간행물
한국지구과학회지 KCI 등재 The Journal of The Korean Earth Science Society
- 발행기관 한국지구과학회
- 자료유형 학술지
- 간기 격월간
- ISSN 1225-6692 (Print)2287-4518 (Online)
- 수록기간 1979 ~ 2024
- 주제분류 자연과학 > 지구과학 자연과학 분류의 다른 간행물
- 십진분류KDC 450DDC 550
권호리스트/논문검색
제32권 제5호 (2011년 9월) 8건
1.
2011.09
구독 인증기관 무료, 개인회원 유료
The Steptoean Positive Carbon Isotope Excursion (SPICE) is found in the Machari Formation which was interpreted to have been deposited on the middle to outer carbonate ramp environment. The Machari Formation is the Middle to Late Cambrian in age and distributed in the Yeongweol area, Gangweon Province, Korea. The SPICE event in the Machari Formation begins with the first appearance datum of trilobite Glyptagnostus reticulatus and ends with the first appearance of datum of trilobite Irvingella. The SPICE is found in approximately 120 m thick sequence and δ13C values in the SPICE interval range from 0.6 to 4.4‰. The SPICE in the Machari Formation is interpreted to be caused by burial of organic matter in the sea floor and subsequent increase of 13C isotope of the Late Cambrian ocean. The SPICE interval in the Machari Formation corresponds to the highstand to transgressive systems tracts.
4,900원
2.
2011.09
구독 인증기관 무료, 개인회원 유료
By performing a statistical change-point analysis of activities of the tropical cyclones (TCs) that have affected Korea (K-TCs), it was found that there was a significant change between 1983 and 1984. During the period of 1984-2004 (P2), more TCs migrated toward the west, recurved in the southwest, and affected Korea, compared to the period of 1965-1983 (P1). These changes for P2 were related to the southwestward expansion of the subtropical western North Pacific high (SWNPH) and simultaneously elongation of its elliptical shape toward Korea. Because of these changes, the central pressure and lifetime of K-TC during P2 were deeper and longer, respectively, than figures for P1. This stronger K-TC intensity for P2 was related to the more southwestward genesis due to the southwestward expansion of the SWNPH. The weaker vertical wind shear environment during P2 was more favorable for K-TC to maintain a strong intensity in the mid-latitudes of East Asia.
4,000원
3.
2011.09
구독 인증기관 무료, 개인회원 유료
In this paper, trends of the widely used stability indices (SIs) and environmental parameters (EPs) were examined by using the 30-year routine rawinsonde data observed in three upper air observatories (Osan, Gwangju and Pohang) over South Korea. To take into account of the contribution of water vapor to a parcel density, we applied the virtual temperature correction in calculating the SIs and EPs. The trends of SIs and EPs indicated significant increases of temperature and moisture contents, especially at the low-to-mid troposphere during the last 10 years. The warming trend in the lower troposphere shows about 3 times greater than that of the global average (+0.10- +0.20˚C/10 years), whereas the cooling trend of lower stratosphere demonstrates a similar trend with the global average (-0.33- -0.60˚C/10 years). The vertical stability is clearly reduced due to the unsymmetrical change of atmospheric elements. The unstabilizing trend with the increased moisture contents gradually changed the atmospheric environment in South Korea into the conditions favorable for the occurrence of severe weather or intensifications of such events. These trends are consistent with the recent observations, which showed clear increase in the intensity and frequency of heavy rainfalls.
4,500원
4.
2011.09
구독 인증기관 무료, 개인회원 유료
This study presents how a professional development program (PD) of K-12 teachers affects participants' use of the earth system approach and their perceptions of using the urban environment for their science teaching and lesson unit development. This study utilized mixed methods to collect and analyze the data. Eleven urban teachers' pre-post lessons (45 lessons) were analyzed quantitatively using a lesson plan analysis tool, modified by the author, and their lesson reflections were analyzed qualitatively. The findings of this study show that the PD program influences the teachers to choose more topics and content knowledge based on the earth system approach and to assess the topics and content knowledge with more appropriate methods. Specifically, the teachers use more urban environmental factors/topics in their post lesson to teach the environmental topics of urban area. However, according to the statistical analysis of pre-and postlesson plan scores, the accuracy of the earth system knowledge that participants used in their lessons did not change significantly (p〈0.05) (Table 4), which means that the PD program did not affect the improvement of the teacher's content knowledge in earth system science. Implications of this study are discussed.
