• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.66-73
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• 2011

This study aims to compare and analyze the types of teaching-learning activities, themes and percentage of STS contents in the area of "The Earth and the Universe" in elementary science subject following the 7th Curriculum and 2007 Revised Curriculum, identifying how STS education has changed and their features. First, the number of pages where STS appears in the 2007 revised science textbook has increased over 10% compared to the that of the 7th curriculum. In particular, the number of pages in the 5th and 6th graders increased substantially to 15% and 34%, respectively. Second, as a result of analysis on components of STS, 'applications of science', 'local and community relevance', 'social problem and issues', 'evaluation concerned fir getting and using information' were obtained in the order named for the 7th curriculum; while 'applications of science', 'local and community relevance', 'career awareness' and 'social problem and issues' were obtained in the order named for 2007 revised curriculum. Third, with regard to the analysis on theme areas, the 7th curriculum was found to cover the theme on use of natural resources most frequently, followed by environmental problem, while 2007 revised curriculum to cover environmental problem and effects of technical development most frequently, followed by space development and use of natural resources. Fourth, in the area of STS teaching activities, 'investigation activity' showed highest percentage in 7th curriculum, followed by 'analysis of data', and 'research design', while 'analysis of data' showed highest frequency of appearance, followed by "investigation activity' and 'actual activities' and 'research design' in the order named in 2007 revised curriculum, showing that the area of 'analysis of data' and 'actual activities' increased substantially compared to the 7th curriculum.

• Geomechanics and Engineering
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• v.9 no.3
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• pp.275-286
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• 2015

A new method is presented to recover missing deformation data of lateral walls of foundation pit when the monitoring is interrupted; the method is called Dynamic Mathematical Model - Parameter Interpolation. The deformation of lateral walls of foundation pit is mainly affected by the type of supporting structure and the situation of constraints, therefore, this paper mainly studies the two different kinds of variation law of deep horizontal displacement when the lateral walls are constrained or not, proposes two dynamic curve models of normal distribution type and logarithmic type, deals with model parameters by interpolating and obtains the parameters of missing data, then missing monitoring data could be Figured out by these parameters. Compared with the result from the common average method which is used to recover missing data, in the upper 2/3 of the inclinometer tube, the result by using this method is closer to the actual monitoring data, in the lower 1/3 part of the inclinometer tube, the result from the common average method is closer to the actual monitoring data.

• Journal of the Korean earth science society
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• v.38 no.3
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• pp.239-249
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• 2017

The purpose of this exploratory study was to investigate the influence of pre-service science teachers' selection of earth science I, II in the high school and their college major on their self-perceived attitude and academic achievement in general earth science lecture at university. The participants in the study were 273 who enrolled in the division of science education, college of education and took the general earth science lecture from 2012 to 2015. The data was analyzed with two-way ANOVA by using SPSS 23.0. The results indicated that there was no significant difference of students' attitude and examination difficulty in general earth science lecture between earth science major and other subject major. However, students who took earth science I and/or II in high school showed positive attitude toward the lecture and higher achievement scores than students who didn't take earth science I, II in their high school. The results of the study imply that it is essential to consider students' attitude toward science and achievement in pre-service science teacher education.

• Economic and Environmental Geology
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• v.31 no.2
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• pp.141-147
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• 1998

Earth tide observations were taken at AMIST observatory in Seoul by LaCoste-Romberg ET gravimeter from September 2 to 16, 1997 for determining the gravimetric factor ($\delta$) and analyzing the tidal components. Meter drifts were corrected by regression and then denoised by threshholding wavelet, a data processing tool. The mean value of $\delta$ is 1.2 and the mean phase lag of & ($M_2$, $S_2$) and & $K_1$, $O_1$) is $0.07{\pm}0.03^{\circ}$ and $0.08{\pm}0.07^{\circ}$ by analyzing the observed earth tides. For yielding measurements of gravity accurate to about 0.01 mgal, the Earth tide observations are required by ET meter. The tidal variations are due to the planet's distance and zenith angle. With the exception of Earth-Moon and Earth-Sun mechanism, the possible causes of tidal variations are tectonical, meterological and hydrological perturbations. The long period and broad observations are required for determining the state of art gravimetric factor in Korea.

• Journal of the Korean earth science society
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• v.45 no.1
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• pp.48-71
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• 2024

Typhoons are representative oceanic and atmospheric phenomena that cause interactions within the Earth's system with diverse influences. In recent decades, the typhoons have tended to strengthen due to rapidly changing climate. The 2022 revised science curriculum emphasizes the importance of teaching-learning activities using advanced science and technology to cultivate digital literacy as a citizen of the future society. Therefore, it is necessary to solve the temporal and spatial limitations of textbook illustrations and to develop effective instructional materials using global-scale big data covered in the field of earth science. In this study, according to the procedure of the PDIE (Preparation, Development, Implementation, Evaluation) model, the inquiry activity data was developed to visualize the track of the typhoon using the image data of GK-2A. In the preparatory stage, the 2015 and 2022 revised curriculum and the contents of the inquiry activities of the current textbooks were analyzed. In the development stage, inquiry activities were organized into a series of processes that can collect, process, visualize, and analyze observational data, and a GUI (Graphic User Interface)-based visualization program that can derive results with a simple operation was created. In the implementation and evaluation stage, classes were conducted with students, and classes using code and GUI programs were conducted respectively to compare the characteristics of each activity and confirm its applicability in the school field. The class materials presented in this study enable exploratory activities using actual observation data without professional programming knowledge which is expected to contribute to students' understanding and digital literacy in the field of earth science.

