• Journal of The Korean Association For Science Education
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• v.44 no.4
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• pp.301-311
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• 2024

We developed a small-group training program for in-service teachers focused on scientific modeling. We collected the discourses of the teachers who participated in the activity and analyzed them by type. The training program employed a collaborative approach in which a small group completed tasks and produced outputs based on the theme of 'galaxies and the Universe' to enable practical application in classes. Three in-service science teachers participated in the training program. Their discourses were recorded, transcribed, and classified into types based on individual turns and interaction units. The language expressions of the teachers reflected the unique characteristics of the teaching profession, with each participant having preferred language expression types, albeit with a generally low prevalence of specific language expression types across the participants. Differences in discourse characteristics related to the modeling theme, task presentation method, and model types, revealed that variations in the proportion of interaction unit types during the modeling design, build, and evaluation stages were primarily influenced by the teachers' familiarity with the modeling theme. While the task presentation method also influenced interaction types, model types had little impact on the distribution of interaction types. Considering these findings, training programs on modeling for in-service teachers should include a checklist to encourage sufficient interaction between participants as well as propose proper questions that can be effectively addressed through collaboration.

• Journal of the Korean earth science society
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• v.36 no.2
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• pp.139-157
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• 2015

We investigated the relative errors of satellite-observed Surface Skin Temperature (SST) data caused by sea ice in the northern hemispheric ocean ($30-90^{\circ}N$) during April 16-24, 2003-2014 by intercomparing MODerate Resolution Imaging Spectroradiometer (MODIS) Ice Surface Temperature (IST) data with two types of Atmospheric Infrared Sounder (AIRS) SST data including one with the AIRS/Advanced Microwave Sounding Unit-A (AMSU) and the other with 'AIRS only'. The MODIS temperatures, compared to the AIRS/AMSU, were systematically up to ~1.6 K high near the sea ice boundaries but up to ~2 K low in the sea ice regions. The main reason of the difference of skin temperatures is that the MODIS algorithm used infrared channels for the sea ice detection (i.e., surface classification), while microwave channels were additionally utilized in the AIRS/AMSU. The 'AIRS only' algorithm has been developed from NASA's Goddard Space Flight Center (NASA/GSFC) to prepare for the degradation of AMSU-A by revising part of the AIRS/AMSU algorithm. The SST of 'AIRS only' compared to AIRS/AMSU showed a bias of 0.13 K with RMSE of 0.55 K over the $30-90^{\circ}N$ region. The difference between AIRS/AMSU and 'AIRS only' was larger over the sea ice boundary than in other regions because the 'AIRS only' algorithm utilized the GCM temperature product (NOAA Global Forecast System) over seasonally-varying frozen oceans instead of the AMSU microwave data. Three kinds of the skin temperatures consistently showed significant warming trends ($0.23-0.28Kyr^{-1}$) in the latitude band of $70-80^{\circ}N$. The systematic disagreement among the skin temperatures could affect the discrepancies of their trends in the same direction of either warming or cooling.

• Journal of Astronomy and Space Sciences
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• v.26 no.4
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• pp.425-438
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• 2009

We reevaluate the Burton equation (Burton et al. 1975) of predicting Dst index using high quality hourly solar wind data supplied by the ACE satellite for the period from 1998 to 2006. Sixty magnetic storms with monotonously decreasing main phase are selected. In order to determine the injection term (Q) and the decay time ($\tau$) of the equation, we examine the relationships between $Dst^*$ and $VS_s$, ${\Delta}Dst^*$ and $VS_s$, and ${\Delta}Dst^*$ and $Dst^*$ during the magnetic storms. For this analysis, we take into account one hour of the propagation time from the ACE satellite to the magnetopause, and a half hour of the response time of the magnetosphere/ring current to he solar wind forcing. The injection term is found to be $Q(nT/h)\;=\;-3.56VS_s$ for $VS_s$ > 0.5mV/m and Q(nT=h) = 0 for $VB_s\;{\leq}\;0.5mV/m$. The $\tau$ (hour) is estimated as $0.060Dst^*\;+\;16.65$ for $Dst^*$ > -175nT and 6.15 hours for $Dst^*\;{\leq}\;-175nT$. Based on these empirical relationships, we predict the 60 magnetic storms and find that the correlation coefficient between the observed and predicted $Dst^*$ is 0.88. To evaluate the performance of our prediction scheme, the 60 magnetic storms are predicted again using the models by Burton et al. (1975) and O'Brien & McPherron (2000a). The correlation coefficients thus obtained are 0.85, the same value for both of the two models. In this respect, our model is slightly improved over the other two models as far as the correlation coefficients is concerned. Particularly our model does a better job than the other two models in predicting intense magnetic storms ($Dst^*\;{< \atop \sim}\;-200nT$).

