• Journal of Korean Elementary Science Education
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• v.36 no.4
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• pp.405-427
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• 2017

This study aims to describe various teaching cases about 'earth revolution' in terms of PCK; knowledge of curriculum, knowledge of teaching strategies and knowledge of assessment. Based on these various cases we suggested PCK progressions about 'earth revolution'. For these, we recorded 'solar system and star' classes of nine elementary school teachers' in Kangwon, Gyeonggi, Gwangju, and Seoul. We adopted Lee & Lee (2016)'s topic-specific PCK framework to analyze the classes. As results, we suggested topic-specific PCK progression about 'earth revolution'. The results showed the upper anchor of the earth revolution class were exploring the reason of the change of constellation, finding the tendency of constellation change. These teachings were carried by the teachers' adaptive strategies. The upper anchor of the assessment was monitoring students' understanding during the whole class. The PCK progression about 'earth revolution' could help the teachers plan the earth revolution class, and reflect their own teachings.

• Journal of the Korean Society of Earth Science Education
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• v.13 no.3
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• pp.297-304
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• 2020

This study is to find out experiments of Earth's revolution and which experiment is effective by school level. Researcher investigated and developed eight experiments for students to learn Earth's revolution. Twenty six pre-service teachers did these experiments, discuss about them, chose an effective experiment of Earth's revolution and wrote the reason why. As a result, they thought that an experiment of seasonal constellations is effective for elementary school students, an experiment of seasonal star's spectrum is effective for secondary school students and an experiment of the superior planets' retrograde motion is effective for university students. Pre-service teachers gave reasons such as hands-on experience, connection with textbooks, background knowledge and higher-level thinking.

• Journal of Korean Elementary Science Education
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• v.30 no.2
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• pp.204-212
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• 2011

This research is about the six graders' preconceptions in elementary school about a cause of the seasonal change before learning. The result of this research is that the patterns of six graders's preconceptions in elementary school are earth's rotation, earth's revolution, the distance between the earth and the sun and the location factor between the sun and our country, which are mixed up with two more things. Especially many patterns of students explain the seasonal change of our country using the change of location of our country by earth's rotation, the location factor between the earth and the sun and the distance between the earth and the sun by earth's revolution.

• Journal of The Korean Association For Science Education
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• v.29 no.7
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• pp.759-766
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• 2009

This study was conducted to examine 10 Belizean teachers' conceptions about the causes of seasonal change. This research was conducted with an integrated method using a open ended written test and an interview which included a drawing. There are four categories, explained by the teachers, as the causes of seasonal changes. They are; climate, rotation of the earth on its axis, revolution of the earth around the sun, and the tilting of earth's axis as it revolves. Most teachers misunderstood that the first of three categories was responsible for seasonal change. Second, it is more effective to use the integrated method shown in this research than to use only a written test when seriously investigating the causes and understanding of seasonal change. Third, 8 out of 10 teachers could not correctly explain the causes of seasonal change. The reasons for seasonal change seemed to be hard for the informants to understand even though it was taught in elementary, middle, high school, and college elective classes.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.1-12
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• 2021

This study investigated pre-service elementary teachers' understanding of the planetary revolution movement of Mars and their explanatory models to show how the Sun-Earth-Mars system worked. An assessment item set using five celestial maps drawn from the Stellarium was designed to probe pre-service teachers' understanding of the prograde-retrograde motion of Mars. Among 23 participants, only four showed scientifically accurate understanding of Mars movement and drawing correct explanatory models for the planetary movement. Even the pre-service teachers who construed correctly prograde and retrograde motions of Mars showed a clockwise movement model due to their intuitive perceptions of Mars movement data from the celestial maps. Pre-service teachers with poor understanding of planetary movement also showed weak explanatory models due to their limited observation or lower spatial thinking. Although the planetary motion is not an easy topic for pre-service elementary teachers, it can be argued if the alternative approach, such as using appropriate observational data of a planet and changing the frames of reference between Earth-based view and Space-based view, is employed effectively in teaching planetary motion, pre-service teachers can reach the upper level of leaning planetary motion in terms of the planet's revolution.

• The Journal of Dong Guk Oriental Medicine
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• v.5
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• pp.281-306
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• 1996

