• Journal of the Korean earth science society
• /
• v.37 no.5
• /
• pp.309-322
• /
• 2016

This paper presents an analytical framework of Conceptual Understandings of Earth Systems (CUES) that shows a relationship between disciplinary knowledge of Earth systems and the specific thinking skills required to understand that knowledge. This framework is developed through an extensive literature review of students' and teachers' understandings of earth systems concepts and systems thinking in earth science context. This study first presents the categories of disciplinary knowledge of Earth systems, Earth System Knowledge (ESK). This study then illustrates a relationship between categories of ESK and the ontological categories (Matter, Process, Systems) that has been used to study students' conceptual understandings of Earth systems. Finally, this study presents the CUES framework to show the relationship between disciplinary knowledge and thinking skills. The implications of using this framework for curriculum development, assessment, and teacher education and ESS research are discussed.

• Proceedings of the Microbiological Society of Korea Conference
• /
• 2009.05a
• /
• pp.67-67
• /
• 2009

• Journal of the Korean Society of Earth Science Education
• /
• v.7 no.3
• /
• pp.313-326
• /
• 2014

The purpose of this study is to explore the applying possibility of the Earth Systems Education(ESE) in elementary school science education through the improving of students' recognition with the earth systematic nature by systems thinking education - for this was the recognizing as earth systematic nature was the key element of ESE, and the systems thinking skill is accredited very effective tool for the understanding with earth systematic nature. For this, the systems thinking's teaching-learning programs were developed and applied to the 6th students (21s) for 10hours' classes. The results of this study are as follows; In most of the 6th students didn't recognize with earth systematic nature from a lack of understanding of the vapor being in every nature environments. In systems teaching-learning classes, most of students participated positively in learning activities and achieved the aim of a lesson. In the testing results for students' recognition improving to earth systematic nature after the systems thinking education, about 24% students were showed the improving results of the recognition with earth systematic nature. Consequently, It is suggested that just as the achieving of the points of ESE in elementary school science education, the approaching method of the systems thinking education is worth attempting to applying of the ESE.

• Journal of the Korean earth science society
• /
• v.21 no.2
• /
• pp.93-102
• /
• 2000

The purpose of this study is to investigate Earth Systems Education, its matter and also its possibility of practical application in Korea. Some attempts are made to see the value of the Earth Systems Education. Adopting two kinds of Korean science textbooks of middle school and activity of Earth Systems Education were analyzed. The interview with teachers is implemented for the study on objective, the structure of matter and teaching strategy in Earth Systems Education. The program is given to 96 students(2 classes, the first grade at middle school). To analyze the effect of Earth Systems Education program, students were interviewed by their teacher. The conclusions of this study are as follows: 1. The Earth Systems Education is contributed to the way to enable students to have a cognitive perspective about the earth and to look for the nature. Earth Systems Education is to use interdisciplinary approaches for integration in science. 2. The result of analysis in the contents of Korean science textbooks, the viewpoints about Earth Systems Education were not found, but the accounts about the interactions among subsystems were found. 3. According to the results of interview with teachers, they approve of system approach, the structure of matter and teaching strategy of Earth Systems Education. 4. According to the results of interview with students, they understand the interactions among subsystems which are elements of Earth Systems. As a results, Earth Systems Education is a effective method for informed judgements about Earth and science and manner for work for integration in science curriculum. So Earth Systems Education be applied to science education in Korea.

• Journal of the Korean earth science society
• /
• v.27 no.7
• /
• pp.705-714
• /
• 2006

The purpose of this study was to explore the elementary students' perceptions of Earth systems and environmental issues. A survey was conducted to determine the students' perceptions on the following aveas: (1) the concepts of certainty and tangibility, (2) self-reported knowledge level, (3) perceived danger level of selected eight Earth systems and environmental issues, and (4) their primary information source on these issues. Results indicated that ozone hole, acid rain, El $Ni\widetilde{n}o$, and global warming were identified by the students as uncertain and intangible issues. Perceived certainty and perceived tangibility were highly positively correlated with self-reported knowledge compared to other relationships. The results also showed that learning from school was the most frequent information source for environmental issues. The second most frequently used source of information was television among several mass media sources. It is hoped that this study contributes to understanding the elementary school students' perceptions toward the selected Earth systems and environmental issues.

