• Journal of Fisheries and Marine Sciences Education
• /
• v.29 no.2
• /
• pp.396-408
• /
• 2017

This study aims to analyze pre-service elementary teachers' oceanographic literacy, understanding of ocean environmental problems and opinions on teaching strategies for ocean topics. As survey participants, this study selected 126 pre-service elementary teachers. Firstly, as a result of testing their oceanographic literacy, this study found out that out of all the basic principles, 'Oceans Largely Unexplored' was highest in the mean score, followed by 'Human Connections', 'Ocean & Its Life Shape Earth', 'Habitability', 'Biodiversity', 'Weather & Climate' and 'Size of Ocean'. Besides, regarding environmental problems affecting all the aspects of ocean, they mentioned oil spills caused by vessel accidents, so called 'Oil Pollution', as the most serious marine environmental problem. Regarding environmental problems affecting coral reefs, they considered over-fishing as the most serious problem. Secondly, as a result of analyzing their opinions on effective teaching strategies for ocean-related topics in elementary science textbooks, this study found out that regarding topics about understanding the undersea topography in the chapter of the earth and moon, they proposed 'Making an Undersea Topographic Model with Sand' most as an effective teaching strategy. As an effective teaching strategy for the chapter of animals' lives, they proposed 'Classifying Animals with Marine Animal Cards' most. As an effective teaching strategy for the chapter of ground surface changes, they proposed 'Making and Simulating Seashore Topography' most.

• Journal of the Korean Society of Earth Science Education
• /
• v.9 no.3
• /
• pp.269-275
• /
• 2016

This study is conducted to search about changing earth science contents influenced by the scientific literacy from the 7th curriculum to the 2015 revised curriculum. Earth science area is divided into astronomy, geology, meteorology and oceanography contents. Among the elements of scientific literacy, the contents were analyzed focusing on STS elements. In the astronomical and meteorological content areas, there were aspects of scientific literacy in all periods from the 7th to the 2015 revised curriculum. Except for the 2007 revised curriculum in the geological area and the 7th curriculum in the oceanographic content area, the aspects of scientific literacy appeared at all times. It is emphasized the usefulness of science and technology in the astronomical content area and the use of science in everyday life in geological and meteorological content area. In the oceanographic content area, it is emphasized that content of science related social issue such as resource shortage and environmental pollution. This study can be extended to the fields of physics, chemistry and life science, we suggest to inquire the scientific literacy as a integrated science.

• Journal of the Korean earth science society
• /
• v.44 no.1
• /
• pp.13-35
• /
• 2023

Ocean currents play the most important role in causing and controlling global climate change. The water depth of the Yellow Sea is very shallow compared to the East Sea, and the circulation and currents of seawater are quite complicated owing to the influence of various wind fields, ocean currents, and river discharge with low-salinity seawater. The Yellow Sea Warm Current (YSWC) is one of the most representative currents of the Yellow Sea in winter and is closely related to the weather of the southwest coast of the Korean Peninsula, so it needs to be treated as important in secondary-school textbooks. Based on the 2015 revised national educational curriculum, secondary-school science and earth science textbooks were analyzed for content related to the YSWC. In addition, a questionnaire survey of secondary-school science teachers was conducted to investigate their perceptions of the temporal variability of ocean currents. Most teachers appeared to have the incorrect knowledge that the YSWC moves north all year round to the west coast of the Korean Peninsula and is strong in the summer like a general warm current. The YSWC does not have strong seasonal variability in current strength, unlike the North Korean Cold Current (NKCC), but does not exist all year round and appears only in winter. These errors in teachers' subject knowledge had a background similar to why they had a misconception that the NKCC was strong in winter. Therefore, errors in textbook contents on the YSWC were analyzed and presented. In addition, to develop students' and teachers' data literacy, class materials on the YSWC that can be used in inquiry activities were developed. A graphical user interface (GUI) program that can visualize the sea surface temperature of the Yellow Sea was introduced, and a program displaying the spatial distribution of water temperature and salinity was developed using World Ocean Atlas (WOA) 2018 oceanic in-situ measurements of water temperature and salinity data and ocean numerical model reanalysis field data. This data visualization materials using oceanic data is expected to improve teachers' misunderstandings and serve as an opportunity to cultivate both students and teachers' ocean and data literacy.

• The Sea:JOURNAL OF THE KOREAN SOCIETY OF OCEANOGRAPHY
• /
• v.18 no.3
• /
• pp.142-161
• /
• 2013

In order to enhance scientific interest and a sense of affinity about ocean, the programs of the oceanic camp 'oceanic summer school' were developed and applied to $4^{th}$ and $9^{th}$-grade elementary and middle school students for 9 years from 2004 to 2012. It was composed of oceanic training for snorkeling, a tour to oceanic institutes and museums near the camp academy place, experimental learning in oceanic-related field, field trips for ocean and earth sciences, and lectures on various subjects of ocean. We developed and implemented 9-kinds of inquiry surveys to evaluate changes in cognitive and affective characteristics, and ocean literacy of students participated at the present oceanic summer camp. Based on the statistical analysis, affective characteristics such as interest, inquisitiveness, passion, and so on, were enhanced. Analysis of ocean literacy revealed that cognitive characteristics of the students were increased by 40%. We presented parents' responses on the programs of oceanic summer school. Some students with less initial interest of ocean have positively changed to make up their minds to be a oceanographer in several years later. In light of this, the summer school can be evaluated to be successfully functioned as a long-term support system for potentially young-talented students in the field of ocean science. This study addresses that long-term implementation of the summer oceanic camp may trigger students with potential talent toward in-depth science in the near future even though it could not bring positive effect immediately. This addresses the necessity of policy supports in order that various programs like the scientific camp should be more constructively developed and executed for next-generation manpower in oceanographic fields.