• Journal of the Korean earth science society
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• v.33 no.7
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• pp.658-671
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• 2012

This study is to develop teaching materials for the geological fieldwork of Jeokbyeokgang area located in the national park of the Byeonsan-bando National Park, Buangun, Jeonbuk, Korea. The developed teaching materials are used in middle school science to effectively teach the fieldwork of the area. The sedimentary succession of Jeokbyeokgang area in the Cretaceous age, Mesozoic, represents the large-scale and distinctive sedimentary structures on sea cliffs, which are worth developing as teaching materials for the earth science fieldwork. The area of Jeokbyeokgang also comprises various geological structures related to the advanced learning programs as well as those within the curriculum of earth science in middle school level. A five-step fieldwork model was applied to 20 students in middle school earth science. This study quantitatively analyzed students' responses to the process of the fieldwork activity. Results indicated that the fieldwork activity using the developed teaching materials was effective in helping the students to improve their self-directed learning and practical understanding of earth science.

• Plant Journal
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• v.9 no.2
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• pp.42-45
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• 2013

The worldwide issue of greenhouse gas reduction has recently drawn great attention to carbon capture and storage(CCS). In this study, we developed a 10,000 ton/year pilot injection plant for geological storage of carbon dioxide. Major components of the pilot plant include a pressure pump, a booster pump, and an inline heater to bring liquid carbon dioxide into its supercritical state. The test results show that the pilot plant readily achieves the injection pressure and temperature, showing satisfactory control performance. The overall power consumption is 2,000 ~ 2,500 W, more than 75% of which consumed by the pressure pump. This study will facilitate varied research on greenhouse gas reduction as the only domestically developed system for geological injection.

• Nuclear Engineering and Technology
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• v.50 no.8
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• pp.1349-1354
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• 2018

Inductively Coupled Plasma Atomic Emission Spectroscopy (ICP-AES) is widely used for the determination of trace elements in geological samples in Iran. In this paper, we have calculated the detection limits of neutron activation analysis (NAA) for some of the common elements in such samples utilizing the ORIGEN and MCNP codes and verified the simulations using the experimental results of three soil standard reference materials, namely, G02.SRM, G18.SRM, and G28.SRM. The results show that while the detection limit of ICP-AES method is usually in the mg/kg range, it is represented to the ${\mu}g/kg$ range for most of the elements of interest using the NAA method, and the simulations can be verified in a tolerance range of 20%.

• Analytical Science and Technology
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• v.33 no.6
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• pp.245-251
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• 2020

Lead (Pb) has been shown to be a useful tracer of contamination sources and geochemical processes such as age dating and crustal evolution. These studies require a chromatographic technique for Pb separation from geological samples. This paper presents a comparison study on the effect of eluent concentration between 6M HCl and 8M HCl on the separation of Pb from Pb resin. The results showed that the separation of Pb using 6M HCl as the eluent was not effective compared to the separation using 8M HCl. To verify this method, we measured the Pb isotopic compositions of the Pb isotopic standard (NIST NBS981) and geological reference materials (BCR-2, GSP-2, and JG-1a) using a thermal ionization mass spectrometer (TIMS). The results correspond well with the reported values within the error range, implying that this method can be useful.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.747-761
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• 2007

This study is to develop teaching aids and materials for geological fieldwork and to maximize their effects in educating high school students in Korea. The site of geological fieldwork, Kyokpo Chaeseokgang area, is located in Byunsan national park in Jeonbuk Province. The sedimentary succession of Chaeseokgang developed in the era of Cretaceous shows large-scale and distinct sedimentary structures on sea cliffs. In this study, teaching aids and materials of earth science for secondary-level students were developed based on the sedimentary structures of Chaeseokgang. A 5-step teaching model of earth science fieldwork was applied to a group of 13 students, who had been involved in clubs related to earth science in a science high school, using teaching aids and materials developed in this study. The teaching aids and fieldwork-related materials were also presented to a group of 37 students, who did not take fieldwork or fieldwork-related classes during the period of the study. The results of this study showed that the use of fieldwork-related aids and materials was effective in helping the students in both groups improve their self-directed teaming and practical understanding of earth science.

• Journal of Korean Society of Environmental Engineers
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• v.32 no.11
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• pp.1017-1023
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• 2010

This study investigated the effect of surfactants (nonionic surfactant (Tween 20), biosurfactant) on enhancing transport of bacteria (Bacillus subtilis ATCC 6633) in geological materials. Column experiments were performed under various surfactant conditions with columns packed with quartz sand (particle size distribution: 0.5~2.0 mm, mean diameter: 1.0 mm). Bacterial mass recovery, sticking efficiency, and other parameters were quantified from breakthrough curves. Results indicate that bacterial attachment to sand surfaces increased considerably in the presence of mineral salt medium (MSM), especially at the inlet, which was due to the increase of ionic strength by MSM. It was observed that bacterial transport in sand columns was enhanced in the presence of surfactant. Results also show that simultaneous injection of both surfactant and MSM or pre-injection of surfactant was more effective in bacterial transport enhancement than after-injection of surfactant. This study suggests that transport of bacteria in geological materials could be influenced by surfactants and their injection methods.

