• Journal of The Korean Association For Science Education
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• v.7 no.1
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• pp.89-104
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• 1987

The purpose of this study is specificationaly construct to the instructional objectives of Earth Science I in high school. Specification of instructional objectives will be able to serve as guides for both teaching and evaluation. Some problems were discussed as follows; (1) Establishment of relevant material for instructional objectives (2) Extraction of useful contents for Earth Science I (3) Classification of behavior factor (4) Level of specification (5) Stating method of instructional objectives Based on the above, total 358 objectives (5 chapter objectives, 16 sub-chapter objectives, 47 section objectives, 290 instructional objectives) were constructed for Earth Science I in high school.

• 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.24 no.4
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• pp.346-360
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• 2003

In order to investigate the geochemical characteristics of surface sediments in streams of Gwangju City, sediment samples from the main stream of Yeongsan river, Hwangryong river, and Gwangjucheon in the city were collected and analyzed for grain size and metal and organic carbon contents. The sediment types of the streams widely vary from pebble to mud. The metal contents in the sediments from Yeongsan river and Hwangryong river are mainly dependent on the grain size of the sediments and the geology around the streams, while the sediments in Gwangiucheon are controlled by organic matter contents from the domestic sewage. The enrichment factor (Ef) and index of geoaccumulation (Igeo) representing the degree of metal contamination in the sediments are relatively low in the mainstream of Yeongsan river and Hwangryong river. However, those of Gwangjucheon show EF values of P=8.30, Cu=5.54, Zn=14.28 and Pb=7.41 and Igeo values of P=3.78, Cu=2.79, Zn=3.66 and Pb=1.59. The heavy metal contamination is especially significant near the area where the Seobangcheon and Donggyecheon branches of Gwanjucheon, join. Therefore, it is suggested that the metallic contaminations of these small streams are significantly influenced by the domestic sewage of the city.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.238-252
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• 2020

In this study, we analyzed the types of rebuttals in the argument structure of learning contents in lesson plans constructed by Earth science preservice teachers, and then we explored examples of how they responded to resolving the rebuttal. As a result of analyzing preservice teachers' assignments, discussions, and interviews collected during a total of 20 hours of classes and group discussions for 5 weeks, all 5 types of rebuttals suggested by Verheij (2005) were identified. Through the data analysis, a total of 18 rebuttal cases derived, and these cases were classified into 3 types according to how preservice teachers solve the rebuttals in class. The conclusions and implications based on the results are as follows: First, this study provided empirical data that the thinking process of validating core elements of argumentation and processes of argumentation is actively taking place in preservice teachers' lesson planning using the argument structure, and expanded the scope of application of argumentation in science education research. Second, the argument structure of learning contents should be used to help teachers to come up with strategies to induce students' curiosity and devotion to learn science contents. Third, preservice teachers should have the opportunity to think about the nature of science, including the variability and uncertainty of scientific knowledge when they discover rebuttals and develop solutions to them. Based on these conclusions, implications and suggestions for science education and further research were suggested.

• 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 Association For Science Education
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• v.29 no.8
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• pp.951-962
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• 2009

Examining research papers and other texts on the subject, this study summarizes previous studies, with focus on circulation as a subtopic of Earth Systems Education. In relation to the Earth Systems unit included in the revised 10th-grade science textbook, this study explains the meaning of Earth Systems and the basic concepts of Earth System Science. It surveys the origin and application of Earth Systems Education, which developed primarily in the U. S., and introduces its objectives, concepts, and communicated content. It also reviews the contents of Earth Systems Education adopted in the Korean school curriculum, and provides a comparative analysis of the content on circulation appearing in Earth Science I textbooks. Finally, it is proposed that an understanding among educators of Earth Systems and of its necessity as a subject of education is imperative for Earth Systems Education to become firmly established as a compulsory component of the national school curriculum.

• Journal of the Korean earth science society
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• v.25 no.8
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• pp.748-753
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• 2004

The purpose of study is to develop the web-contents for web based instruction (WBI) with the Science Fiction Movie (SF) and investigate the effects of application to the science learning. The results are as follows. 1) Science fiction movies for the earth science classes of middle school were selected, that is the Armageddon, the Apollo13 and the Total Recall. They are related to the chapters, the Earth and the Stars in the 8th grade science textbook. 2) The developed WBI materials were applied to the science classes of the 2nd grade in middle school through the Internet Line. and then the changes of attitude on science and recognition on using the science fiction movies to the class were analyzed. The results show that the science fiction movies have so much related to the contents of science learning and the developed WBI materials are effective to the science classes(p<0.05), but no meaningful (p>0.05) to the attitude on the science excluding the students' interest to science learning.

• Journal of the Korean earth science society
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• v.28 no.3
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• pp.324-342
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• 2007

This study reports petrography and geochemical characteristics of the basalt lava flows in Seongsan-Ilchulbong area, the easternpart of Jeju island, Korea, to understand the evolutionary processes of magma. Basalt lavas are classified into the Pyoseon-ri basalt and the Seongsan-ri basalt. The Pyoseon-ri basalt is dark-gray colored with many vescicles, and mainly consists of olivine, feldspar and rarely of clinopyroxene as phenocrysts. The Seongsan-ri basalt is largely aphanitic basalt and bright-gray colored, divided into two lava-flow units: lower lava flow (B1) and upper lava flow (B2) by the intercalated yellowish lapillistone and paleosol. The lavas plotted into sub-alkaline tholeiitic basalt and alkaline basalt series. The tholeiitic basalts have characteristically higher $SiO_2,\;FeO^T$, and CaO contents, but lower $TiO_2,\;K_2O,\;P_2O_5$ and other incompatible elements compared to the alkali basalts. The tholeiitic basalts have higher $SiO_2$ to the same MgO contents than the alkalic basalts. The contents of Ni, Cr, and MgO show a strong positive correlation, which indicates that low-MgO phases like plagioclase and titanomagnetite were important during the differentiation of magma. The contents of incompatible elements against that of Th show a strong positive correlation. The chondrite-nomalized REE patterns of tholeiitic and alkalic basalts are subparallel each other. LREEs contents of the former are lower than, but HREEs contents are similar to the latter. They both are similar to their K/Ba ratios. The primitive-mantle normalized spider diagram demonstrates that the contents of Ba and Th of all basaltic magma are enriched, and yet Cr, Ni are depleted. The tholeiitic and alkalic basalts may be originated from a different degree of the partial melting of the same mantle material source, and one shows a higher degree of the partial melting than the other.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.148-157
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• 2012

The purpose of this study was to analyze the terms of astronomy area used in six convergence science textbooks by 2009 curriculum revision. The results of this study were following; the first, the contents about astronomy occupied about 18.6% account of science contents. There were the terms which all textbooks used, but some terms were not used other text book, and the others were used in only one textbook. And the second, there were some terms of having certain concept which had described differently. It was suggested that it was necessary to the effort to prevent to descript same meaning terms differently and to make guideline for the depth and width of the terms.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.