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

• Journal of Astronomy and Space Sciences
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• v.22 no.4
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• pp.419-430
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• 2005

We have carried out a statistical analysis on solar wind dynamic pressure pulses during geomagnetic storms. The Dst index was used to identify 111 geomagnetic storms that occurred in the time interval from 1997 through 2001. We have selected only the events having the minimum Dst value less than -50 nT. In order to identify the pressure impact precisely, we have used the horizontal component data of the magnetic field H (northward) at low latitudes as well as the solar wind pressure data themselves. Our analysis leads to the following results: (1) The enhancement of H due to a pressure pulse tends to be proportional to the magnitude of minimum Dst value; (2) The occurrence frequency of pressure pulses also increases with storm intensity. (3) For about $30\%$ of our storms, the occurrence frequency of pressure pulses is greater than $0.4\#/hr$, implying that to. those storms the pressure pulses occur more frequently than do periodic substorms with an average substorm duration of 2.5 hrs. In order to understand the origin of these pressure pulses, we have first examined responsible storm drivers. It turns out that $65\%$ of the studied storms we driven by coronal mass ejections (CMEs) while others are associated with corotating interaction regions $(6.3\%)$ or Type II bursts $(7.2\%)$. Out of the storms that are driven by CMEs, over $70\%$ show that the main phase interval overlaps with the sheath, namely, the region between CME body and the shock, and with the leading region of a CME. This suggests that the origin of the frequent pressure pulses is often due to density fluctuations in the sheath region and the leading edge of the CME body.

• Korean Journal of Remote Sensing
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• v.27 no.4
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• pp.481-494
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• 2011

Investigation of the $CO_2$ exchange between biosphere and atmosphere at regional, continental, and global scales can be directed to combining remote sensing with carbon cycle process to estimate vegetation productivity. NASA Earth Observing System (EOS) currently produces a regular global estimate of gross primary productivity (GPP) and annual net primary productivity (NPP) of the entire terrestrial earth surface at 1 km spatial resolution. While the MODIS GPP algorithm uses meteorological data provided by the NASA Data Assimilation Office (DAO), the sub-pixel heterogeneity or complex terrain are generally reflected due to coarse spatial resolutions of the DAO data (a resolution of $1{\circ}\;{\times}\;1.25{\circ}$). In this study, we estimated inputs retrieved from MODIS products of the AQUA and TERRA satellites with 5 km spatial resolution for the purpose of finer GPP and/or NPP determinations. The derivatives included temperature, VPD, and solar radiation. Seven AmeriFlux data located in the Corn Belt region were obtained to use for evaluation of the input data from MODIS. MODIS-derived air temperature values showed a good agreement with ground-based observations. The mean error (ME) and coefficient of correlation (R) ranged from $-0.9^{\circ}C$ to $+5.2^{\circ}C$ and from 0.83 to 0.98, respectively. VPD somewhat coarsely agreed with tower observations (ME = -183.8 Pa ~ +382.1 Pa; R = 0.51 ~ 0.92). While MODIS-derived shortwave radiation showed a good correlation with observations, it was slightly overestimated (ME = -0.4 MJ $day^{-1}$ ~ +7.9 MJ $day^{-1}$; R = 0.67 ~ 0.97). Our results indicate that the use of inputs derived MODIS atmosphere and land products can provide a useful tool for estimating crop GPP.

• Journal of The Korean Association For Science Education
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• v.42 no.3
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• pp.311-324
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• 2022

This study analyzed the types of scientific emoticons made by science-gifted elementary school students and their perceptions on making scientific emoticons. To do this, 71 students from 4th to 6th graders of two gifted science education center in Seoul were selected. Scientific emoticons made by the students were analyzed according to the number and types. Their perceptions on making scientific emoticons were also analyzed through a questionnaire and group interviews. In the analyses for types of text in the scientific emoticons, 'word type' and 'sentence type' were made more than 'question and answer type'. And the majority of students made more 'pun using pronunciation type' and 'mixed type' than other types. They also made more 'graphic type' and 'animation type' than 'text type' in the images of the scientific emoticons. In the analyses for the information of the scientific emoticons, 'positive emotion type' and 'negative emotion type' of scientific emoticons were made evenly. The students made more 'new creation type' than 'partial correction type' and 'entire reconstruction type'. They also used scientific knowledge that preceded the knowledge of science curriculum in their grade level. The scientific knowledge of chemistry was used more than physics, biology, earth science, and combination field. 'Name utilization type' was more than 'characteristic utilization type' and 'principle utilization type'. Students had various positive perceptions in making scientific emoticons such as 'increase of scientific knowledge', 'increase of various higher-order thinking abilities', 'ease of explanation, use, memory, and understanding of scientific knowledge', 'increase of fun, enjoyment, and interest about science and science learning', and 'increase of opportunity to express emotions'. They were also aware of some limitations related to 'difficulties in the process of making scientific emoticons', 'lack of time', and 'limit that it may end just for fun'. Educational implications of these findings are discussed.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.2
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• pp.302-318
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• 2023