• Journal of the Korean earth science society
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• v.28 no.5
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• pp.556-562
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• 2007

The interdecadal variation of wintertime blocking frequency over the Siberia ($60^{\circ}E-140^{\circ}E$) is examined using the ECMWF/NCEP-NCAR re-analysis data for the period 1958-2006. The wintertime blocking frequency over the Siberia significantly decreased for the period 1986-2006, compared to the period 1958-1985, which is mainly due to the anomalous circulation of 500-hPa geopotential height field. During the period 1986-2006, there was enhancement in both the anomalous cyclonic flow over the western Siberia and the anomalous anticyclonic flow over the east Asia. These anomalous circulation patterns, which might be associated with changes in surface temperatures over the Asian continent, are suspected to playa possibly important role as an obstacle to the formation of blocking flow over the Siberia.

• Journal of Astronomy and Space Sciences
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• v.20 no.1
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• pp.1-10
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• 2003

A precise kinematic orbit determination (P-KOD) procedure for Low Earth Orbiter(LEO) using the GPS ion-free triple differenced carrier phases is presented. Because the triple differenced observables provide only relative information, the first epoch's positions of the orbit should be held fixed. Then, both forward and backward filtering was executed to mitigate the effect of biases of the first epoch's position. p-KOD utilizes the precise GPS orbits and ground stations data from International GPS Service (IGS) so that the only unknown parameters to be solved are positions of the satellite at each epoch. Currently, the 3-D accuracy off-KOD applied to CHAMP (CHAllenging Min-isatellite Payload) shows better than 35 cm compared to the published rapid scientific orbit (RSO) solution from GFZ (GeoForschungsZentrum Potsdam). The data screening for cycle slips is a particularly challenging procedure for LEO, which moves very fast in the middle of the ionospheric layer. It was found that data screening using SNR (signal to noise ratio) generates best results based on the residual analysis using RSO. It is expected that much better accuracy are achievable with refined prescreening procedure and optimized geometry of the satellites and ground stations.

• Journal of the Korean earth science society
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• v.37 no.2
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• pp.117-131
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• 2016

The purpose of this study was to compare of freshmen's cognitive frames about the 'Crisis of the Earth' upon taking the Earth science I course in high school to confirm if they reflect the goal of the curriculum reasonably. Data were collected from 67 freshmen who graduated from high school. All participants were asked to express about the 'Crisis of the Earth' in painting with explanation, then we picked meaningful units from paintings. We analyzed the words and frames presented in the paintings using the Semantic Network Analysis. Result are as follows. First, when both groups' (one that took the course vs. the other that did not take it) built their cognitive frames for the 'crisis of the Earth', they reasonably connected areas that are composed of the global environment and they understood that their relation was constantly changing by interacting each other. Second, when configuring a cognitive frame about the 'crisis of the Earth', both groups reflected the characteristics of interrelationship with human activities. In particular, the group that took the course of Earth Science I fully reflected the goal of the curriculum. It is suggested that students recognize the 'crisis of the Earth' not only from a cosmic perspective bot also from the Earth's interior since most of students have strongly connected it to the phenomenon of the Earth's interior rather than the Earth's outward symptoms. In addition, it is recommended that the Earth science curriculum put more emphasis on understanding the importance of problem-solving of the Earth's crisis.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.621-630
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• 2020

This study compared and analyzed the contents of secondary earth science curriculum in Mongolia and South Korea to check the contents of earth science education in both countries and to prepare basic data necessary for future earth science curriculum revisions. The research questions of this study are: first, to understand the changes and current operating conditions of earth science curriculum in both countries, to compare and analyze with other foreign cases, and second, to compare and analyze the contents of earth science and curriculum in both countries. The TIMSS evaluation framework is used to compare and analyze the earth science-related contents included in the science curriculum of middle schools. For analyzing the contents of high school, the contents of NGSS in the United States and the earth science curriculum contents of high schools in South Korea were mixed and the analysis frameworks were created and validated by experts. As a result of the study, countries that follow the Russian-style education system did not organize and operate earth science as an independent science subject, and deal with earth science-related content in the natural geography area of the geography subject. The earth science contents covered in middle school science curriculum in both countries, 18 of the 27 content elements of the TIMSS content analysis framework were matched in Mongolia and 20 in South Korea. In high school curriculum, the contents of earth science in Mongolia were described more briefly and not covered than in South Korea. In particular, the Mongolian geography curriculum dealt with many environmental issues. The emphasis on the operation method of the earth science curriculum in Mongolia and the contents related to the environment can be used as a reference when developing an interdisciplinary integrated curriculum of science and social studies in South Korea.

• Journal of the Korean earth science society
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• v.39 no.4
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• pp.378-387
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• 2018

In this research, the change of Korean middle-school science education environments is investigated through analyzing eighth graders' survey data collected over the past 20 years of TIMSS. We extracted educational context variables that provide meaningful information on changes of Korean science education, and have been surveyed more than 3 study cycles up to TIMSS 2015. The selected educational context variables include school resources and school climate from the school principal's questionnaires, and teacher characteristics and instructional activities from the teacher's questionnaires. For each context variable, we analyzed its trend over TIMSS cycles, and discussed its implications in light of Korean educational policy and curriculum changes. Based on the results, we recommended several ways that help to improve science teaching and learning in light of lab assistants, computer availability, teacher learning community, and middle school Earth science curriculum.