• Electronics and Telecommunications Trends
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• v.32 no.3
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• pp.107-115
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• 2017

우리가 살아가는데 있어서 기상 정보는 없어서는 안 될 중요한 정보 중 하나이다. 과학 기술이 발전됨에 따라 인류의 활동 범위는 지구를 넘어서 우주 공간까지 확대되었는데, 이로 인해 우주 공간에서의 기상 정보와 같은 우주기상에 대한 정보가 필요하게 되었다. 우주기상은 태양으로 인해 형성되는 태양과 지구 사이의 공간에서의 전자기적 변화를 일컫는 말로, 우주 시대에 접어들면서 이에 관한 관심이 급격하게 증대되고 있다. 본고에서는 국내외 우주기상 자료 및 서비스 현황을 소개한다.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.50-61
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• 2017

The purpose of this study is to analysis eye tracking for high school students' learning styles in the process of solving in the behavioral domains of the College Scholastic Ability Test on Earth Science I. The subjects of this study were 50 students from two classes out of 4 classes in E high school in Chungcheong province. Among them, we conducted experiments by randomly sampling 2 students of each type of learning based on the criteria that they had not encountered the problem of Earth Science I from the past two years. The findings indicate that the item correctness rate of divergers, assimilators, convergers, and accommodators were higher in the knowledge domain, application domain, knowledge-understanding domain, and understanding domain. This confirms that there is a difference among the four learning styles in the level of achievement according to the behavioral areas of the assessment questions. The latter finding was that the high eye-share of AOI 2 appeared higher than AOI 1, 3, 4 in the course of solving the problems. This is because the four types of learners pay more careful attention to the AOI 2 area, which is the cue-or-information area of problem solving, that is, the Table, Figure, and Graph area. Therefore, in order to secure the fairness and objectivity of the selection, it is necessary that an equal number of questions of each behavioral domain be selected on the Earth Science I Test of the College Scholastic Ability Test in general. Besides, it seems to be necessary that the knowledge, understanding, application, and the behavior area of the inquiry be highly correlated with the AOI 2 area in development of test questions.

• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1347-1355
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• 2018

This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.

• Journal of The Korean Association For Science Education
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• v.22 no.1
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• pp.40-53
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• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.169-178
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• 2007

In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.

• Journal of the Speleological Society of Korea
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• no.74
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• pp.73-77
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• 2006

Science and technology is the power of impelling the economic and social development. Promoting the international sci-tech communication and cooperation is one of the important ways of Pulling the economic development of Northeast Asia area. Sci-tech communication and cooperation between the government and the folk are two wings of international sci-tech communication and cooperation. Both are supplemented mutually and indispensable. In order to promote the economic and social development of Northeast Asia area and further strength, some suggestions are put forward, i.e. fully exerting university the main roles in the sci-tech communication and cooperation of Northeast Asia area and fully exerting Liaoning province the important roles in the sci-tech communication and cooperation of Northeast Asia area.

• Journal of the Speleological Society of Korea
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• no.64
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• pp.1-11
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• 2004

The purpose of this study is to analyze the scientific characteristics of speleology and to contribute to the scientific establishment of speleology. For this purpose, I analyzed the scientific specialty of speleology, the relation to other sciences and the scientific approaches. In conclusion, the speleology is the applied and synthetic science, so that the effective approach to the scientific establishment of speleology is to study by means of the organic and symmetric approach than the fragmentary and uniform approaches.

• Journal of the Korean earth science society
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• v.18 no.6
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• pp.473-479
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• 1997

The purpose of this study is to analyze the effects of STS program in Earth Science instruction on science-related attitude and scientific achievement of high school students. The students were divided into an experimental group and a control group. The experimental group was taught by the STS program and the control group was taught by the conventional lecture. The science-related attitudes have been improved in the experimental group more positively than in the control group. The experimental group showed a higher improvement in scientific achievements than the control group.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.599-609
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• 2017

The goal of this research is to analyze the trend of Korean fourth grade students' achievement in TIMSS 2011 and TIMSS 2015 science content domains and to suggest implications for science curriculum and teaching & learning improvement. With four elementary science teachers and three science educators, we analyzed Korean fourth grade students' percentage of correct responses in TIMSS 2015 science content and cognitive domains, and conducted item-curriculum matching analysis for test items. According to the results, Korean students performed relatively better in test topics covered in the science curriculum for 3-4 grades regardless of the science content domain (i.e., Life science, Physical science, or Earth science). Korean students showed low percentage of correct answers for items related to such topics as heat conduction, the action of electricity, the motion of the earth and the moon, etc., which were covered in the 5th-6th grades in the 2009 revised curriculum. For science cognitive domains, Korean students' achievement dropped significantly in reasoning between TIMSS 2011 and TIMSS 2015. Discussed in the conclusion are implications to reconstruct elementary school science curriculum, and ways to improve science teaching and learning.

• Korean Journal of Remote Sensing
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• v.37 no.6_2
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• pp.1785-1791
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• 2021

Natural and environmental disasters are recently increasing in frequency and complexity worldwide due to the rapid expansion of overpopulation, industrialization, and urbanization. Thus, analyzing past critical events/disasters in deep and preparing for future disasters in terms of risk identification, assessment and management are imperative requirements. In this special issue, we introduce several interesting studies covering disaster risk management and observation technologies for the heat waves, particulate matters, floods, drought, and earthquake using remote sensing and GIS performed by i-SEED (School of Integrated Science for Sustainable Earth & Environmental Disaster at Pukyong National University). We expect that the results of this special issue provide comprehensive information on the risk management and damage prevention of natural and environmental disasters and offer guidance on the application to future disasters to reduce their risks and impacts.