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

• 한국지구과학회:학술대회논문집
• /
• 2006.02a
• /
• pp.100-100
• /
• 2006

• Proceedings of the Korean Society of Soil and Groundwater Environment Conference
• /
• 2005.10a
• /
• pp.93-94
• /
• 2005

• Journal of the Korean earth science society
• /
• v.30 no.1
• /
• pp.96-110
• /
• 2009

The ESE (Earth Systems Education) teaching module was developed to teach an "Earth and Star" unit for the 8th grade (aged 14) students. The planet remodeling activity was developed as a sub-ESE teaching module. The main point of this activity was that students were supposed to remodel planets for life to live on. The purpose of this study was to visualize students' thought and to interpret their understandings through their drawings and writings. A framework of analysis with four categories was designed and applied to analyze students' cognitive structure. In order to explore students' cognitive contents, the analyzing factors were classified into two domains: subsystems of the earth systems and use of science & technology. Results revealed via the planet remodeling activity that students' cognitive characteristics were impacted by ESE activities such as Earth literacy.

• Journal of the Korean earth science society
• /
• v.29 no.2
• /
• pp.175-188
• /
• 2008

The purposes of this study were to develop an Earth systems-based earth science module and to investigate the effects of field application. The module was applied to two classrooms of a total of 76 second-year high schoolers, in order to investigate the effectiveness of the developed module. Data was collected from observations in earth science classrooms, interviews, and questionnaires. The findings were as follows. First, the Earth systems-based earth science module was designed to be associated with the aims of the national Earth Science Curriculum and to improve students' Earth science literacy. The module was composed of two sections for a total of seven instructional hours for high schoolers. The former sections included the understanding of the Earth system through the understanding of each individual component of the system, its characteristics, properties and structure. The latter section of the module, consisting of 4 instructional hours, dealt with earth environmental problems, the understanding of subsystems changing through natural processes and cycles, and human interactions and their effects upon Earth systems. Second, the module was helpful in learning about the importance of understanding the interactions between water, rock, air, and life when it comes to understanding the Earth system, its components, characteristics, and properties. The Earth systems-based earth science module is a valuable and helpful instructional material which can enhance students' understanding of Earth systems and earth science literacy.

• Proceedings of the KIEE Conference
• /
• 2001.11b
• /
• pp.344-346
• /
• 2001

The sharing of common corridors by electric power transmission lines and pipelines is becoming more common place. However, such corridor sharing can result in undesired coupling of electromagnetic energy from the power lines to the near facilities. During a fault on any of the transmission lines, energization of the earth by supporting structures near the fault can result in large voltages appearing locally between the earth and the steel wall of any nearby pipeline. This paper presents the outline of the tower footings for the transmission lines having been used in KEPCO and analyzes the earth resistance for operation method of the tower footing, that is contact presence for the anchor and reinforcing rob of the tower and foundation presence of the underground wiring.

• Journal of the Korean earth science society
• /
• v.25 no.8
• /
• pp.684-696
• /
• 2004

Using six preservice teachers as subjects, this was purpose to research about concepts in understanding carbon cycle, which of concepts were related to the conception of the system, and finally whether or not the systems thinking was sufficiently around carbon cycle. To achieve this study purpose , an instrument related to carbon cycle was developed and administered to the six teachers. The study found that a total of 42 conceptions within the system were concepts related to carbon cycle. The consisted of 15 conceptions in atmosphere, 11 in atmosphere 9 in hydrosphere, and 7 in lithosphere. In aspect of applying the system thinking, 4 subjects who couldn't compose the feedback loop in their causal map failed to apply this type of thinking. The other two who applied systems thinking had 2 and 1 feedback loop each, in their causal maps. But, one of the feedback loop from the subject who made two was based on unscientific reasoning. As a result, the subjects had lower understanding of concepts related to carbon cycle in lithosphere than in atmosphere, atmosphere, and hydrosphere. Futhermore, the subjects' application of the earth systems thinking on carbon was at a low standard.

