• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.145-146
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• 2006

• 대한지구과학교육학회:학술대회논문집
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• 2010.08a
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• pp.22-22
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• 2010

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.34-35
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• 2011

• Journal of the Korean Society of Earth Science Education
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• v.7 no.2
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• pp.159-168
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• 2014

This study was designed to 10 questions as development of GAP program for ninety high school students(each student of 30 with achievement as high, medium, and low categories), it was analyzed the perception of Earth scientist. High school students have a positive perception about a course in Earth science, but they have lack of knowledge about Earth scientist as a career man, and they can't recognize Earth scientist as a career. A failure of learning of Earth science for Students with low level achievement leads to a negative perception about Earth scientist and disconnection to future career. School education should provide an opportunity to encounter Earth scientist for students and it is badly in need of effort to connect to the job training program.

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.76-86
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• 2011

• 대한지구과학교육학회:학술대회논문집
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• 2011.08a
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• pp.27-29
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• 2011

• Publications of The Korean Astronomical Society
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• v.38 no.3
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• pp.125-145
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• 2023

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.

• 한국지구과학회:학술대회논문집
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• 2002.09a
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• pp.38-38
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• 2002

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.173-185
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• 2022

The purpose of this study is to present a reflective review of the earth and universe units from the revised elementary curriculum of 2007-2015 and suggest changes in the 2022 revised curriculum. For this purpose, we conducted an FGI with earth science educators and elementary school teachers regarding the content elements and system, the achievement standards and inquiry activity composition, and the vertical and horizontal curriculum connectivity. Free response and weighted hierarchical analysis items were incorporated into the FGI to ensure logical consistency of the inductively derived improvement. This analysis revealed that the composition of units by grade group had been unevenly distributed among each of the "earth systems" until the 2015 revised curriculum was finalized. Furthermore, the basic concept was still insufficient. We suggest that achievement standards centered on the learning content and skills must state specific scientific core competencies, and inquiry activities should include rigorous critical thinking, student written responses, and student inquiry and analysis. In the hierarchical analysis items, FGI emphasized the inclusion of essential content elements rather than reduction of content elements, understanding-oriented concept learning rather than interest-centered phenomenon learning, basic concept division learning before integration between subjects, and expanding vertical-horizontal connectivity rather than repeating and advancing learning. There is a limit to the generalizing the suggestions proposed in this study to the common opinion of elementary earth science experts. However, since the main vision of the 2022 revised curriculum is to gather opinions through educational entities' participation in a variety of educational subjects, it is suggested that our results should be incorporated as one of the opinions proposed for the 2022 curriculum revision.

• 대한지구과학교육학회:학술대회논문집
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• 2011.01a
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• pp.35-35
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• 2011