• Journal of the Korean earth science society
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• v.27 no.7
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• pp.723-729
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• 2006

The purpose of this study was to develop a program based on the Earth system based program to help students achieve science literacy. This program was designed to be connected across grade levels, and contents of the program were constructed to have meaningful interdisciplinary context. All the activities in the program were inquiry-based, and understanding of the nature of science was considered essential throughout the program. In addition, appreciation and stewardship for the Earth system were systematically emphasized on any grade level. Design of the program applied U.S. National Science Education Standards for the quality of and conditions for school science programs.

• Journal of the Korean earth science society
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• v.31 no.5
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• pp.500-520
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• 2010

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

• Journal of the Korean earth science society
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• v.43 no.3
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• pp.430-445
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• 2022

The purpose of this study was to explore the learning effects in elementary school students who participated in a geological field trip conducted under the theme 'minerals and rocks', focusing on novelty space. A total of 10 sixth-grade students participated in this program held at a public elementary school in Seoul as part of after-school club activities. Students observed mineral and rock samples in a classroom and outdoor learning environment. The authors collected activity papers (texts, drawing), researchers' participation notes, video and audio recordings containing the study participants' activities, and post-interview data To analyze the learning effects in the cognitive domain of students, the observation analysis framework for rock classification of Remmen and Frøyland (2020) and the rock description analysis framework of Oh (2020) were used. Additionally, to explore the learning effects of psychological and geographic areas, students' drawings, texts, discourses, and interview data were inductively analyzed. The results showed that the students demonstrated 'everyday' and 'transitional' observations in the classroom learning environment, while in the outdoor learning environment (school playground, community-based activities), they demonstrated 'transitional' and 'scientific' observations. Moreover, as the scientific observation stage progressed, more types of descriptive words for rocks were used. In terms of psychological and geographic aspects, students showed their selection of places to explore familiar outdoor learning environments, positive perceptions of outdoor learning, and aesthetic appreciation. Finally, this study not only discussed novelty space as a tool for analyzing students' learning effects but also suggested the need for an academic approach considering new learning environments, such as learning through virtual field trips.

• Journal of the Korean institute of surface engineering
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• v.12 no.3
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• pp.207-216
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• 1979

Environmental pollution or contaminations caused by various kinds of pollutants have become one of most serious problems of our time. Environ mental pollution is the unfavoralble alteration of our surroundings, through direct or indirect effects of changes in energy patterns, rediation levels, chemical and physical constitution and abundances of organisms. These changes may affect humans directly or through their supplies of water and of agicultural and other biological products, their physical objects or possessions, or their opportunities for recreation and appreciation of nature. Pollutants that meet the criteria of this definition of environmental pollution are numerous: gases (such as sulfur dioxide and nitrogen oxides) and paniculate matter (such as smoke particles, lead aerosols, and asbestos) in the atmosphere; pesticides and radioactive isotopes in the atmosphee and in waterways; sewage, organic. chemicals, and phosphates in water; solid wastes on land; excessive heating (thermal pollution) of rivers and lakes; and many others. Some of these pollutants are introduced into the environment naturally, others by human actions, and most in both ways. Our major concer is with environmental pollution resulting wholly or largely as a by-product of human activities, because these can be controlled most readily. Environmental pollution cannot be solved by science and technology alone. It should be handled by an interdisciplinary approach with combined methods of science and technology as wen as social science disciplines for the better solution of this critical problem. In this respect, introducing "Environmental Science," a new scientific approach for the solution of environmental problems, which is now widely accepted by most developed countries of the world will be very helpful for systematization of theoretical basis for a new scientific approach to environmental pollution. Environmental science is "the study of all systems of air, land, water, energy, and life that surround Man. It includes all sciences directed to the system-level of understanding of the environment, drawing especially upon such disciplines as meteorology, geophysics, oceanography, and ecology, and utilizing to the fullest knowledge and techniques developed in such fields as physics, chemistry, biology, mathematics and engineering as well as many social science disciplines, such as economics, such as economics, law, political science and public administration." The components of this discipline are not new, for they are drawn from existing areas of science within biology chemistry, physics, and geoscience. What is really new about environmental science, however, is it siewpoint - its orientation to global problems, its conception of the earth as a set of interlocking, interacting systems, and its interest in Man as a part of these systems.

• Journal of the Korean Institute of Traditional Landscape Architecture
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• v.28 no.2
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• pp.57-66
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• 2010

In reviewing 'Dongkukesangkukjip(東國李相國集)' a selection of prose and poetry describing Toesikje, the house of Kee Heung-soo, a military official in the middle Goryeo Dynasty, the outcome of the study intended to infer garden scenery and landscape culture managed and possessed by high society at that time is outlined as follows. First, Kee Heung-soo, the owner of the house and Lee Kyu-bo, the author of Toesikje Palryeng(退食齋八詠) are thought to be those who first designated the 8 scenic points and recreated the concept of public enjoyment of into the concept of personal enjoyment in Korea. Second, the spatial configuration of the Toesikje garden is presumed to be in the Gee-Seung-Jeon-Gyul(introduction-development-turn-conclusion) style in which a fairyland is built to enjoy a free and peaceful life, while anticipating coming days and pursuing creation-prosperity-transcendence-return. Third, the viewpoint structure of the scenery Wongyeong(Toesikje), Donggyeong(Youngcheondong), Cheonggyeong(Cheokseojung), Myunggyeong(Dokrakwon), Jingyeong(Yeonmukdang), Sigyeong(Yeoneuiji), Yunggyeong(Nokgunheon), and Hyungyeong(Daehoseok) contains a symbolic universal vision of Palchejigyeongsek(the 8 scenic points) which incorporates Samwon(heaven, earth and water) and Obangwi(orientations), and the harmonization principle of the scenic points where the building and garden are harmonized. Fourth, Je, Dang, and Heon, Jeong(齋, 堂, 軒, 亭) are introduced to the garden, and Geehwayeecho, Jingeumgeesoo, Gasan and Goeseok(stone) were used in a variety of ways. Fifth, it was found that the management of Shinseongyeong and enjoyment of Yoosanggoksu events, with the study and seeking of perfect knowledge and discipline, wandering and rest led to a sublime appreciation of aesthetic beauty and divine glory. Sixth, a miniature garden was built to enjoy the view from above, together with the view in the distance, and a culture of secluded living, along with scenery expressing the heart's desire for Utopia was induced.