• Journal of The Korean Association For Science Education
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• 제41권6호
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• pp.501-517
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• 2021

In the present age, when the development of science and technology is leading the changes, this study supports the view that students should possess the literacy to participate democratically and critically in socio-scientific issues, and should be positioned as agentic and participatory citizens. Accordingly, we implemented a club activity that emphasize climate social action for elementary students, and explored how students were positioned in relation to climate change. In this study, position is defined as a complex cluster of rights and duties that students have in relation to climate change. The club activity was implemented throughout 46 sessions from March to July, 2019 for 11 sixth graders of 'H elementary School' in Seoul, and transcripts of video and interviews were analyzed by means of a constant comparison method. In the course of the activity consisting of three steps, the students exhibited different positioning and they are as follows: In the global warming modeling activity for Step 1, students were positioned as 'active learners', but at the same time, they showed a contradiction in being positioned as 'apprentice'. In the student-led research activities inherent to Step 2, they were positioned as 'scientists who design and conduct research' and 'bystanders' due to the controversial nature of SSI knowledge. As students participate in the social actions involved in Step 3, the position changed from 'elementary school students facing difficulty in making a change' to 'participatory citizens creating changes.' This study is significant because it shows students' potential to promote participatory and democratic citizenship through action-oriented SSI activities. In addition, pedagogical approaches were discussed dealing with the contradictions and limitations of positioning.

• Journal of The Korean Association For Science Education
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• 제44권1호
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• pp.57-75
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• 2024

This study aimed to investigate the current state and educational needs of risk education related to science and technology as perceived by secondary science teachers. A survey was conducted with a total of 366 secondary science teachers. The results are as follows. First, There were more teachers who had not provided education on risks arising from science and technology in terms of risk perception, risk assessment, and risk management than those who had not. Global warming was the most common risk taught by teachers, followed by earthquakes, artificial intelligence, and traffic accidents. Second, teachers recognized that they lacked understanding that the achievement standards of the 2022 revised science curriculum include risks that may occur due to science and technology, but they thought they were prepared to teach. Third, teachers recognized that their understanding of risk perception was higher than that of risk management and risk assessment. Fourth, the experience of teachers in training on risk was very limited, with fewer having training in risk assessment and risk management compared to risk perception. The most common training experienced was in laboratory safety. Fifth, teachers recognized that their capabilities for the 10 goals of risk education were not high. Middle school teachers or teachers majoring in integrated science education evaluated their capabilities relatively highly. Sixth, many teachers thought it was important to address risks in school science education. They prioritized 'information use', 'decision-making skills', and 'influence of mass media', in that order, for importance and called for urgent education in 'action skills', 'information use', and 'influence of risk perception'. Seventh, as a result of deriving the priorities of education needs for each of the 10 goals of risk education, 'action skills', 'influence of risk perception', and 'evaluate risk assessment' were ranked 1st, 2nd, and 3rd, respectively.

• Journal of the Korean earth science society
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• 제41권1호
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• pp.75-91
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• 2020

The purposes of this study are 1) to develop a pre-education program for teaching the basic concepts of systems thinking and STEAM program based on systems thinking and 2) to investigate the effects of the program on middle school students' systems thinking. The subjects were 4 seventh-graders and 4 ninth-graders in a middle school located in the province of Gyeongsangbuk-do. Data related to students' systems thinking was analyzed using the rubrics developed by Hung(2008). The results were reviewed by experts to verify the validity of the rubrics and the reliability of students' system thinking. In addition, the data analyzed with the rubrics, students' awareness of systems thinking, word associations, causal maps and interviews were systematically analyzed to investigate the effects of the program on students' systems thinking. The findings of this study were as follows: First, a pre-education program and teachers' guidebook for teaching and learning the concept of systems thinking and causal maps were developed. The pre-education program consisted of familiar TV entertainment program-Infinite Challenge (Muhandojeon)-with a theme of Global Warming. Second, a STEAM education program based on systems thinking which was composed of 5 steps: Analysis-Design-Build-Assessment-Systems thinking. The major theme of the program was an air extinguisher. The developed STEAM education program had positive effects on improving middle school students' systems thinking abilities such as understanding systems, relations within a system and system generalization. Therefore, it was concluded that the STEAM program could be instrumental for cultivating students' STEAM literacy with improved systems thinking.

