• Journal of the Korean earth science society
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• v.41 no.6
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• pp.617-629
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• 2020

Sea surface temperature (SST), which plays an important role in climate change and global environmental change, can be divided into skin sea surface temperature (SSST) observed by satellite infrared sensors and the bulk temperature of sea water (BSST) measured by instruments. As sea surface temperature products distributed by many overseas institutions represent temperatures at different depths, it is essential to understand the relationship between the SSST and the BSST. In this study, we constructed an observation system of infrared radiometer onboard a marine research vessel for the first time in Korea to measure the SSST. The calibration coefficients were prepared by performing the calibration procedure of the radiometer device in the laboratory prior to the shipborne observation. A series of processes were applied to calculate the temperature of the layer of radiance emitted from the sea surface as well as that from the sky. The differences in skin-bulk temperatures were investigated quantitatively and the characteristics of the vertical structure of temperatures in the upper ocean were understood through comparison with Himawari-8 geostationary satellite SSTs. Comparison of the skin-bulk temperature differences illustrated overall differences of about 0.76℃ at Jangmok port in the southern coast and the offshore region of the eastern coast of the Korean Peninsula from 21 April to May 6, 2020. In addition, the root-mean-square error of the skin-bulk temperature differences showed daily variation from 0.6℃ to 0.9℃, with the largest difference of 0.83-0.89℃ at 1-3 KST during the daytime and the smallest difference of 0.59℃ at 15 KST. The bias also revealed clear diurnal variation at a range of 0.47-0.75℃. The difference between the observed skin sea surface temperature and the satellite sea surface temperature showed a mean square error of approximately 0.74℃ and a bias of 0.37℃. The analysis of this study confirmed the difference in the skin-bulk temperatures according to the observation depth. This suggests that further ocean shipborne infrared radiometer observations should be carried out continuously in the offshore regions to understand diurnal variation as well as seasonal variations of the skin-bulk SSTs and their relations to potential causes.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.125-144
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• 2018

The purpose of this study is to analyze the astronomical thinking level of elementary, middle, and high school students using ordered multiple choice items. For this purpose, we constructed a questionnaire comprising three items about spatial thinking and system thinking. This survey was conducted and applied to 1,066 students in the 5th grade, 8th grade, and 11th grade in 12 schools located in Gangwon Province. The collected student response data were analyzed by applying inferential statistics of classical test theory and Rasch model. The results of the analysis were as follows; First, in the level of spatial thinking, students were able to grasp the spatial location and orientation of the celestial body, but were not able to convert the celestial motion of two-dimensional plane into three-dimensional plane, and it was revealed that there is no statistically significant difference in the spatial thinking of students among grade levels. Second, in the level of system thinking, students were able to identify the components and relationship between components of the celestial motion system, but could not identify the patterns of the system, and it was revealed that there was statistically significant difference among the system thinking of students in different grade levels, unlike in spatial thinking. Third, the astronomical thinking expressed in certain context (content) was very similar regardless of grade level, Through this, we could confirm the context-dependency or content-dependency of the astronomical thinking of students. It is expected that the results of this study can be used as basic data for exploring ways to enhance astronomical thinking level in school science classes.

• Economic and Environmental Geology
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• v.54 no.6
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• pp.699-707
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• 2021

Hwajinpo Lagoon, located on the eastern coast of Korea, is a unique environment where freshwater and saltwater are mixed. Systematic management of the lagoon is required because it is a biodiversity-rich and area of high conservation value. The existing environment of the lagoon was evaluated by identifying the distribution of the groundwater level and groundwater flow characteristics. In addition, hydrogeochemical fluctuations were analyzed to determine the effect of seawater intrusion into the aquifer. The results demonstrate that the freshwater-saltwater interface is distributed throughout the aquifer and rises when water of the lagoon evaporates due to prolonged periods of low rainfall and high temperature, thereby increasing the possibility of seawater inflow through groundwater. As for the ionic delta properties (difference between the measured and theoretical concentration of mixed waters), it was estimated that the cation-exchange and precipitation reactions occurred in the aquifer due to seawater intrusion. The ratio of seawater mixed at each point was calculated, using oxygen isotopes and chloride as tracers, resulting in an average of 0.3 and a maximum of 0.87. The overall seawater mixing ratio appears to be distributed according to the distance from the coast. However, some of the results were deviated from the theoretical expectations and reflected the characteristics of the nearby aquifers. Further research on seasonal changes and simulation of seawater intrusion mechanisms is required for specific analysis.

