• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.328-336
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• 2007

In this research we conducted a survey on the actual status of the 7th National Earth Science I & II curriculum to explore ways of revising the next Earth Science curriculum for better education. Of the 180 Earth Science teachers, 60% responded to the survey. The domains of the survey consist of (1) the necessity of Earth Science I & II curriculum revision, (2) educational goals, (3) content coverage, (4) level of difficulty and students' interest for Earth Science content, and (5) ways to overcome the crisis of Earth Science education. Majority of the respondents demanded the revision of Earth Science I, II curriculum because of overlapping and repetition of contents among 10th grade science and Earth Science I and overcrowded Earth Science II contents. Based on the survey results, recommendations on how to improve Earth Science I, II curriculum and how to adjust Earth Science contents are suggested. In addition to curriculum improvement, systematic supports are required for Earth science not to be excluded and turned down by the student and the scholastic aptitude test for university admission.

• Journal of the Korean earth science society
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• v.23 no.2
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• pp.188-193
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• 2002

Various research methods have been used in science depending on the various contexts. This implies that certain methods or inferences may be more frequently used in earth science. The purpose of the study are to explore the contexts of earth science, and the inferences frequently used in earth science. The context earth science research is quite different from that of other areas of natural science in terms of its time scale, space scale, accessibility, complexity, and controllability. The purpose of earth science research is twofold: historical and causal. The inferences frequently used in earth science are abduction and prediction. Abductive inferences go from the resulting state to controlling state. Predictive inferences go from hypothesis to expected data.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.494-503
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• 2011

During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.

• Journal of the Korean earth science society
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• v.41 no.4
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• pp.391-404
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• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of the Korean earth science society
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• v.27 no.7
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• pp.730-744
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• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.111-118
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• 2008

This study is aimed at analyzing earth conception the nine pre service teachers who are majoring in earth science education and classifying a special feature from the ontological categories. Open ended questionnaires and semi structured interviews which meant to contribute to identifying ontological categories of concepts involving study area were designed. Pre service teachers' ontological category about earth conception most showed to dynamic and proto process. In the results show that many pre service teachers recognize simply the conception to a material, a condition and a conversion of the state changing. Most of the pre service teachers show their intermediate understanding level about the earth inner construction according to the analyzed results of the drawing tasks and interviews. The main alternative conceptions show them through a definition of the plate, a wording definition between lithosphere and asthenosphere, a feature of the plate boundary, a heat convection in the earth inner, the earth inner heat source, the earth inner structure, a physical feature of the mantle.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.13-13
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• 2004

• Journal of the Korean earth science society
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• v.23 no.8
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• pp.736-736
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• 2002

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.40-52
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• 2020

The purpose of this study is to explore ways to change high school earth science elective courses with the introduction of the high school credit system in 2025, and ways to restructure them in preparation for the next curriculum revision. For this purpose, Delphi surveys with earth science education experts, a survey with in-service earth science teachers, and in-depth interviews with experts were conducted. According to the results, we need to consider four keywords such as cultivation of earth science literacy, connection with student career paths, emphasis on the fun of earth science itself, and student selection rate and college entrance exam in restructuring Earth science electives. Based on this direction, we composed four subjects: Earth System Science emphasizing earth science literacy, and three such subjects reinforcing career connection as Solid Earth Science, Atmospheric and Ocean Science, and Space Science. To resolve concerns about falling selection rate of earth science courses with the introduction of the high school credit system, it is necessary to re-establish the status of the earth science subjects including enhancing the career connection of the earth science electives. Follow-up studies are necessary to elaborate and publicize the titles and core concepts of Earth science electives.

• Journal of the Korean earth science society
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• v.43 no.5
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• pp.647-658
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• 2022

The purpose of this study is to analyze students' learning characteristics regarding spatial ability, orienteering ability and earth science content learning ability and their relationship through development and application of earth science activities using orienteering. The programme aims to improve students' spatial ability using orienteering activity which requires spatial ability. Topics in the programme included map, compass, contour, movement of celestial, and constellation application. Students were to orienteer in the field using the method they learned in class. This programme was applied to five 7th graders. The results are, first, students who have positive attitude toward science and do well at school tended to perceive their orienteering ability high. Second, all parts of spatial ability, spatial visualization, spatial orientation, spatial relation were used during orienteering, especially spatial visualization and spatial orientation. The relationship between spatial ability, orienteering ability, and earth science content learning abilities was not clear. However, orienteering ability and earth science content learning ability were in similar tendency.