• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• Journal of The Korean Association For Science Education
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• v.41 no.6
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• pp.441-454
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• 2021

In this study, we propose the composition of contents on the area of astronomy for high school Earth Science elective courses for the 2022 revised curriculum based on high school students' perceptions of changes in Earth Science core concepts over the curriculum revisions, and analysis of learning elements in the area of astronomy for domestic and foreign Earth Science curriculum. Four Earth Science education experts compared and analyzed the astronomy contents presented in Korea, the US, British Columbia (BC) in Canada, Japan, and the International Baccalaureate Diploma Program (IBDP) curriculum. According to the survey results, high school students who answered that they were most interested in the core concepts of astronomy expressed a lot of regret that the contents related to astronomical observation were eliminated from the 2015 revised curriculum. As a result of comparing domestic and foreign curriculum, Korea and IBDP curriculum dealt with the largest amount of learning elements in astronomy. In the case of BC in Canada and IBDP, astronomy was offered as an independent subject, and the curriculums of Japan and Korea dealt with astronomy in the Earth Science subject. According to the results, it is necessary to develop general elective courses in Earth Science with astronomy-related contents with high discriminating power in order to strengthen astronomy education. Since astronomy requires background knowledge from various disciplines and inter-disciplinary learning was required, it is necessary to organize the career-related elective courses in Earth Science so that astronomy can be dealt with according to the knowledge structure of general Astronomy. Based on the research results, ways to organize astronomy contents for Earth Science elective courses were suggested.

• Journal for History of Mathematics
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• v.36 no.2
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• pp.21-34
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• 2023

Spherical trigonometry refers to the geometry related to spherical triangles. It has been an important tool for studying astronomy since ancient times. In trigonometry, concepts such as trigonometric functions naturally emerge from the relationship between arcs and chords of a circle. In this paper, we briefly examine the origin of spherical trigonometry. To introduce the basics of spherical trigonometry, we present fundamental and important theorems such as Menelaus's theorem, the law of sines and the law of cosines on a sphere, along with their proofs. Furthermore, we discuss the educational value and potential applications of spherical trigonometry.

• Journal of the Korean Society of Earth Science Education
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• v.1 no.1
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• pp.52-62
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• 2008

The purpose of this study is to find out learning content for astronomical observation that could perform astronomical programs regardless of weather conditions as a case for the present conditions of astronomical observation and the methods of new education for astronomical observation, and to suggest the methods of synchronized multiple astronomical observation and actual cases using the Internet network. The results are as follows. First, the method of galaxy-oriented astronomical education helped those attempting to approach astronomy academically for the first time grasp useful concepts as to the astronomical space, and let them look at the space in an objective sense, which was effective in forming cosmic structure and concepts. Second, the administration curriculum of astronomical observation team was related to data that systematically contained annual astronomical education concerning the operation of astronomical observation teams; thus, they could be suggested as beneficial teaching materials to the teachers who wanted to organize a school club meeting. Third, it has been noted that the level of students' satisfaction in p2d program and MSO program was very high, and they turned out to be effective learning methods that could be implemented even in times of rain when it would not be possible to conduct astronomical observation activities.

• Journal of the Korean earth science society
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• v.21 no.1
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• pp.1-12
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• 2000

The earth science curriculum and textbooks of the secondary school in South Korea and North Korea were analysed comparatively with the modified TIMSS curriculum frameworks. In the secondary school of North Korea, earth science is not provided with separate subject, but partly taught in geography. Geography is taught by two hour per week in the first to fifth grade of secondary school. Especially the first and the fifth grade geography are deeply related to earth science. The major aim of earth science education in South Korea is to develop creative problem solver having with interest and curiosity in searching natural phenomena and with basic science concepts and inquiry process skills. But on the other hand the aim of geography education of North Korea is to cultivate communist revolutionists who are faithful to IL-Sung Kim and Jung-IL Kim. In both Koreas the category of 'earth feature' and 'earth process' are dealt a lot, but 'earth in the universe' is rarely taught in North Korea, which suggests that separate subject of astronomy is instructed in the North. Generally the scope and sequence of earth science of North Korea comes under those of middle school of South Korea. Especially discrepancy in level of meteorology and astronomy area between North and South Korea is great.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.480-497
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• 2021

This study intends to explore the content and organization characteristics of elementary school science textbooks in the astronomical domain from the perspective of understanding the astronomical spatial concept. This study analyzed the relevant unit of the achievement criteria in the 2015 revised science curriculum for the 'space' domain in elementary school science textbooks in comparison with that in secondary school textbooks according to the spatial concept analysis criteria by texts, illustrations, and inquiry activities. As a result, elementary school science textbooks were found to be organized around phenomena rather than concepts, targeting observable celestial bodies linked to real life in order to optimize the amount of learning content. However, the learning contents of astronomical observation related to observation and phenomena-centered real life should stimulate the curiosity and imagination of elementary school students and encourage their intellectual participation. Students need to be supported for understanding of the spatial concept to find an answer to the question of 'why'. The content organization for core concepts should be organized around the transferable spatial concept rather than simply focusing on presenting results by accurately describing the phenomena observed by students through scientific practice in order for students to answer various questions that arise in the course of scientific practice.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.213-223
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• 2022

The purpose of this study is to identify the types of essential inquiry activities presented in elementary science textbooks for grades 5-6, and to find out what difficulties teachers have in the actual teaching process. To this end, the essential research activities presented in the textbook were analyzed into six types: experimentation/observation, investigation/discussion and presentation, data interpretation, discussion/discussion, simulation activity, and expression. In addition, 108 elementary school teachers were investigated for the suitability of inquiry activity achievement standards, suitability at the student's level, student interest, and difficulty in teaching instruction. To summarize the research results, the most frequently suggested type was the experiment/observation type, followed by simulation activity type and data interpretation type. It was analyzed that there was no discussion/discussion type in the 5th grade textbooks, and the 6th graders did not present research activities that correspond to the research/discussion/presentation type and the expression type in the textbook. In the results of teachers' responses to the suitability of achievement standards for inquiry activities presented in textbooks and the suitability of the student's level, 5th graders showed lower average scores than 6th graders, and showed similar average scores in student interest and instructional difficulty. Also, it was confirmed that improvement was required for a total of 17 inquiry activities. Specifically, teachers responded that they had difficulty in guiding inquiry activities when the experimental results did not appear as intended in the textbook, when students' interest in inquiry activities was low, and when students and teachers had low understanding of related science concepts. Teachers pointed out practical problems such as difficulties in long-term observation in astronomy-related units, and students in upper elementary school not actively participating in dynamic play activities.