• Proceedings of the KSRS Conference
• /
• 2007.10a
• /
• pp.397-400
• /
• 2007

For mapping the distribution of heavy metals in the mining area, field spectroscopy and hyperspectral remote sensing were used in this study. Although heavy metals are spectrally featureless from the visible to the short wave infrared range, possible variations in spectral signal due to heavy metals bound onto minerals can be explained with the metal binding reaction onto the mineral surface. Variations in the spectral absorption shapes of lattice OH and oxygen on the mineral surface due to the combination of heavy metals were surveyed over the range from 420 to 2400 nm. Spectral parameters such as peak ratio and peak area were derived and statistically linked to metal concentration levels in the streambed samples collected from the dry stream channels. The spatial relationships between spectral parameters and concentrations of heavy metals were yielded as well. Based on the observation at a ground level for the relationship between spectral signal and metal concentration levels, the spectral parameters were classified in a hyperspectral image and the spatial distribution patterns of classified pixels were compared with the product of analysis at the ground level. The degree of similarity between ground dataset and image dataset was statistically validated. These techniques are expected to support assessment of dispersion of heavy metal contamination and decision on optimal sampling point.

• Proceedings of the International Union of Geodesy And Geophysics Korea Journal of Geophysical Research Conference
• /
• 2003.05a
• /
• pp.14-14
• /
• 2003

SAR (Synthetic Aperture Radar) is an imaging radar which can scan and image Earth System targets without solar illumination. Most Earth observation Shh systems operate in X-, C-, S-, L-, and P-band frequencies, where the shortest wavelength is approximately 1.5 cm. This means that most opaque objects in the SAR signal path become transparent and SAR systems can image the planetary surface targets without sunlight and through rain, snow and/or even volcanic ash clouds. Most conventional SAR systems in operation, including the Canada's RADARSAT-1, operate in one frequency and in one polarization. This has resulted in black and with images, with which we are familiar now. However, with the launching of ENVTSAT on March 1 2002, the ASAR system onboard the ENVISAT can image Earth's surface targets with selected polarimetric signals, HH+VV, HH+VH, and VV+HV. In 2004, Canadian Space Agency will launch RADARSAT-II, which is C-band, fully polarimetric HH+VV+VH+HV. Almost same time, the NASDA of Japan will launch ALOS (Advanced land Observation Satellite) which will carry L-band PALSAR system, which is again fully polarimetric. This means that we will have at least three fully polarimetric space-borne SAR system fur civilian operation in less than one year. Are we then ready for this new all weather Earth Observation technology\ulcorner Actual imaging process of a fully polarimetric SAR system is not easy to explain. But, most Earth system scientists, including geologists, are familiar with polarization microscopes and other polarization effects in nature. The spatial resolution of the new generation of SAR systems have also been steadily increased, almost to the limit of highest optical resolution. In this talk some new applications how they are used for Earth system observation purpose.

• Journal of Korean Elementary Science Education
• /
• v.27 no.4
• /
• pp.319-327
• /
• 2008

The goal of this study is to examine the perceptions of pre-service teachers that directly affect the concepts and ways of the consideration of Earth systems by students studying the water cycle. A concept sketch method was applied to a survey involving 131 pre-service teachers. The survey was designed to analyze the perception of subordinate concepts of Earth systems from the applied components of the water cycle process and to code the applied concepts with components of the water cycle to the subordinate concepts of Earth systems that were the Hydrosphere, the Atmosphere, the Geosphere, and the Biosphere. The survey was designed to examine the perception of the water cycle from the perspective of Earth systems. The recognition by pre-service students was largely confined to components of the atmosphere and the hydrosphere. With regard to the water cycle process, all subjects surveyed recognized precipitation, and most of those expressed recognition of evaporation and condensation. Many of them recognized the surface flow, while they scarcely expressed knowledge of the underground flow.