• Korean Journal of Remote Sensing
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• v.36 no.6_3
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• pp.1635-1641
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• 2020

Air pollution is one of the most severe threats to society globally due to the rapid expansion of urbanization and industrialization. Particularly, particulate matter (PM) pollution was recently designated as a social disaster by the Korean government because of increases in public concerns and the accumulation of scientific evidence that links high levels of PM2.5 (PM smaller than 2.5 ㎛ in diameter) to a long list of adverse health effects. Atmospheric PM concentrations can also affect the indoor PM levels to which people are exposed most of the time. Thus, understanding the characteristics of indoor and ambient PM pollution based on measurements, model simulations, risk assessments, and management technologies is inevitable in establishing effective policies to mitigate social, economic, and health costs incurred by PM pollution. In this special issue, we introduce several interesting studies concerning indoor and outdoor PM from the perspective of monitoring, assessment, and management being conducted by i-SEED (School of Integrated Science for Sustainable Earth & Environmental Disaster at Pukyong National University) and SPMC (School Particulate Matter Center for Energy and Environmental Harmonization). We expect that this special issue can improve our understanding of the current and future of indoor and outdoor PM pollution, integrating the results from interdisciplinary research groups from various academic fields.

• Journal of the Korean earth science society
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• v.39 no.3
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• pp.260-274
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• 2018

The purpose of this study was to propose curriculum and teaching sequence for seasonal change by exploring a learning progression. For the purpose, 4 steps of construct modeling approach (specifying construct, item design, outcome space, and measurement model) proposed by Wilson (2005) was applied. In the stage of specifying construct, 'length of shadow according to seasons', 'position of constellation according to seasons', 'seasons of the southern hemisphere and northern hemisphere', 'cause and phenomenon of seasonal change' were selected as the subconstructs of seasonal changes, and constructed a construct map showing the level of development from level 1 to level 4 for each subconstruct based on the results of the previous research. In the item design stage, we developed five assessment items consisting of 3 items in the form of C-E (choose and explain) and two items in the form of CR (constructed response), applied it to 383 elementary, middle and high school students. In the outcome space stage, the students' responses to the assessment items were categorized based on the construct map. The categories were classified into 4 levels according to student ability and scores of 1-4 were given. In the measurement model stage, we applied the partial credit model of the Rasch model and compared whether the learning pathway created from the results of students' response coincides with the construct map. Based on the results of the research, we modified the construct map and finally created hypothetical learning progression on seasonal change. Finally, we proposed an orientation of curriculum amendment and effective teaching sequence for seasonal change.

• Journal of Gifted/Talented Education
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• v.21 no.3
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• pp.719-739
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• 2011

The purpose of this study was to find the effect of the astronomical learning program using SGIM on metacognition and science process skills in the elementary scientific gifted students. For this purpose, this research developed the astronomical learning program using SGIM. This program was totally consisted 9 lessen. there was 6 part in this program. It contained select the subject and small grouping (step 1-2), planing inquiry (step 3), doing inquiry (step 4-6), making a report (step 7), announcing (step 8), evaluation (step 9). To find the effect of the astronomical learning program using sgim on metacognition and science process skills in the elementary scientific gifted students. 20 participants was selected. These students were attended at a scientific gifted class (3rd grade) of an elementary school located in Ulsan. First, metacognition test and science process skills test was used to find the effect of the astronomical learning program using SGIM. And the results were analyzed by SPSSWIN 18.0. The results of this study were as follows. First, the astronomical learning program using SGIM was a positive effects on metacognition of the elementary scientific gifted students (t=3.371, p=.001). Second, the astronomical learning program using SGIM was a positive effects on science process skills of the elementary scientific gifted students (t=3.104, p=.021). According to this research, the astronomical learning program using SGIM was verified to improve metacognition and science process skills on the elementary scientific gifted students. It will be contribute on the curriculum construction of the gifted school or gifted class.