• Journal of the Korean Geographical Society
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• 제47권5호
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• pp.735-754
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• 2012

Korean society in the 2000 has experienced new many social and spatial issues such as the process of neoliberalism and changes in urban and spatial policies, the development of information and communication technology and reconfiguration of informational social space, radically increasing foreign immigrants and transformation to multicultural society, global warming and environmental injustice, and these new issues have promoted development of social geography in Korea. In addition to a review on them, this paper provides a review on empirical researches on traditional issues which have been dealt with in social geography in the 2000 in Korea. Even though there have been numerous sub-issues, they can be divided into two categories: one is urban and communal social geography including urban housing and residential segregation, urban social problems such as poverty, crime, education, health care, social welfare, urban and rural community building, identity, sense of place, and social movement; the other is social geography of population and migration, including population movement, aged society and social welfare for elderly people, and foreign immigrants and formation of multicultural social space. As some difficult conditions such as path-dependent process of neoliberalism, transformation toward informational, aged, and multicultural society would continue, so social geography in Korea to tackle with these external conditions should deepen its theoretical insights and widen its research issues.

• Journal of the Korean earth science society
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• 제32권1호
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• pp.84-98
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• 2011

The study investigated the linguistic characteristics of middle school students' writing on the themes of earth science through analysis of its genre and register. Data for analysis included $7^{th}$ grade and $9^{th}$ grade students' writings about 'global warming' and 'classification of rocks'. The results of this study include: First, many students were not accustomed to writing in genre, especially exposition genre. Second, in terms of ideational meaning, the material verbs representing action or doing were more dominant than relational verbs that are related to the attribute or definition of things, and additional logical relations were predominant. Third, regarding interpersonal meaning, agents, emotions, subjective opinions appeared in the writings and students did not express their ideas conclusively and revealed feelings of doubt and uncertainty about their knowledge. Fourth, as for textual meaning, most students listed fragments of information using additional conjunctions in simple structures and were not accustomed to writing texts with organizing structures, logical patterns, cohesion, and coherence. From these results, we argued that the scientific writings should be emphasized in science learning that aims to foster scientific literacy. In addition, we discussed the necessity of improving science teachers' perceptions on scientific writing as well as setting up a specific plan in the national curriculum.

• Korean Journal of Environmental Biology
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• 제34권1호
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• pp.30-36
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• 2016

We investigated the diversity pattern of spring moths across two regions of South Korea, Yongin city (middle part) and Muan gun (southern part) and the effects of climatic variables on moth species richness and abundance. Moths were weekly collected using UV light trap in April from 2013 to 2015. Climatic factors included growth degree day with base temperature 8 (GDD8), average temperature, precipitation, duration of sunshine, wind speed, and snow cover. The climatic effects on moth species richness and abundance were analyzed by short (0~3 weeks before collecting) and long (4~12 weeks before collecting) time periods, respectively. The diversity of spring moths showed the similar pattern of species composition at family level. However the dominant family differed depending on the region: Geometridae at middle part and Noctuidae at southern part. In addition the dominant species of Noctuidae occurred early in April and that of Geometridae moths occurred later in April. Three short-term climatic factors, GDD8, duration of sunshine, and precipitation one week before collecting were significant on moth species richness and abundance, while only one long-term climatic factor, temperature four weeks before collecting was significantly affected on moth species richness. We found that both Geometridae and Noctuidae were dominant in spring moth fauna across South Korea and they were different in the dominance and flying time in April. The occurrences of spring moths were largely affected by warmness and precipitation. The current global warming could affect the occurrence of spring moths and this should be monitored consistently.

• Journal of the Korean earth science society
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• 제40권5호
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• pp.502-517
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• 2019

Global warming and rapid climate change have long affected the characteristics of typhoons in the Northwest Pacific, which has induced increasing devastating disasters along the coastal regions of the Korean peninsula. Synthetic Aperature Radar (SAR), as one of the microwave sensors, makes it possible to produce high-resolution sea surface wind field around the typhoon under cloudy atmospheric conditions, which has been impossible to obtain the winds from satellite optical and infrared sensors. The Geophysical Model Functions (GMFs) for sea surface wind retrieval from SAR data requires the input of wind direction, which should be based on the accurate estimation of the center of the typhoon. This study estimated the typhoon centers using Sentinel-1A images to improve the problem of typhoon center detection method and to reflect it in retrieving the sea surface wind. The results were validated by comparing with the typhoon best track data provided by the Korea Meteorological Administration (KMA) and Japan Meteorological Agency (JMA), and also by using infrared images of Himawari-8 satellite. The initial center position of the typhoon was determined by using VH polarization, thereby reducing the possibility of error. The detected center showed a difference of 23.76 km on average with the best track data of the four typhoons provided by the KMA and JMA. Compared to the typhoon center estimated by Himawari-8 satellite, the results showed an average spatial variation of 11.80 km except one typhoon located near land with a large difference of 58.73 km. This result suggests that high-resolution SAR images can be used to estimate the center and retrieve sea surface wind around typhoons.

