• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Journal of the Korean earth science society
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• v.32 no.7
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• pp.798-808
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• 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
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• v.41 no.4
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• pp.415-434
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• 2020

The purpose of this study was to explore if, what kinds of, how much computational thinking (CT after this) practices could be included in STEAM programs, and what kinds of CT practices could be improved to make STEAM revitalized. The CT analyzing tool with operational definitions and its examples in science education was modified and employed for 5 science-focused and 5 engineering-focused STEAM programs. There was no discerning pattern of CT practices uses between science and engineering STEAM programs but CT practices were displayed depending on their topics. The patterns of CT practices uses from each STEAM program could be used to describe what CT practices were more explored, weakly exposed, or missing. On the basis of these prescription of CT practices from each STEAM program, the researchers could develop the weakly exposed or missing CT practices to be improved for the rich experience in CT practices during STEAM programs.

• Journal of the Korean earth science society
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• v.30 no.1
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• pp.96-110
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• 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
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• v.30 no.1
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• pp.10-18
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• 2009

Two fruit fossils of Albizia miokalkora were collected from the Miocene Duho Formation of Yeonil Group in the northern Pohang Beach and Changpodong, Gyeongsangbug-do, Korea. The legume is flat and long and has 7 rounded seeds. Although the legume fossils are preserved as impression, they show their whole shape well. It is considered that the fossil Albizia might have flourished in a warm temperate climate in East Asia. This discovery is the second record of Albizia from the Neogene of Korea.

• Journal of the Korean earth science society
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• v.42 no.4
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• pp.470-475
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• 2021

This study aimed to explore alignments among three curricula based on the contents of the university level curriculum. The 2015 revised curriculum, International Baccalaureate(IB), and Next Generation Science Standards(NGSS) were selected for this study, and a college textbook was analyzed to compare the curricula. As the age groups studying the curricular were different, we reorganized them according to school ages prior to conducting the study. The results of the analysis were: first, the contents of the 2015 revised curriculum did not sufficiently elaborate on the natural hazards related to humans, unlike the university level, IB PYP, and NGSS curricula. Third, there are different ways of introducing scientific vocabulary curricula, meaning that the number of scientific vocabularies in the 2015 revised curriculum was less than that in the IB, PYP, and NGSS.

• Journal of the Korean earth science society
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• v.40 no.6
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• pp.561-571
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• 2019

To understand the genesis of tropical cyclones (TC), we computed TC genesis probability (GPr) by partitioning a highly localized genesis frequency (GFq) into nearby grid boxes in proportion to the spatial coherence of genesis potential index (GPI). From the analysis of TCs simulated by the Seoul National University Atmosphere Model Version 0 and the observed TCs, it was shown that GPr reasonably converges to GFq when averaged over a long-term period in a decent grid size, supporting its validity as a proxy representing a true TC GPr. The composite anomalies of the gridded GPr in association with the Asia summer monsoon, El Nino-Southern Oscillation (ENSO), and the Madden-Julian Oscillation (MJO) are much less noisy than those of GFq, and consequently are better interpretable. In summary, GPr converges to GFq, varies more smoothly than GFq, represents the spatiotemporal variations of GFq better than GPI, and depicts GFq with greater spatial details than other spatially smoothed GFqs.

• Journal of the Korean earth science society
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• v.29 no.4
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• pp.363-371
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• 2008

The purposes of this study were to analyze the level of Earth science vocabularies in the 10th grade textbooks with the Science Word Analysis (SWA) program and to investigate the vocabularies selected by the 10th grade students as difficult ones. For this purpose, we extracted the Earth science vocabularies from eleven textbooks, and classified into scientific and non-scientific vocabularies with the SWA program based on the standard Korean language dictionary. In addition, we investigated the difficulty of each vocabulary by surveying five hundred sixty students with a questionnaire. Results showed that the frequency of the scientific vocabularies that were beyond the designated level was the largest among any other levels in all textbooks. Most of the vocabularies selected by students as difficult ones to understand were classified into out of the level. From these results, it were suggested that the students' cognitive level should be considered when developing science textbooks and difficult vocabularies should be replaced with easy ones without a change of meaning.

• Journal of the Korean earth science society
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• v.39 no.1
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• pp.67-88
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• 2018

The important PH (paleontological heritages) with scientific, educational and esthetic values designated as natural monuments and protected by legislations of South and North Koreas are herein compared for the first time. On the basis of data (Jan. 2017) provided by the Cultural Heritage Administration of (South) Korea, a total of 457 natural monuments was designated. Of these, geological heritages are 80 in number, which includes 24 (30%) PH. Data (Dec. 2005) of North Korea show that a total of 474 natural monuments was designated. Among these, geological and geographical ones are 154 in number, which includes 22 (14%) PH. Differences between PH of South and North Koreas are regarded to be directly related with geological difference in distribution of the fossil-bearing strata between South and North Koreas. PH of Silurian corals, Devonian plants, Jurassic fishes, Cretaceous dinosaur tracks, birds (so called Korean Archaeopteryx) and pterosaurs, and Pleistocene paleoanthropological fossils appear to be scientifically significant. Together with these North Korean PH, scientific, esthetic, conservational, educational, and economical values of important PH including KCDC (Korean Cretaceous Dinosaur Coast), Jigunsan Shale, and Geumgwangdong Shale of South Korea should be evaluated as potential future candidates for international heritages.

• Journal of the Korean earth science society
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• v.32 no.5
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• pp.437-452
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• 2011

The Steptoean Positive Carbon Isotope Excursion (SPICE) is found in the Machari Formation which was interpreted to have been deposited on the middle to outer carbonate ramp environment. The Machari Formation is the Middle to Late Cambrian in age and distributed in the Yeongweol area, Gangweon Province, Korea. The SPICE event in the Machari Formation begins with the first appearance datum of trilobite Glyptagnostus reticulatus and ends with the first appearance of datum of trilobite Irvingella. The SPICE is found in approximately 120 m thick sequence and ${\delta}^{13}C$ values in the SPICE interval range from 0.6 to 4.4‰. The SPICE in the Machari Formation is interpreted to be caused by burial of organic matter in the sea floor and subsequent increase of $^{13}C$ isotope of the Late Cambrian ocean. The SPICE interval in the Machari Formation corresponds to the highstand to transgressive systems tracts.