• Journal of the Korean earth science society
• /
• v.26 no.4
• /
• pp.317-328
• /
• 2005

This study is a report of the collaborative action research which has been conducted between a Korean earth science teacher and science education researcher. A two-year long action research effort was made in order to improve the teacher’s earth science classrooms in pursuit of constructivist principles of learning. The process of the action research was described with the aim of increasing the awareness of science teachers and science education researchers regarding action research. Quantitative evidence was presented to indicate the effectiveness of the collaborative action research in creating constructivist learning environments in the classrooms. The process and quantitative evidence from the action research permitted a consideration of implications for future efforts to improve science classrooms.

• Journal of the Korean earth science society
• /
• v.41 no.4
• /
• pp.391-404
• /
• 2020

This study identified and examined earth science education department programs in Korea. Major courses provided by 11 universities and their course requirements were analyzed, and the main research results are as follows. First, many basic courses, other major requisite, and elective courses are provided in geology, astronomy, and atmospheric science. oceanography, geophysics, earth environmental science, and natural disaster and energy resources had fewer major requisite courses provided in addition to basic courses, and few elective courses were offered. Second, many courses in science education focused on earth science, while others focused on general science and there were few courses that covered education theory regarding the specific subject. Third, science course application requirements emphasized the understanding of science in general or of earth science specifically. From the above results, additional studies are proposed to reflect on the current state and supplement these programs.

• Journal of The Korean Association For Science Education
• /
• v.27 no.4
• /
• pp.328-336
• /
• 2007

In this research we conducted a survey on the actual status of the 7th National Earth Science I & II curriculum to explore ways of revising the next Earth Science curriculum for better education. Of the 180 Earth Science teachers, 60% responded to the survey. The domains of the survey consist of (1) the necessity of Earth Science I & II curriculum revision, (2) educational goals, (3) content coverage, (4) level of difficulty and students' interest for Earth Science content, and (5) ways to overcome the crisis of Earth Science education. Majority of the respondents demanded the revision of Earth Science I, II curriculum because of overlapping and repetition of contents among 10th grade science and Earth Science I and overcrowded Earth Science II contents. Based on the survey results, recommendations on how to improve Earth Science I, II curriculum and how to adjust Earth Science contents are suggested. In addition to curriculum improvement, systematic supports are required for Earth science not to be excluded and turned down by the student and the scholastic aptitude test for university admission.

• Journal of the Korean earth science society
• /
• v.27 no.7
• /
• pp.730-744
• /
• 2006

The United States curriculum reform movement has recently started in each area of science education. The initiatives on curriculum reform stem from a notion that the low rate of science curricula offered in schools has been a serious problem. The schools in the United States are not only facing a lack of offerings within science curricula but also low enrollment in science courses, especially in physics, chemistry, and earth science. This trend resulted in low performances on international achievement tests including TIMSS and PISA. This paper introduces the efforts to solve existing problems through curriculum reform; including ChemCom, BioCom, EarthComm, and Active Physics. In this paper, a discussion is presented to show how the curricula can help address the status quo in science education. More specifically, this paper focuses on curriculum reform in high school earth science (EarthComm), providing a closer look at the scope and sequence of the reform movement. EarthComm was chosen because it was released based on the development of the National Science Education Standards (NRC, 1996). Consequently, EarthComm became a curriculum that espoused the visions of the Standards, which has been guiding the reform of the US curriculum. At the end of this paper, two research outcomes of the EarthComm curriculum implementation in schools are discussed in terms of student learning and differences from conventional curricula.

• Journal of the Korean earth science society
• /
• v.23 no.2
• /
• pp.188-193
• /
• 2002

Various research methods have been used in science depending on the various contexts. This implies that certain methods or inferences may be more frequently used in earth science. The purpose of the study are to explore the contexts of earth science, and the inferences frequently used in earth science. The context earth science research is quite different from that of other areas of natural science in terms of its time scale, space scale, accessibility, complexity, and controllability. The purpose of earth science research is twofold: historical and causal. The inferences frequently used in earth science are abduction and prediction. Abductive inferences go from the resulting state to controlling state. Predictive inferences go from hypothesis to expected data.

• Journal of the Korean earth science society
• /
• v.28 no.2
• /
• pp.147-158
• /
• 2007

The purpose of this study was to investigate research trends of Japanese earth science education published in Chigakukyouiku by the Japan Society of Earth Science Education. A total of 129 articles published in the Journal between 1998 and 2003 were analyzed. The Journal published six issues each year, and each issue contained about four articles that were fewer numbers than Journal of the Korean Earth Science Society's. About Sixty percent of the papers were written by a single author. Analyzing the content of the papers, it was noted that the most articles were geology-related (41.1%) followed by oceanography-related (1.6%) and general science education papers (1.6%). In summary, the characteristics of research trends of Japanese earth science education are as follows: First, the most topics of the papers were related to environmental sciences including earthquake, volcano, and tsunami. This trend seems natural because Japanese schools are situated within the reach of these environmental events. Second, there found many papers that dealt with geological field trip or fossils adjacent to the local community. Third, there were several papers that established a relationship between environmental education and earth science education. Obviously these papers tried to incorporate environmental education into earth science education at the school level. Last but not least, there found an effort to introduce computer into earth science education as an innovative educational method, for example, 'computer and earth science education'.