• Journal of the Korean earth science society
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• v.44 no.2
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• pp.148-160
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• 2023

The Pliny Letter, the first historical record of volcanic eruptions and disasters on Earth, was studied to better understand the Vesuvius' eruption patterns in 79 AD. The two-day eruption, which began at 1 a.m. on August 24th 79 AD, produced large amounts of volcanic ash and pumice, which were carried by the wind and fell on nearby cities. Furthermore, during the eruption, fast-moving pyroclastic flows flowed down the volcano's sides, and several phenomena such as earthquakes and tsunamis occurred. Cities near Mount Vesuvius were buried and destroyed by volcanic ash and pyroclastic flows. Previous studies were collected, analyzed, and investigated and the scope of damage was chosen from Pompeii, Herculaneum, Stabiae, and Oplontis. The sedimentary stratigraphy and thickness vary according to location and distance from Vesuvius in each region. Within the depositional layers, the remains of residents who died during the eruption were also discovered, and 1,150 remains have been discovered in Pompeii, 306 in Herculaneum, 111 in Stabiae, and 54 in Oplontis, but the exact number of people who killed is unknown. The eruption that exhibited the pattern seen in AD 79 was named the Plinian eruption after Pliny and classified as a new type of eruption as a result of Pliny's detailed description of the eruption.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.2
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• pp.140-160
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• 2017

The purpose of this study was to develop computational thinking (CT) analysis tool that can be used to analyze CT practices; first, by defining what CT practices are, and then, by identifying which components of CT are reflected in STEAM classes. Exploring various kinds of CT practices, which can be identified while applying the proposed CT analysis tool for exemplary STEAM classes, is another goal of this study. Firstly, to answer the question of "What is CT in science education" and thereby to develop the proposed CT practice analysis tool, three types of published documents about CT definition as the main data in this study have been considered. In the first "analysis tool development" part of this study, the following five elements have been identified as the main components of CT analysis tool as follows; (1) connecting open problems with computing, (2) using tools or computers to develop computing artifact, (3) abstraction process, (4) analyzing and evaluating computing process and artifact, and (5) communicating and cooperating. Based on the understandings that there is a consistent flow among the five components due to their interactions, a flow chart of CT practice has also been developed. In the second part of this study, which is an implementation study, the proposed CT practice analysis tool has been applied in one exemplary STEAM program. To select the candidate STEAM program, four selection criteria have been identified. Then, the proposed CT practice analysis tool has been applied for the selected STEAM program to determine the degree of CT practice reflected in the program and furthermore, to suggest a way of improving the proposed CT analysis tool if it shows some weak points. Through the findings of this study, we suggest that the actual definition of computational thinking will be helpful to converge Technology and Engineering to STEAM education and a strong complement to reinforce STEAM education.

• Journal of the Korean earth science society
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• v.35 no.7
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• pp.572-584
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• 2014

The purpose of this study was to find out the effects of astronomical STEAM program using co-teaching on self-directed learning attitude. For this purpose, we developed an astronomical STEAM program and applied it to elementary science gifted students. Thirty six, $5^{th}$ and $6^{th}$ grade elementary science gifted students were participated in this study in total having 16 students in experimental group and 20 students in control group. The results were described as follows. First, astronomical STEAM program using co-teaching was effective in improving self-directed learning attitude. Second, the program was effective in improving participants' openness to learning opportunities and problem-solving. Third, students were satisfied with the co-teaching that provided ample feedbacks and detailed explanations, and teachers perceived that co-teaching was helpful to overcome a lack of professional knowledge, and to solve difficulties of evaluation and preparing teaching materials for STEAM classes. With findings, we discussed implications for co-teaching of STEAM lessons to improve students' self-directed learning attitude at the end of paper.

• Journal of the Korean earth science society
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• v.27 no.5
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• pp.509-520
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• 2006

The purpose of this study was to analyze laboratory instructions in a secondary school science with an analysis instrument on science laboratory instruction. For its purpose, we used an instrument that analyzes three dimensions of the secondary laboratory instructions. This analysis instrument was composed of 3 categories (the aim of the laboratory activity, interaction, and inquiry process) which are spread into 20 sub-categories, and its validity was checked by four science educators with factor of 0.89. For its purpose, 21 sessions of lab instructions were video-recorded and transcribed. According to the results, in the aims category, the instructions mainly focused on two aims; acquiring the declarative knowledge and increasing attitudes toward science. In the interaction category, some of the observations made were that the teachers's questions could not gather the students' divergent thinking, their directive instructions were centered around themselves rather than giving opportunities for students to be centered within laboratory activities, and students' interaction were rarely shown. Therefore, interaction was classified as level I. In the inquiry process, presenting phenomenon or questionings about the subjects were little observed, and students' hypothesizing and predicting were almost nonexistent. Most of the activity designs within lab session were given from the teachers' directions or worksheets, and students solely focused on data collecting and recording. Hence, inquiry process were classified level I.