• Journal of the Korean earth science society
• /
• v.36 no.6
• /
• pp.580-590
• /
• 2015

The purpose of this study was to investigate the correlation among science gifted students' self-reported knowledge and self-perceived importance about Earth systems, and their science motivation. Ninety three seventh graders participated in this study who enrolled at Science Gifted Institute of K university. The correlation was measured by a validated Earth systems survey and Science Motivation Questionnaire (SMQ). The data were analyzed at the margin of error probability 0.05 using correlation and regression analysis. The result of reliability for items turned out high because the Cronbach's alphas were .896~.937. Results indicated that the correlation between self-reported knowledge on Earth systems and science motivation showed a correlation coefficient .656, whereas the correlation between importance on Earth systems and science motivation was .387, which was regarded as low. On the other hands, the result of regression analysis depicted that non-std. coefficients between students' self-reported knowledge about Earth systems and science motivation were .548 (.077), which lead to the conclusion that students' knowledge on Earth systems explained 43% of science motive-variation. It implied that Earth systems education program could impact the increased motivation of science gifted-students. Therefore, this study suggests that the various Earth systems education programs could be developed and implemented in order to increase students' motivation on studying science in general and Earth science in specific.

• Journal of the Korean earth science society
• /
• v.38 no.1
• /
• pp.91-104
• /
• 2017

The purposes of this study were to analyze high school students' understanding about the Earth system and systems thinking process, and to develop science writing programs designed to assess students' understanding about themes of Earth Science such as global warming, volcanoes, and desertification. A total of 8 $11^{th}$ grade students from general high schools participated in the writing program and draw the causal maps. The methods of this study are as follows. First, DAET-C was used to investigate the way of students' understanding about the Earth systems. What the students' best understood was the component of the Earth systems followed by the interaction of the Earth systems and the scientific literacy of Earth science. Second, feedback circulations on the causal maps were found in four students in global warming section, one student in volcanic eruption section, and four students in desertification section, which means that systems thinking was not largely employed by the students. Consequently, the student participants understood that the global change was happening in correlation with complex concepts and factors, but they were short of using systems thinking in their science study. Therefore, the result of this study suggests that more studies be conducted to develop systems thinking in Earth Science learning through science writing programs.

• Journal of The Korean Association For Science Education
• /
• v.29 no.8
• /
• pp.951-962
• /
• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of the Korean earth science society
• /
• v.32 no.7
• /
• pp.798-808
• /
• 2011

The purpose of this study was to explore middle school students' perceptions about earth systems in order to implement the 2009 revised national science curriculum effectively. A total of 1219 students participated in the survey and asked to determine their basic understandings about earth systems, self-reported knowledge level, and perceived significance level of the 23 earth systems concepts (contents). In relation to students' basic understandings about earth system, approximately 67% students reported that they didn't know about the term of the earth system. Atmosphere and hydrosphere were highly perceived as major component of earth system. However, cryoshere was perceived to be least familiar by the subjects. The findings also showed that students' self-reported knowledge level and significance level about major ESU#4, #5, #6 related concepts (contents) were significantly different by gender. Most of male students were more knowledgeable and perceived more significant than female students. Regarding the difference of the perceived significance level by grade, 10 out of 23 concepts were significantly different. Some implications for implementing the revised curriculum and school fields were discussed.

• Journal of the Korean earth science society
• /
• v.33 no.7
• /
• pp.672-682
• /
• 2012

The purpose of this study is to investigate elementary school science gifted students' perceptions about Earth systems and environmental problems. A total of 28 students in the attached center for science gifted education to the university participated in this study. Through the survey, participating students were asked to respond to their self-reported knowledge level, the perceived danger levels, certainty, and tangibility of the selected 13 Earth environmental problems. The DAET (Draw-An-Earth Test)-Checklist were developed and used to analyze the images of the Earth drawn by students. Additional interviews were conducted to clarify the meanings and components of students' image. Results indicated that a total of 80 components regarding Earth systems, 11 components of Earth systems interaction, and 4 components related to Earth systems literacy were identified through the DAET-Checklist and additional interviews. Regarding the students' self-reported knowledge level, they reported that they were most knowledgeable about air pollution, global warming, and water pollution. and they also recognized global warming, air pollution, and water pollution as the most dangerous problem. Results indicated that participants were certain that acid rain, air pollution, and water pollution were problematic, and that acid rain, air pollution, and forest desertification were tangible issues. It is anticipated that this study contributes to understanding the elementary school science gifted students' perceptions toward the selected Earth systems and environmental problems.