnaire were collected before and after the activity. The result shows that the number of environment-related words described by the students on the post-concept map increased compared to the pre-concept map. In addition, the environmental literacy score and the creative engineering problem-solving propensity score increased significantly after performing the board game design activity. The results show that environmental lessons using board game design activities can help student develop various competencies in a good way. As above, research that combines board games and secondary education must be activated, and a new educational method and systemic support for in-service teachers who want to apply it to science classroom is required.

• Journal of the Korean earth science society
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• v.21 no.2
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• pp.93-102
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• 2000

The purpose of this study is to investigate Earth Systems Education, its matter and also its possibility of practical application in Korea. Some attempts are made to see the value of the Earth Systems Education. Adopting two kinds of Korean science textbooks of middle school and activity of Earth Systems Education were analyzed. The interview with teachers is implemented for the study on objective, the structure of matter and teaching strategy in Earth Systems Education. The program is given to 96 students(2 classes, the first grade at middle school). To analyze the effect of Earth Systems Education program, students were interviewed by their teacher. The conclusions of this study are as follows: 1. The Earth Systems Education is contributed to the way to enable students to have a cognitive perspective about the earth and to look for the nature. Earth Systems Education is to use interdisciplinary approaches for integration in science. 2. The result of analysis in the contents of Korean science textbooks, the viewpoints about Earth Systems Education were not found, but the accounts about the interactions among subsystems were found. 3. According to the results of interview with teachers, they approve of system approach, the structure of matter and teaching strategy of Earth Systems Education. 4. According to the results of interview with students, they understand the interactions among subsystems which are elements of Earth Systems. As a results, Earth Systems Education is a effective method for informed judgements about Earth and science and manner for work for integration in science curriculum. So Earth Systems Education be applied to science education in Korea.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.129-136
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• 2020

Drought is an environmental disaster typically defined as an unusual deficiency of water supply over an extended period. Satellite remote sensing provides an alternative approach to monitoring drought over large areas. In this study, we monitored drought patterns over about 30 years (1985-2015), using satellite imagery of Lake Soyang, Gangwondo, South Korea. Landsat images were classified using ISODATA, maximum likelihood analysis, and an artificial neural network to derive the lake area. In addition, the relationship between areas of Lake Soyang and the Standardized Precipitation Index (SPI) was analyzed. The results showed that the artificial neural network was a better method for determining the area of the lake. Based on the relationship between the SPI value and changes in area, the R² value was 0.52. This means that the area of the lake varied depending on SPI value. This study was able to detect and monitor drought conditions in the Lake Soyang area. The results of this study are used in the development of a regional drought monitoring program.