• Publications of The Korean Astronomical Society
• /
• v.38 no.3
• /
• pp.125-145
• /
• 2023

This study investigates the integration of astronomy-related topics in the Korean national science curricula spanning from 1945 to 2023. We analyze the placement and extent of astronomy content across different school levels. Astronomy contents in the science curricula have changed in response to social needs (e.g., practical knowledge required for agriculture and fishery) and advancement in astronomical research (e.g., the discovery of exoplanets and the suggestion of new cosmological parameters). Contents addressing the motions of celestial objects and stellar physical properties have remained relatively consistent. In the latest 2022 revised national curriculum, scheduled for implementation in 2024, several elements, such as coordinate systems, have been removed, while the inquiry activities using digital tools are emphasized. The incorporation of the cosmic perspectives in the national curriculum, as well as astronomy education within the context of education for sustainable development, remains limited even in the most recent curriculum. For future life revisions, the active participation of researchers is needed to reflect the latest astronomical research progress and scientific characteristics in the field of astronomy.

• Journal of the Korean Society of Earth Science Education
• /
• v.6 no.2
• /
• pp.112-123
• /
• 2013

Under this research, the survey is made on the definitive influence of the first-year education process of the science focus school for each of humanities, science and science core courses and the level of satisfaction of the non-curriculum experiment activity program for each course to find out the effectiveness of the first-year education process of the science focus school. For this purpose, this research has set three research issues. First, By clarifying the research result through the first-year education curriculum for science core school, noticeable change was observed for science focus school students through the change of attitude related to science for each desired course of students. Second, in the self-directed learning characteristics change, there was meaningful change for each desired field of students. Students hoping for humanities curriculum had great help in improvement of creative thinking for openness, creativeness and the like, but the influence was slightly insufficient in the moderation and control capability on themselves in learning attitude. Third, By analyzing the research result comprehensively, the first-year education curriculum for science core school provides high level of tailored science learning for the science focus school students and the level of satisfaction for students was significantly high.

• Journal of the Korean earth science society
• /
• v.24 no.7
• /
• pp.650-656
• /
• 2003

Since the year 2000, emphasis has been placed on a more strict evaluation of national academic societies and their journals, which has caused most societies to endeavour to produce higher quality journals and research. Korean Earth Science Society (KESS) should be such an exemplary model. Thus, the purpose of this study was to isolate characteristics of well-evaluated academic societies and explore the direction KESS should proceed to better its educational agents and strengthen its research contributions. Back in 2002, the Korean Research Foundation graded the journal of KESS as an officially qualified journal. It was bequeathed the first institute to be registered in the category of Earth Science. Furthermore, such classification was accepted as national academic classification and Scientific Citation Index through a public hearing executed by the Korea Institute of Science and Technology Evaluation and Planning in 2003. Currently, the Korean Research Foundation is reviewing a proposal to approve Earth Science as a unique citation index category. This proposal is quite crucial in that such an approval would be followed by increased funding and affect the future status of KESS. More support and interest from all members of KESS are required to establish the identity of Earth Science as an independent academic entity.

• Journal of the Korean Society of Earth Science Education
• /
• v.1 no.1
• /
• pp.1-13
• /
• 2008

The purpose of this research is to accomplish the goal of science education based in the seventh science course of study by suggesting the plan for development of executable method in the learning process of Earth Science education and establishing a practical model to evaluate its achievement. Furthermore, the idea of this research is to recognize a way of using and consideration at practical use of the model. Since the purpose of the educational evaluation is to maximize the efficiency of school studying, there are some negative aspects in our current method of evaluation to achieve the purpose. New system has been introduced into the educational evaluation to resolve such a critical issue. Despite some positive aspects in the system, it could not be escaped from the multiple choice and pens examination. This could be caused by in various limitations, especially the insufficiency of teachers' awareness and the data about the Performance assessment. This research is to develop and use the practical model for the Performance assessment in consideration of current educational circumstances of Junior and High school. The model of the Performance assessment in this research is to sufficiently evaluate student's ability and skill in the learning process of Earth Science education. Hence, it is dedicated to the education for human being and improve quality in the learning process of the Earth Science education among the modern society, which is characterized globalization and information. Furthermore, it may promote the growth of various character of students and increase creativity and skill for the problem solving.