• Journal of the Korean earth science society
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• v.35 no.7
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• pp.562-571
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• 2014

In the celebration of the $50^{th}$ anniversary of the Korean Earth Science Society, the whole articles published in Journal of the Korean Earth Science Society (JKESS) were quantitatively analyzed. JKESS has played a major role in exchanging academically among earth science education specialists and in educating next generation for the last 36 years since it was founded in 1979. The total number of 1544 articles in thirty five volumes about the earth sciences and the earth science pedagogy has been published by August, 2014, and the number of the yearly published articles has been increasing. Regarding the research area, 69.3% was published in earth sciences and the other 30.7% was in earth science education; the percentage of research articles in geology, atmospheric science, environmental science, oceanography, and astronomy was 55.2, 17.6, 16.0, 6.0, and 5.2%, respectively. The number of research articles on atmospheric science and environmental science has recently been increasing, whereas, earth science education research articles have been" decreasing, which was similar to the pattern seen fifteen years ago. We thought that one of the reasons was related to a new journal named, "Journal of the Korean Society of Earth Science Education" started to publish in December, 2008. The number of articles authored or co-authored with foreigner scholars was totaled 53, which is only 3.4% of the entire number of published articles. It suggests that international advertisement via public relations as well as the development of English homepage be necessary. In order to become an excellent registered academic journal, it is the time to comprehensively discuss how to improve both the quality growth and the quantity of JKESS. According to the Ministry of Education, it is now in its planning stage to convert the current registration system of the academic journals to the autonomous evaluation system in academia. Therefore, we recommend that Journal of the Korean Earth Science Society be prepared for the upcoming future change.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.511-523
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• 2005

The purpose of this study is to analyze the 1st and 2nd Korea Earth Science Olympiad (KESO) items, in order to find informations to enhance item quality. To do this, internal and external item classification frameworks are developed. Item difficulty (P), discrimination index (DI), correlation, and reliability are estimated by using classical test theory. Generalizability is also estimated by applying the generalizability theory. The results of item classification are as follows: (1) ‘Geology’, ‘astronomy’ and ‘data analysis and interpretation’ are dominant in content and inquiry process domain, respectively. Nearly every item has textbook context. (2) There is no difference between the preliminary and final tests in terms of their thinking skills sections. (3) As a whole, the ratio of items with pictures is high in item representation. However, multiple-choice and short answer items are more common in preliminary competition, and essay type items are found more often in final competition. The ratio of simple items is high in middle school section and preliminary competition, but composite items are dominant in high school section and final competition. The findings of item analysis are as follows: (1) In the middle school section, P is low and DI is moderate. But in the high school section, there is a considerable differences between science high schools and other high schools in general. (2) The highest correlation is reported between the scores of meteorology domain and total score in middle school, whereas in high school astronomy domain and total score show the highest correlation. (3) General high school section show the highest Cronbach $\alpha$ and generalizability. (4) General high school section show acceptable generalizability coefficient (> 0.80), but middle and science high school section should increase the number of items to reach acceptable generalizability level.

• Economic and Environmental Geology
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• v.49 no.4
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• pp.291-299
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• 2016

This study examined stratigraphic research containing extreme climate event during Quaternary period in Saban-ri, Haeri-myeon, Gochang by constructing 3D topographic model and 3D geological model. As a result of 3D topographic model and subsurface geological model, the geology of study area accumulated bedrock, Pleistocene series, and Holocene series chronologically. Most of the study area consist of bedrock on basement and Holocene series on upper layer. Additionally, Pleistocene series are presented as lens-shaped deposit on eastern part, and wedge-shaped deposit on northeastern part. Holocene layers consist of sand and clay-silt layer deposited sequentially where implies fluvial deposits on transgression environment. Distinctively, Pleistocene clayey silt layer and Holocene sand layer on eastern are observed as pond shape deposits that are considered as storm-related deposits originated from overwash system caused by extreme paleoclimate.

• Atmosphere
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• v.31 no.2
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• pp.241-249
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• 2021

A smart city utilizes data collected from various sensors through the internet of things (IoT) and improves city operations across the urban area. Recently substantial research is underway to examine all aspects of data that requires for the smart city operation. Atmospheric data are an essential component for successful smart city implementation, including Urban Air Mobility (UAM), infrastructure planning, safety and convenience, and traffic management. Unfortunately, the current level of conventional atmospheric data does not meet the needs of the new city concept. New and innovative approaches to developing high spatiotemporal resolution of observational and modeling data, resolving the complex urban structure, are expected to support the future needs. The geographic information system (GIS) integrates the atmospheric data with the urban structure and offers information system enhancement. In this study we proposed the necessity and applicability of the high resolution urban meteorological dataset based on heavy fog cases in the smart city region (e.g., Sejong and Pusan) in Korea.

