Go to the main menu
Skip to content
Go to bottom
REFERENCE LINKING PLATFORM OF KOREA S&T JOURNALS
> Journal Vol & Issue
Journal of the Korean earth science society
Journal Basic Information
Journal DOI :
The Korean Earth Science Society
Editor in Chief :
Volume & Issues
Volume 24, Issue 8 - Dec 2003
Volume 24, Issue 7 - Dec 2003
Volume 24, Issue 6 - Oct 2003
Volume 24, Issue 5 - Aug 2003
Volume 24, Issue 4 - Jun 2003
Volume 24, Issue 3 - Apr 2003
Volume 24, Issue 2 - Feb 2003
Volume 24, Issue 1 - Jan 2003
Selecting the target year
The Use of Concept Circle Maps in Science Teaching of Elementary School
Koo, Duk-Gil ; Lee, Yu-Mi ; Bae, Young-Boo ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 595~603
The study investigated the effect of a social constructivist model on changes of concept on 103 4th graders in three elementary schools. In particular, it analyzed whether the application of a concept circle map developed student understanding of the concept. After a one month study period, the 103 students took a pencil and paper test on changes of concepts learned. The results indicated that the social constructivist model positively influenced student concept development. In conclusion, a concept circle map used on a social constructivist model may be employed as a tool for diagnostic or formative evaluation.
The Effect of Metastrategic Activities on 7th Grade Students' Variable Controlling Abilities
Jeong, Jin-Woo ; Jang, Myoung-Duk ; Cheong, Cheol ; Heo, Byung-Cheol ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 604~613
The purpose of this study was to investigate the effect of a metastrategic activity on the development of student variable controlling abilities. Three groups of seventh graders at a middle-school in the City of Daegu participated in this study: a metastrategy activity group (ME), a problem-solving activity group (PR), and a control group (CO). The ME group was given metastrategy activity worksheets, which required students to monitor, control, and evaluate variable control strategies in a specified situation. The PR group was given problem-solving activity worksheets, which were needed to solve problems in various situations. The results were seen as follows. First, the metastrategy activity group showed better achievement (p<.05) and a longer standing effect (p<.01) than the other groups in the development of variable control ability. The problem-solving activity group was more effective than the control group (p<.05) in the development of variable controlled ability, but there was no lasting effect of the acquired ability. Second, the metastrategic activity group was more effective than the problem-solving activity group in finding fixed variables (p<.01), but not as effective in uncovering independent variables. What is not transferred to the development of the ability to find dependent variables.
The Effects of Utilizing Concept Map to Promote the Understanding the Concept of Volcano in the Elementary Science Education
Sung, Sang-Hyeon ; Wee, Soo-Meen ; Jeong, Jin-Woo ; Jung, Jae-Gu ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 614~624
The purpose of this study was to examine the effectiveness of utilizing a concept map as an instructional strategy to promote student achievement through semantical learning in elementary school on volcanoes. To analyze student achievement in understanding the concept of volcano, quantitative and qualitative analyses were performed through a written test for two different groups that were composed of 80 sixth-grade students: a control group that attended class using the conventional strategy and an experimental group that attended class using concept maps. The results of this study were as follows: First, the use of concept maps in class is effective in learning because of the higher understanding of the group that was using concept maps in the achievement assessment. Second, in their post-instructional understandings, no significant differences are shown between middle- and low-ranking students statistically, but a significant difference is shown between high- and low-ranking students or between high- and middle-ranking students. This indicates that the use of concepts maps in a class is more effective for the middle- and low-ranking students than for the high-ranking students. Third, in the repetitions of classes, the students learning with an aid of concept maps became accustomed to structuring the concepts of their learning subject in categories of relationships, hierarchies, cross-links, and examples easily.
Effect of CMC-Environment and Interaction-Types on the Achievement and Satisfaction in the Teaching and Learning of Science
Lee, Jeong-Sun ; Yoo, Jung-Moon ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 625~634
This study was designed to analyze the differences in science achievement and satisfaction between the environments of Face-To-Face (FTF) and Computer Mediated Communication (CMC), and between the interactions of Teacher-Students (TS) and Students-Students (SS). The activities for the interaction in the FTF and the CMC were carried out in the environments of traditional classrooms and the on-line network of communication computer, respectively. These experiments for four different groups (CMC-TS, CMC-SS, FTF-TS and FTF-SS) were performed with respect to 103 students of three 10th grade classes at a girls' high school in Chungju city. The questionnaires were composed of 5questions for achievement, and 13 questions on Likert scale for satisfaction. The data was analyzed using ANOVA, and through examination of each question about the satisfaction. The mean of the science achievement in learning activity was significantly higher in the CMC environment than the FTF. Also, the score in the TS interaction was meaningfully higher than the SS. Under the common environment of the CMC, science achievement and satisfaction in the TS interaction were significantly higher than in the SS. A similar result has been obtained in the satisfaction case even in the common environment of the FTF. The itemized analysis for the satisfaction shows a high score in the individual condition of CMC and TS, compared to that of FTF and SS, respectively. Thus, the school activity, formed in the TS interaction in the CMC environment is more effective at improving science achievement and satisfaction in the teaching and learning of science.
Pollution History of the Masan Bay, Southeast Korea, from Heavy Metals and Foraminifera in the Subsurface Sediments
Cho, Jin-Hyung ; Jeong, Kap-Sik ; Chung, Chang-Soo ; Kwon, Su-Jae ; Park, Sung-Min ; Woo, Han-Jun ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 635~649
Heavy metal concentrations and benthic foraminiferal distributions were investigated in three short sediment cores in order to understand the pollution history in Masan Bay. Sedimentation rates were 0.33 cm/yr, 0.20 cm/yr and 0.33 cm/yr in the inner bay, the out fall of Dugdong sewage disposal plant, and bay mouth, respectively. The rapid increases of copper, zinc and lead concentrations at the core depth of 10 cm the upper part indicated that Masan Bay has been polluted with industrial wastes since the 1940s. Benthic foraminifera in core sediments show that the variations in their distribution were followed by industrial pollution in the bay. The number of individuals and species diversity decreased, whereas agglutinated tests increased upward in the cores with increased heavy metal pollution. These shifts effectd the abundance of few tolerant forms and consequently decreased the species diversity. The opportunistic species Eggerella advena and Trochammina pacifica increased in polluted sediments. These species can be used as an indicator for assessments of environmental quality in Masan Bay.
Identity and Academic Classification of Earth Science in Korea
Lee, Chang-Zin ;
Journal of the Korean earth science society, volume 24, issue 7, 2003, Pages 650~656
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.