• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.193-205
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• 2015

In this study, a Virtual geological Field Trip(VFT) learning program using 3D panorama virtual reality techniques was developed to learn about the Gongju city 7 area located in Chungcheongnam-do, Korea. The developed $360^{\circ}$ 3D VFT 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, enlarged images, pop-up windows, etc.. The program was 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 90% or more. When geological field trip problems like cost, safety, distance occur in geological learning procedure of middle school science, this VFT program can become as a supplementary learning material and a solution.

• Journal of the Korean earth science society
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• v.28 no.6
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• pp.686-698
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• 2007

The purpose of this study was to investigate the perceptions and practices of secondary science teachers who participated in an Earth science teachers' research roup about teaching geologic field trips. Four Earth science teachers participated in this study. Data included field trip observations, semi-structured interviews with teachers and students, and analysis of instructional materials and students' reports from the field trip. Field trip observations and interviews were video- and audio-taped and transcribed. Results indicated that teacher participants focused more on aesthetic objectives for geologic field trip. The participants' instruction tended to show rather teacher-centered explanation due to limited time at each field site though various teaching strategies were used at times to engage students in a scientific inquiry. This group of teachers strived to develop their professional ability to guide geologic field trip by working with a small study group with colleagues, participating geologic field trips, and enrolling graduate programs.

• Journal of Korean Elementary Science Education
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• v.29 no.4
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• pp.484-495
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• 2010

The purpose of this study was to investigate changes in geological contents knowledge and self-confidence before and after the geological field trips. Fifty seven undergraduate students at a national university of education participated in this study. The questionnaires were developed by the researcher to serve the purpose. Findings were as follows. First, before and after the geological field trip, there was no significant difference in changes of geological content knowledge (p<.05). However, participants' self-confidence about the geological field trip changed significantly (p<.01). Second, there were no significant differences in changes of both variables in terms of gender (p<.05). And in this study, participants were grouped into two: science track that selected science areas and non-science track with social study selected in the college scholastic ability test. There were also no significant differences in changes of geological contents knowledge and self-confidence in terms of science or non-science track (p<.05). Third, in terms of the geological content knowledge, 24 pre-service teachers showed an increase, 12 students unchanged, and the 21 participants decreased. In contrast, per participants' self-confidence about the geological field trip, fifty three students indicated an increase with only one participant unchanged, and three preservice teachers decreased on the score. Finally, after the geological field trip, participants' comments indicated that they could feel the mystery of nature with the mind of a great experience. As a result, data showed that pre-service teachers became interested in geology, and motivated more in learning geological area than ever.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.1
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• pp.1-14
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• 2020

The goal of this study is to develop a hands-on type polar field trip program to inform the importance of the recent polar research and to contribute to the spread of polar science culture. For this purpose, the direction of program development and field trip course were established based on the current Korea Polar Research Institute tour program and research exhibition facilities analysis. Based on this, a total of 6 types field trip programs were developed, including one basic tour program and one optional experience program for the overall introduction of polar research institutes and polar science fields, and four optional experience programs for each education participant that enables field trips and professional experiential learning activities by polar science field. The developed program was revised and supplemented through a total of two trials, and a field trip program manual was produced, including guidance scripts, experience kits, activity sites, and instructor guides for each field trip. At the end, a follow-up study was proposed based on the significance and research results of the developed program.

• Journal of Science Education
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• v.46 no.1
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• pp.53-65
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• 2022

In the application and composition of learning content, the field trip learning of scientific inquiry could provide a positive effect. Also, it can arouse an experience of various inquiry activities through open thinking. In addition, it could take a positive effect by providing the diversity and specificity of wildlife experience for the living organism. The biology inquiry program of the field trip is a necessary process to acquire ecological experiences in the learning context. However, there is some problem to solve before the performance of field trip learning as professional knowledge of the outdoors inquiry. Therefore, this study developed a field trip inquiry program for the plant in a coastal dune using artificial intelligence to assist professional knowledge. The researcher carried out literature reviews and analysis related to studies and programs to investigate learning steps, content, and strategy. Also, this study investigated the effects of the program on the affective domain of gifted elementary science students. According to the results of this study, the program can provide a positive effect on motivation, task commitment, and attitude level. Consequently, the field trip learning program for plant in the coastal dune using artificial intelligence developed in this study can arouse a positive effect on the affective domain. Therefore, additional study is necessary related to inquiry programs of the field trip for various students and sites.

• Journal of Gifted/Talented Education
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• v.23 no.6
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• pp.881-898
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• 2013

The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students' inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.