• Journal of The Geomorphological Association of Korea
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• 제17권2호
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• pp.87-98
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• 2010

There have been growing concerns for the sea level rise due to global warming in recent years. Sea level rise is a serious problem to densely populated coastal areas, because it may affect the coastal landforms to be damaged. Especially coastal sand deposits like coastal dunes are more sensitive than the other coastal landforms. In this paper, Ground Penetrating Radar (GPR) and Optically Stimulated Luminescence (OSL) dating method were used to identify the Holocene geomorphic changes of coastal dune field in Shinduri located at the western coast. The main results in this study that are the dunefield in the study area may have begun to form at around 6.8 ka and it has grown seaward thereafter. Then, dunefield appears to have extensively developed since 3.7 ka. This result, together with previous works on the sea level and climatic changes in the western coast of Korea suggest that the dunefield has been affected by the sea level regression since the Holocene high stand in the Holocene at around 6 ka and climatic change from warm and humid to cold and dry conditions occurred at 4.5 ka.

• Journal of the Korean earth science society
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• 제44권1호
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• pp.1-12
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• 2023

Oceanic wind waves have been recognized as one of the important indicators of global warming and climate change. It is necessary to study the spatial and temporal variability of significant wave height (SWH) and wave direction in the Yellow Sea and a part of the East China Sea, which is directly affected by the East Asian monsoon and climate change. In this study, the spatial and temporal variability including seasonal and interannual variability of SWH and wave direction in the Yellow Sea and East China Sea were analyzed using European Center for Medium-Range Weather Forecasts (ECMWF) Reanalysis 5 (ERA5) data. Prior to analyzing the variability of SWH and wave direction using the model reanalysis, the accuracy was verified through comparison with SWH and wave direction measurements from Ieodo Ocean Science Station (I-ORS). The mean SWH ranged from 0.3 to 1.6 m, and was higher in the south than in the north and higher in the center of the Yellow Sea than in the coast. The standard deviation of the SWH also showed a pattern similar to the mean. In the Yellow Sea, SWH and wave direction showed clear seasonal variability. SWH was generally highest in winter and lowest in late spring or early summer. Due to the influence of the monsoon, the wave direction propagated mainly to the south in winter and to the north in summer. The seasonal variability of SWH showed predominant interannual variability with strong variability of annual amplitudes due to the influence of typhoons in summer.

• Journal of The Korean Association For Science Education
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• 제26권2호
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• pp.200-211
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• 2006

The purpose of this study was to analyze Korean middle school student achievement in environmental science based on the TIMSS 2003 (Trends in International Mathematics and Science Study), a student comparison of 46 participating nations. Korea ranked the fourth with a mean score of 554 in environmental science. However, all 3 environment science topics assessed in TIMSS are not included in the Korean science curriculum through 8th grade, even though they are included in most other participating nations' curricula. The average percent correct of items was analyzed according to the main topic, the item type and the cognitive domain. Items that showed differences between the average percent correct of Korea and the international average as well as differences between the average percent correct of boys and girls were further analyzed. Results revealed that Korean students performed better than the international average, especially in 'use and conservation of natural resources', multiple-choice items, and items requiring 'factual knowledge'. Also, male students demonstrated significantly higher achievement than female students. On the other hand, Korean students showed relatively lower achievement in constructed-response items, items that contained content they had not learned in science lessons and items requiring descriptions of the uses and effect of science and technology. Moreover, Korean student lacked understanding about acid rain, global warming, and ozone layer destruction. Korean female students showed relatively lower environmental conceptions and lower performance on items requiring data analysis than Korean male students. On the basis of these results, this study suggested that topics of environmental science be included in the science curriculum and taught in the science classroom to help middle school students more fully comprehend environmental issues.