• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.11
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• pp.2575-2580
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• 2010

본 논문은 무선 센서 네트워크를 이용한 현장 견학의 그룹 관리 시스템을 제안한다. 각 그룹을 담당하는 선생님은 휴대형 장치를 이용하여 아이들을 관리하고, 확인할 수 있고, 아이가 그룹을 벗어났을 때 감지할 수 있다. 아이들은 센서 노드를 사용하여 5초마다 패킷을 전송하고, 선생님 주변 30m 이내에 위치하도록 한다. 선생님은 아이들을 관리하고, 없어진 아이들을 확인할 수 있다. 제안한 시스템은 현장 견학뿐만 아니라 수학여행이나 소풍에 사용될 수 있다. 또한 제안한 시스템의 센서 노드는 배터리로 동작되기 때문에 전류 소모량을 측정하여 수명을 예측할 수 있다.

• The Transactions of The Korean Institute of Electrical Engineers
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• v.57 no.8
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• pp.1349-1355
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• 2008

The paper shows the analysis of operating conflict of OCGR trip events and metering errors in the photovoltaic generation, wind generation distributed generation customers with no defect of the distributed generation facilities, which are connected to 22.9kV distribution lines. To analyze problems with metering errors and OCGR fault event, a power quality analyzer and PSIM program were used to test the field and to simulate in Sun-Cheon photovoltaic generation and Seo-Cheon photovoltaic generation customers. With the trial distribution line, the result of analysis was verified to prove with the same situation of the actual field. This paper suggests short term and long term countermeasures of OCGR fault events, analysis of over and shortage of metering errors in distributed generation customers.

• Journal of Korean Elementary Science Education
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• v.38 no.2
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• pp.163-172
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• 2019

This study explored elementary teachers' perceptions on the essential features of science inquiry, the appropriateness of inquiry activities to science inquiry, and the essential features of inquiry by inquiry activities. 85 elementary teachers' perceptions were investigated using Likert scale survey, and 7 teachers were interviewed. The results are as follows. First, the features that elementary teachers perceived the most essential were 'Engaging students in evaluating their explanations in light of alternative explanations' and 'Engaging students in communicating and justifying their explanations'. Second, The inquiry activities that teachers thought the most appropriate to science inquiry were 'experiment' and 'project'. On the other hand, the perceptions on 'discussion' and 'field trip' were relatively low. Third, the inquiry activity that showed the highest mean score of five essential features of inquiry was 'experiment' while the mean score of 'field trip' was the lowest. Educational implications about the science inquiry were discussed.

• Journal of the Korean earth science society
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• v.42 no.5
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• pp.571-587
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• 2021

This study aims to investigate the problem recognition and clue capture processes of the observation stage in a geological field trip using abductive inquiry. To this end, eight outdoor geological programs were developed in the order of diagnostic evaluation, outdoor geological fieldwork, and review. Six middle-school students participated in these programs The geological field trip was conducted twice, followed by data provision, observation, rule generation, hypothesis generation, and final hypothesis presentation. Outdoor geological fieldwork recordings and student activity sheets were collected and analyzed qualitatively. From these data, three aspects of student observations emerged during the geological fieldwork: The characteristics of each pattern were subdivided into the geological importance of the clues, attention, type of clues, observation characteristics (attention factor), clue utilization, and clue deletion. Here, by combining these results, we propose educational applications that correspond to each aspect.

• Journal of the Korean earth science society
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• v.44 no.3
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• pp.222-235
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• 2023

This study developed a geological virtual reality-based field trip (VFT) to find an alternative to replace the actual field trip, which is often considered lightly by students owing to difficulties in the school. For this purpose, we selected a total of five geological learning sites that focus on the Mt. Jeoksang Muju-gun, Jeollabuk-do, Korea by evaluating the contents of the curriculum and the possibility of developing a VFT. The developed VFT provided middle-school students with an interactive space to observe and explore rocks and geological structures, including orbicular granite gneiss, tuff, conglomerate, sandstone, stratification, and joints. A semi-structured interview was conducted with the 1st-grade middle-school students to evaluate the educational value of the VFT. The responses of the students were analyzed using semantic network analysis to understand the significance of relationships between the reaction words. Results show that the students were able to sense reality through the VFT, which enabled them to understand and remember the characteristics of rocks. Therefore, students can indirectly have a sense of reality of an outdoor experience through the VFT program, which positively influences their learning. Our study shows that VFT can be effectively utilized as a meaningful learning resource in schools.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.818-831
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• 2007