• Journal of the Korean earth science society
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• v.38 no.4
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• pp.303-320
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• 2017

Purpose of this study is understanding of group modeling process focusing on constraints with geological field trip applied on social-construction of scientific model. This study was carried out on 12 students of 3 groups who participate in the study 'S' gifted education center. Students were conducted to theme of 'How was formation of Mt. Gwanak?' on 2 field trip classes and 3 modeling classes. Semi-structured interviews, all discourse of field trip and modeling classes, records of personal and group activity were analyzed to constraints based on theoretical background proposed by Nersessian (2008). Results as follows. First, sources of constraints are scientific knowledge, contents observed by students during field trips and additional materials things to be explained by model during modeling class with geological field trip applied on social-construction of scientific model. Second, there are 3 types of constraints to affect making group modeling. It is that shared constraint which used commonly by all the group members. It called selected constraint that used during the initial modeling and later were reflected on for use in the group modeling. And it is that generated constraints, which were not in the initial modeling but were used later in the group modeling. This study suggests that not only the constraints can help to understand of making group model through how they used but also show that example of learning with geological field trip on social-construction of scientific model to contribute school science.

• Journal of Gifted/Talented Education
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• v.19 no.1
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• pp.1-23
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• 2009

Science field trip is a comprehensive learning activity in which students can solve problems by themselves, whose importance is emphasized in learning for the gifted. But because not much study has been done yet on this, and convergent activities such as solving too many problems or requesting given answers have generally been done, it has been criticized for not being enough to develop the abilities of gifted Students. Therefore, this study attempted to analyze the activity process of the gifted through field trip to which open inquiry is adapted so that the demands of the gifted can be met, and the abilities of the gifted can be brought out. The study focused on 18 gifted elementary science students at Institute of Science Gifted Education, Cheongju National University of Education, and in the field trip process of the students, analyzed the types of establishment of inquiry problems and inquiry process, and the behavioral characteristics of gifted science students shown during field trip activity through field trip proceedings, transcript contents, poster materials, questionnaires, etc. As a result, more inquiry problems were established after than before inquiry, and the level of inquiry problems was also higher after inquiry. The solution process for inquiry problems of the gifted science students were done in the following order: planning, inquiring, follow-up inquiring and consolidating. But it proceeded to open inquiry process, the next stage being decided according to circumstances. Also, in the inquiry that the students did, diverse factors were revealed such as basic and integrative inquiries, and especially, the students were competent in analyzing the results after transforming and interpreting them. And the analysis of the interaction among the students showed many behavioral traits of talented science students.

• Journal of Korean Elementary Science Education
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• v.24 no.4
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• pp.337-344
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• 2005

The purpose of this study is to analyze field trip activities in the elementary school science textbook developed under the 7th national curriculum. The results indicated there was an average of 4.25 field trip activities each semester presented in the textbook from the 3rd to 6th grade, mostly related to earth science and biology. The places for field trips were limited to in-school environment and natural sites in communities, and mostly purported to gain understanding of rudimentary concepts. Field trip activities were intended to facilitate science knowledge and understanding in order to integrate with the textbook content rather than offering students simple one-time activities. Most activities in the textbook guided students step by step. The starting or follow-up activities in the fields trips and reminder for cautions were not clearly presented. In order for the field trips to integrate with the content of the curriculum in the text book, they have to be presented in the textbook systematically. It is also imperative to find out various fold trip places related to the content in the curriculum, develop efficient activities dealing with science at the appropriate level for students and increasing interests in science and its teaming.

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.116-125
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• 1995

This study is to consider hypotheses with integral view on the respect of creative thinking. Subjects of this study are Korean students in the 5th grade who participated in the Field Trip Contest of the second Korean Youth Science Festival, an openended inquiry investigation. Objectives of this study are as follows: 1) to measure the inquiry level of the Field Trip Contest activity 2) to find how many hypotheses were made on different types in the inquiry investigation 3) to measure the quality level of hypotheses made in the scientific inquiry investigation 4) to find out the correlation between the 1st and 2nd hypotheses and the final activity score in the two staged scientific investigation In the consequence of it, inquiry level of the Field Trip Contest was very high with good activity topics and openended way of investigation. Hypotheses were made in the prediction, plan, and conclusion parts in the field trip activity report. They used hypothesis-as-prediction typed statements(3.41/team) more than hypothesis-as-explanation(1.28/team) and descriptive hypothesis(0.03/team) types. Content-related hypothesis(5.03/team) and process-related hypothesis(6.16/team) were usually coupled each other. Most of them had difficulties in hypothesis-from-evidence(0.31/team, 10/32 teams) in the comparison of hypothesis-from-simple conjecture(10.62/team). The quality level of content-related hypotheses(0.74point/statement) and process-related hypotheses(1.98point/statement) were very low by the hypothesis-quality scale(Quinn and George, 1975) for the content-related hypotheses and the process-related hypothesis quality scale developed in this study. There was considerable correlation between the activity score and the 1st and 2nd hypothesis in the 2 staged inquiry investigations with the 2nd and 3rd topics($0.41{\ast}$, $0.59{\ast}{\ast}$ repectively).