The purpose of this study was to study to the effect of presenting SBF questions on the level of conceptual achievement and eye movement of elementary students in seasonal constellation learning that requires systems thinking. In this study, the effectiveness of SBF questions was divided into experimental groups and comparison groups, and scientific texts with different question types were presented to analyze the level of conceptual achievement and differences in eye movement of sixth-grade elementary students. Data analysis quantitatively analyzed the pre- and post-test results of the developed concept test paper and the eye movement data when learning scientific texts related to seasonal constellations. As a result of the study, first, the SBF question was a valid learning strategy for learning seasonal constellations. The SBF question showed a statistically significant difference (p<0.05) in the pre- and post-test between groups, and a statistically significant difference (p<0.001) in the pre- and post-test within the group. Second, SBF questions had a positive effect on students' learning by inducing learners with low preconceptions to area of interest that help them achieve concepts. In other words, when presenting SBF questions with visual data from a space-based perspective, it was confirmed based on the results of eye movement analysis that there was a significant difference in total fixation count (p<0.01) of learners. On the other hand, for learners with high scientific preconceptions, the effect of exploration was not significant because the preconceptions of the learners themselves acted as a hard core rather than the effect of SBF questions. This study is different from existing seasonal constellation learning studies in that it provides quantitative data through pre- and post-test and eye movement analysis in the seasonal constellation learning process, and can help elementary students learn seasonal constellations.

• Journal of Korean Elementary Science Education
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• v.42 no.4
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• pp.560-576
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• 2023

The purpose of this investigation is to: (1) to derive an improvement factor for inquiry-based simulated teaching-learning in pre-service teacher training programs, and pre-service teachers practice simulated teaching that reflect the improvement factor, (2) to analyze the difference in science intrinsic motivation according to science self-efficacy and inquiry-based simulated teaching-learning experience. To achieve these goals, we recruited five elementary and secondary teachers as experts to help us develop an improvement factor based on expert interviews. Subsequently, third-year pre-service teachers of a university of education participated in our analysis of differences in science intrinsic motivation, according to their level of science self-efficacy and experience with inquiry-based simulated teaching-learning. Our methodology involved applying the analytic hierarchy process to expert interviews to derive improvement factor for inquiry-based simulated teaching-learning, followed by a two-way ANOVA to identify significant differences in science intrinsic motivation between groups with varying levels of science self-efficacy. We also conducted post-analysis through MANOVA statements. The results of our study indicate that inquiry-based simulated teaching-learning can be improved through activities that foster digital literacy, ecological literacy, democratic citizenship, and scientific inquiry skills. Moreover, small group activities and student-centered teaching-learning approaches were found to be effective in developing core competencies and promoting science achievements. Specifically, pre-service teachers prepared a teaching-learning course plan and inquiry-based simulated teaching-learning in seventh-grade in the Earth and Space subject area. Pre-service teachers' science intrinsic motivation analyze significant differences in all levels of science self-efficacy before and after simulated teaching-learning and significant difference in the interaction effect between simulated teaching-learning and scientific self-efficacy. Particularly, group with low scientific self-efficacy, the difference in science intrinsic motivation according to simulated teaching-learning was most significant. Teachers' scientific self-efficacy and intrinsic motivation are needed to improve science achievement and affective domains of students in class. Therefore, this study contributes to suggest inquiry-based simulated teaching-learning reflecting school practices from the pre-service teacher curriculum.

• The Korean Journal of Air & Space Law and Policy
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• v.24 no.2
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• pp.47-67
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• 2009

In recent years, greenhouse gas (GHG) reduction has become high priority issue in international aviation. GHG emissions from the aviation sector only accounts for approximately 2 percent of total GHG emissions in the world. However, as with GHG gases in other sectors, it has been pointed out as a contributing factor to global warming and there is an ongoing conversation in the aviation community to establish international framework for emissions reductions. In the case of international aviation, effects of aviation activities of a State go beyond the airports and airspace of that State. This makes compiling of GHG emissions data very difficult. There are also other legal and technical issues, namely the principle of “Common but Differentiated Responsibility (CBDR)” under the United Nations Framework Convention on Climate Change (UNFCCC) and “Fair Opportunity” principle of the Chicago Convention. For all these reason, it is expected that it will not be an easy job to establish an internationally agreed mechanism for reducing emissions in spite of continuing collaboration among States. UN adopted the UNFCCC in 1990 and the Kyoto Protocol in 1997 to impose common but differentiated responsibility on emissions reductions. In international aviation, ICAO has been taking the lead in measures for the aviation sector. In this role, ICAO held the High-level Meeting on International Aviation and Climate Change on 7 to 9 October 2009 at its Headquarters in Montreal and endorsed recommendations on reducing GHG from international aviation which will also be reported to the 15th Meeting of the Conference of the Parties (COP15). Key items include basic principle in global aviation emissions reduction: aspirational goals and implementation options: strategies and measures to achieve goals: means to measure and monitor the implementation; and financial and human resources. It is very likely that the Republic of Korea will be included among the Parties subject to mandatory limitation or reduction of GHG emissions after 2013. Therefore, it is necessary for Korea to thoroughly analyze ICAO measures to develop comprehensive measures for reducing aviation emissions and to take proactive actions to prepare for future discussions on critical issues after COP15.