A study on the effect of the Sun-Moon-Stars(日月星辰) in Huang Ti Nei Ching("黃帝內經") on the formation of the Yunqi theory(運氣理論) have revealed following conclusions. 1. There was a record of Stars(星辰) written by Gabgol-Character(甲骨文字) in the Yin(殷) Dynasty. But the very first documentary records of Stars(星辰) is Shu Jing("書經"). Ancient astronomy had the tendency of astrology of combined with theory of the Five Elements(五行) and finally effects the theory of formation of Huang Ti Nei Ching("黃帝內經"). 2. Shu Jing("書經") said that Junrak(錢樂) made an Armillary sphere(運天儀) in the Sung(宋) Dynasty. And in the Jin(秦) and the Han(漢) Dynasty, they already observed the stars. The Sunkiokhyung(璿機玉衡) which is machinery of star-observing, became to be called an Armillary sphere (運天儀) by the pass of times. 3. As of the theory of the Cosmos-structure(宇宙-構造論) in Ohanunhangdaeron("五運行大論"), Guiyugu(鬼兒區) announced the Hypothesis of Covering Heaven(蓋天說) but Kibak(岐伯) supported the Hypothesis of chaosheven's(蓋天說) and in the theory of atmosphere(大氣論) in Ohanunhangdaeron("五運行大論") said that the earth was in Great Empty(太虛) and it was floating in the universe by the Great Chi(大氣). 4. The knowledge about the Five stars(五星) in Huang Ti Nei Ching("黃帝內經") is presented in the section of Gemgwejineonron("金?眞言論"), Gigoupyondaeron("氣交變大論"), Youkwonjeonggidaeron("六元正紀大論").ln the method of identifying the Five stars(五星) presented the criteria of the brightness, the altitude, the colours and the orbit etc. 5. The jupiter which has twelve year's revolution cycle was the basis of determination on the Twelve constellation(12辰), the Twelve field of heaven(12次), the Twelve Houses in the ecliptic(黃道 12宮), the Twelve Earth's Branches(12支) and the Twelve fields of Earth(12分野) and also it became the origin of the duodecimals(12進法). 6. The saturn having about twenty-eight year's revolution cycle became the criterion in identifying the Twenty Eight Constellations(28宿) which was used as the coordinates of the Celestial sphere (天球). 7. By the Percussional movement(歲差運動), the position of polaris and the Vernal-Antumal equinox(春秋分点) were shifted. Therefore the ancient the Heaven Gate-Earth Door(天門-地戶) changed from the position of Sil-Byuk(室壁), Yik-Jin(翼軫). And the precisional movements brought about the concept of the WunHoyYunSe(元會運世) that is a method of dividing a period. Also the precisional movement gave three dimension(三次元) foundation interpreted the Sixty JiaZi (六十甲子) which is revolving through sixty years uniformally. 8. The Hypothesis of the Nine Houses and Eight Winds(九宮八風論) which is one field of the astrology of ancient polaris-nine Houses divination plate(太一九宮占盤) brought about the concept of deficiency and excess and the concept of the Wind Vice(風邪). In the Calendar System(曆法) presented in Huang Ti Nei Ching("黃帝內經") the tropical year of the Sun-Moon-Stars(日月星辰) and the revolution and the rotation of the earth give explanations the changes of Yin-Yang(陰陽) by the use of the ten Celestial branches(十干) and the twelve Earth branches(十二支).

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.481-494
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• 2018

This study investigated elementary students' understanding of Earth revolution and its accompanied apparent motion of constellation in terms of spatial reasoning. We designed a set of multi-tiered constructed response items in which students described their own idea about the reason of consecutive movement of constellations for three months and drew a diagram about relative locations of the Sun, the Earth, and the constellations. Sixty-five sixth grade students from four elementary schools participated in the tests both before and after science classes on the relative movement of Earth and Moon. Their answers to the items were categorized inductively in terms of transforming frames of reference which are observed on the Earth and designed from the Space-based perspective. We analyzed those categories by the levels of spatial reasoning and depicted the change of students' levels between pre/post-tests so that we could get an idea on the preliminary developmental pathway of students' understanding of this topic. The lower anchor description was that constellations move around the Earth with geocentric perspective. Intermediate level descriptions were planar understanding of Earth movement, intuitive idea on constellation movement along with the Earth. Students with intermediate levels did not reach understanding of the apparent motion of constellations. As the upper anchor description students understood the apparent motion of constellations according to the Earth revolution and could transform their frames of reference between Earth-based view and Space-based view. The features as the case of evolutionary learning progressions and critical points of students' development for this topic were discussed.

• Journal of the Korean Society of Earth Science Education
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• v.17 no.1
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• pp.20-33
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• 2024

The purpose of this study is to examine the scientific activities of scientists justifying Wegener's continental drift in the 20th century, which is explained as a revolutionary process in earth science, and methodologically analyze the strategy of proposing new scientific theories and how the process of theory selection is carried out. Previously, the Earth was a static model and only the vertical movement of the crust was considered. However, the theory of continental drift proposed horizontal movement of the crust as a dynamic model of the Earth, eliminating numerous problems. Therefore, this study seeks to explore the rational activities of numerous scientists until the current plate tectonics theory was formed. Additionally, the theory of continental drift is in conflict with the theory of Earth shrinkage, which is an existing static model. In other words, it deviates from the existing mechanistic world view by presenting a dynamic model in which the Earth is created and changes, as opposed to a static model in which the Earth is already completed, fixed, and unchanged. As a result, old geology was weakened and new geophysics was born. The theory of continental drift and continued exploration by subsequent generations of scholars brought about a revolution in earth science. This can be said to be a good subject of investigation as educational material for various methodologies for students in earth science education, and as educational material for changing students' worldview.

• Publications of The Korean Astronomical Society
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• v.2 no.1
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• pp.47-60
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• 1985

Four observational astronomical item, have been pilottested with a 150mm refracting telescope in order to layout the detailed procedures for the suggested (inquiry) activities listed in the high school earth science curriculum and to contrive some adequate instructions for students stressed on how to make proper treatments with the collected materials. The tested items were of sunspots' motion, the size of lunar craters, the Galilian satellites' revolution, and the galactic distribution of stars. Following series of activities are suggested with respect to the way of collecting observational data and of giving proper instruction to students in class: 1) Photography and other material, he made by teacher and/or extracurricular group of students; 2) Replicas (xeroxed, photographs, Or slides) he made from the collected materials, '0 that they are available to all the students in class; 3) Quantative analyses, be taken as student' activity.

• Economic and Environmental Geology
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• v.51 no.5
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• pp.455-461
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• 2018

The purpose of this study is to compare the expert group's recognition with general people's recognition about the image of the future on geo-technoloies. The survey targeting to 215 experts and to 598 people had been completed from July to August, 2017 by a research firm. The research result showed that energy was selected as the first priority by expert group and climate environment, geologic environment, mineral resources and material, living place, space-earth research, and the fourth industrial revolution were sequence ranked by experts. Also, it was analyzed that climate environment was recognized as the first priority and geologic environment, energy, mineral resources and material, living place, space-earth research, the fourth industrial revolution were ranked in sequence by general people group.