• Journal of Space Technology and Applications
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• v.1 no.2
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• pp.160-177
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• 2021

The Solar and Space Environment Division of the Korean Space Science Society investigated the use and possession of ground and satellite observations and models of solar and planetary data operated by domestic research institutes and universities. Based on the findings, we would like to introduce observational instruments, data, and models in solar and interplanetary fields in this paper to improve understanding and use of each data and explore opportunities for interdisciplinary research. The ground and satellite observations, which require a lot of investment, were mainly held by research institutes (National Meteorological Satellite Center, Polar Research Institute, Korean Space Weather, Korea Astronomy and Space Science Institute and KAIST Satellite Research Institute), and model development was overwhelmingly carried out at Kyung Hee University. In solar and interplanetary fields, we introduce Fast Imaging Solar Spectrograph (FISS), neutron monitors, and the analysis models [for the Solar Dynamics Observatory/Atmospheric Imaging Assembly (SDO/AIA) and Hinode/X-Ray Telescope (XRT) observations] in nonequilibrium ionization state as representatives. Survey on solar and interplanetary fields can be downloaded from the website of the Korean Space Science Society (http://ksss.or.kr/). The paper makes know the importance of long-term and continuous management of space science-related materials, and hopes to contribute to enhancing the status of domestic space science data by utilizing locally produced data by various personnel participating in space science research.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.339-349
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• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Journal of the Korean earth science society
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• v.33 no.7
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• pp.608-617
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• 2012

The symbiotic nova Z Andromedae (And) was investigated, using the high dispersion spectra of spectral resolution, ${\Delta}{\lambda}{\sim}-0.1{\AA}$. The spectral observations were done with (1) the Hamilton Echelle Spectrograph (HES) and the high resolution spectra (exposures=1800s and 3600s) were obtained at Lick Observatory in 2001 August $30^{th}$ (phase ${\Phi}$=0.77), and 2002 August $12^{th}$ (phase ${\Phi}$=0.22), (2) with the Bohyunsan Echelle Spectrograph (BOES) at Bohyunsan Optical Astronomy Observatory and the high resolution spectra (exposure=1200s) were secured in 2009 October $21^{st}$ (phase ${\Phi}$=0.70). From both the HES and BOES spectral data in the $3600{\AA}-9500{\AA}$ wavelengths, we extracted the emission lines of HI, HeI, and HeII, which have been decomposed into double or triple Gaussian components for 3 consecutive phases. The emission zones responsible for these components appear to be closely related with the orbital motion of a white dwarf or a giant star. The presence of the Raman scattering $H{\alpha}$ broad wing feature and the kinematic characteristics of the line profile observed in each phase imply that the Z And emission lines are mostly from two Lagrangian points, $L_1$ and $L_2$, and the accretion disk around the white dwarf star. The Z And was most active in 2009 and 2001 during the outburst phase, while it remained quiescent in 2002 in spite of the complex line profiles.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.393-406
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• 2014

Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.

• Journal of Science Education
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• v.44 no.3
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• pp.300-317
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• 2020

The purpose of this study is to suggest improvements in the science concepts and inquiry activities presented in the earth science section in the 2015 revised curriculum elementary science textbooks. For this study, two science educator and three elementary school teachers developed a survey questionnaire to investigate science concepts, inquiry activities, and suggest improvements. The survey was conducted two times, and 30 elementary school teachers and three earth science professors (geology, meteorology, astronomy) participated in the survey. As a result, it was investigated that eight concepts in the solid section, three concepts in the fluid section, and one concept in universe and integration section contained misconceptions. It was investigated that the content of inquiry activity needs to be supplemented, with seven elements in solid section, three elements in fluid section, and one in the universe and integration section. According to the research results, if the textbook is revised, it is necessary to accurately confirm the science concepts or content of inquiry activities. Also in the case of science concepts presented in textbooks, it will be necessary to consider not only the scope and sequence of contents but also the process of learning progression.