• Journal of the Korean earth science society
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• v.35 no.3
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• pp.180-191
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• 2014

In this study, a geological field trip learning program using 3 Dpanorama virtual reality (PVR) techniques is developed to learn about the Chaeseokgang area located in a national park near Byeonsan-bando, Jeonbuk, Korea. The developed $360^{\circ}{\times}180^{\circ}$ PVR program can show every face of observational points and interact as zoom-in, zoom-out and image rotation. For the educational effects of the materials, it is provided with a compass, a protractor for measuring the dip of strata and observation of specimen of observational points. It also assists students to learn by providing enlarged images, pop-up windows, and expert explanation main observational points. The program is applied to the class of 35 gifted students in middle school to investigate the effectiveness of the program. The results showed that positive responses of the students were 85% or more. It is suggests that this program be used as indirect situated learning material and a solution to geological field trip problems like cost, safety, distance, and so on geological learning of middle school science.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.171-191
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• 2022

The purpose of this study is to explore inductively learning effects of virtual field trips(VFTs) programs developed by elementary school students under the theme of minerals and rocks, focusing on learning in virtual geological components. Ten students attending 'H' elementary school in the metropolitan area voluntarily participated. In order to develop a virtual field trips programs, pre-actual outdoor geological field trips were conducted and virtual field trips programs were developed. In this process, written data of students observing, all video recording and voice recording materials of the course in which students participated, VR development data, and post-interview data were collected. Data were inductively analyzed focusing on four areas(cognitive, psychological, geography, and technical components) of learning in virtual geological field trips. As a result, there were positive learning effects for students in four areas. This study revealed that the study participants were not just participants in virtual learning, but rather developed classes for virtual field trips programs, which had significant results in terms of authentic inquiry.

• Journal of the Korean earth science society
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• v.21 no.5
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• pp.635-646
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• 2000

Geological achievements of the 20th century revolutionized our views about geological understanding and concept. A good example is the concept of continental drift suggested early in the 20th century and later explained in terms of seafloor spreading and plate tectonics. Our understanding of the compositions of materials forming earth has also improved during the20th century. Radio and stable isotopes together with biostratigraphy and sequence stratigraphy allow us to interpret the evolution of sedimentary basins in terms of plate movement and sedimentation processes. The Deep Sea Drilling Project initiated in 1960s and continued as the Ocean Drilling Project in 1980s is one of the most successful international research observations, and new developments in computational techniques have provided a wholly new view about the interior of the earth. Most of the geological features and phenomena observed in deep sea and around continental margins are now explained in terms of global tectonic processes such as superplumes flowing up from the interior of our planet and interacting with such as Rodinia Pannotia and Nena back in the Precambrian time. The space explorations which began in the late 1950s opened up a new path to astrogeology, astrobiology, and astropaleontology. The impact theory rooted in the discovery of iridium and associated phenomena in 1980s revived Cuvier's catastrophism as a possible explanation for the extinctions of biotas found in the geological record of this planet. Due to the geological achievements made in the 20th century, we now have a better understanding of geologic times and processes that were too long to be grasped by human records.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.319-327
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• 2023

This study involved 22 students in one class of 4th year science intensive course at B College of Education. We investigated the changes in the acquisition of knowledge in the field of geology and the perception of geological exploration among pre-service teachers. For this study, a period of four weeks was designated for a semester to a geological field trip. For the geological exploration, the Geoparks of City B (Geumjeongsan Mountain, Amnam Park, Igidae, Dusong Peninsula, Jangsan, Taejongdae, and Hwangnyeongsan Mountain) were designated. The concept of geology and rocks has been extracted from the concepts that can be found in the Geopark. The composition of the group was composed of one group of four members autonomously. The other two of the pre-service teachers joined a group of friends with whom they had an affinity. After the geological field trip, the materials were organized by group and PPT presentations were made during the lecture time where all the members could listen. The extent to which the pre-service teachers acquired the concepts of geology and rocks after conducting the geological field trip was interpreted as the result of pre- and post-statistical processing. In addition, we interpreted what kind of perception the pre-service teachers had after the geological field trip as a result of the statistical processing before and after. Based on the results of the study, the following conclusions were drawn: First, it was effective for the pre-service teachers to acquire the concepts of strata and rocks after the geological field trip. The reason for this is that the experience of the pre-service teachers in conducting geological field trips has changed their perception of geological field trips. In addition, it is interpreted that these results were obtained because the pre-service teachers had a high level of interest in geology and rocks. Second, the pre-service teachers were able to gain confidence after the geological field trip. This reason is interpreted as the fact that they were able to gain confidence in geological exploration by exploring and experiencing the sites of the Geopark for each group.