Recognizing the importance of abductive inquiry in Earth science, some theoretical approaches that deploy abduction have been researched. And, it is necessary that the abductive inquiry in a geological field excursion as a vivid locale of Earth science inquiry should be researched. We developed a geological field trip based on the abductive learning model, and investigated students' abductive inference, thinking strategies used in those inferences, and the impact of a teacher's pedagogical intervention on students' abductive inference. Results showed that students, during the field excursion, could accomplish abductive inference about rock identification, process of different rock generation, joints generation in metamorpa?ic rocks, and terrains at the field trip area. They also used various thinking strategies in finding appropriate rules to construe the facts observed at outcrops. This means that it is significant for the enhancement of abductive reasoning skills that students experience such inquiries as scientists do. In addition, a teacher's pedagogical interventions didn't ensure the content of students' inference while they helped students perform abductive reasoning and guided their use of specific thinking strategies. Students had found reasoning rules to explain the 01: served facts from their wrong prior knowledge. Therefore, during a geological field excursion, teachers need to provide students with proper background knowledge and information in order that students can reason rues for persuasive abductive inference, and construe the geological features of the field trip area by the establishment of appropriate hypotheses.

• Hwankyungkyoyuk
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• v.8 no.1
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• pp.81-97
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• 1995

This study is to consider the result of the Field Trip Contest(FTC) and get a suggestion as a way of environmental education at school level in field. FTC was executed with selected students(3/1team) of 5th grade nationwide at Nam-Han mountain fortress in the suburbs of Seoul in Oct., 1994. The outcome of FTC was very high with the score of 1.38/2.0, and the quality of the program was generally high with the score of 1.09/2.0. Among areas of the outcome domain, accomplishment of the objectives of FTC was very high(1.55), execution of the policy of FTC was generally high(1.27), and operation and promotion of FTC was generally high(1.16). And in the Program of FTC domain, meaning of execution was very high(1.57), possibility of accomplishment was not high(0.03), validity of the content was generally high(1.18), appropriateness of activity scope was generally high(1.15), possibility of application into school system was generally high(1.22), and extending effect to education was generally high(0.9). Participants responded they got a great experience of inquiry for protecting nature during the activity of FTC and teachers accompanying found a good possibility to do in own school province.

• The Journal of Korean Association of Computer Education
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• v.11 no.5
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• pp.33-45
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• 2008

Field study improves students' capacity for studying and thinking about their surrounding environments. It also develops further interest academic study by allowing them to learn curriculum related materials from actual experience. Moreover, students acquire the capacity for independent and self regulated learning in the course of making efforts to solve problems they face in the environment. Our efforts arc directed at designing and developing a RFID based support system-based on the constructionist's learning theory to help students perform field study more efficiently. The field study support system can be implemented not only in museums but also in botanical gardens, zoos, art galleries, and science centers. Based on the results of the verification at the sample museum we will expand the target locations to implement the field trip support system. We expect that our field study support system will be a catalyst for improving learning in the fields.

• Journal of the Korean earth science society
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• v.34 no.3
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• pp.274-285
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• 2013

The purpose of this study was to develop geological field study sites for learning topography and geology of the area with igneous rocks, specifically in Duibaejae volcanic edifice and Seonang-bawi that were distributed in Goseong-gun, Gangwon-do area. As a follow up, we conducted a study to examine the effect of the study sites when applied to high school freshmen Earth science course. The study proceeded based on the Orion's model in the order of preparatory unit, field trip, and summary unit. The geological field study sites were developed based on the geological study elements presented in the Korean Earth science curriculum. Before the field trip, students simply memorized factual knowledge on minerals, rocks and etc., and showed very low level of understanding on the formation process of the region that was distributed with granite and basalt. Especially, their understanding showed that granite and basalt were formed from the same magma at the same time. After the field trip, they increased in-depth level of understanding about minerals, rocks, and geological structures, but were not able to explain the topographical characteristics of the two rocks because they did not recognize the times of the creation of granite and basalt. The reason is that they have learned the simple concept of the process of forming granite and basalt in their middle school, but that they have not learned the meaning of the difference between two the geological eras when each of the two rocks, granite and basalt, were formed.

• Journal of the Korean earth science society
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• v.44 no.6
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• pp.611-628
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• 2023

This study aimed to explore the geo-educational value of Deokmyeong-ri in Goseong-gun, Gyeongsangnamdo, through field research. The study area comprises well-exposed outcrops, which can be used as field sites during field trip for studying sedimentary structures (normal grading bedding, cross bedding, ripple, and desiccation crack), coastal depositional environments (coastal cliff, shore platform, and gravel beach), basic principles of relative dating (unconformity, fault, intrusion, and xenolith), and columnar joints. This study evaluated the field sites based on the achievement standards and textbooks used in the science curriculum. The field sites have a high educational value because they exhibit typicality, as mentioned in the textbook, and provide study materials for enrichment learning. Furthermore, Deokmyeong-ri Area has well-developed tourist and educational infrastructures; thus, it is a safe place for geological education.