4,200원
5.
2011.09
구독 인증기관 무료, 개인회원 유료
There has been increasing evidence of the positive effects in informal science programs to promote the youths' positive development. However, relatively a small number of informal science programs target specific student populations such as youth in poverty with little research done about the important program factors. This case study presents an exemplary informal science education program (focusing on Earth Science Education or more specifically, water in urban environments) for youth in poverty in a midwest city of the United States. This study explored the most important characteristics of the program that could lead to positive development for the youth. Through a number of observations of the program and interviews with the participants, this study employs inductive and interpretive research methods. Findings show that the program managers' beliefs about the youths' knowledge and experiences, their relationship building skills, and their cooperative work are very important. A concrete mission for the program and structured institutional support to hire the youth as paid museum staff are also important in assuming their responsibility and building identity as an active social member.
4,000원
6.
2011.09
구독 인증기관 무료, 개인회원 유료
During the last three decades, earth science has been re-conceptualized as an interdisciplinary discipline entitled Earth System Science (ESS), which is based on knowledge of the physical earth system and human impact on the earth. While there is increasing effort to teach earth as a system in K-12 education, teachers' preparedness of to teach earth system is still in its infancy. This article focuses on reviewing the literature of teachers' knowledge of earth systems and of how teachers' knowledge of subject matter affects their teaching practice and pedagogical content knowledge (PCK). First, the study investigated a literature of PCK in general as well as in science teaching. Then this study duscuss what teachers' subject matter knowledge (SMK) is and what it means to be in teaching earth system science. Third, a literature of teachers' knowledge of earth system was reviewed. Finally, a number of suggestions and implications are made as to what teacher education program should do to better prepare future teachers to teach earth systems.
4,000원
7.
2011.09
구독 인증기관 무료, 개인회원 유료
In this study, we investigated how elementary science teaching has changed with the introduction of the National Assessment of Educational Achievement (NAEA). Teachers are held accountable for student performance as measured by the mandatory nation-wide standards tests to satisfy the needs of accountability and quality assurance systems. In relation to the teaching of science in the elementary school, professionalism meets potential threats with the advent of national test. Through analysis of the classroom teaching and open-ended interviews, we explored the teacher's concerns about the national test and how their science classes have changed to prepare for this test. According to the results, the national test made elementary teachers accountable for the content of their science classes, limits teachers' autonomy in reconstruction of curriculum, and forced teachers to conduct conclusion-centered lessons even in elementary science classes. In addition, teachers argue that the national test precludes the possibility of differentiated education and differentiated assessment. Based on the results, we suggested a new professionalism in this accountability era, so called 'informed professionalism', which refers to the ability of teachers to interpret and implement curriculum and policy mandates at the local, school and classroom level to generate equitable and improved student outcomes through teaching and learning. We also suggested further research on the teacher professionalism in teaching science contents.
4,000원
8.
2011.09
구독 인증기관 무료, 개인회원 유료
As homework, a total of 32 seventh grade science-gifted students were asked to observe the moon at daily intervals for one month duration. They were also asked to take the photos and to record relevant variables in a given format. The purpose of the task was to investigate what students thought, as they observed the moon. The results show that students paid attention mainly to the position of the moon relative to other variables such as the date in the lunar calendar, the observer's position on the earth, and the position of the sun. Overall students' response implied that students did not observe the lunar phase in relation with relevant variables. Some reponses from students show common misconceptions such as the cause of the lunar phase to reflect the shadow of the earth. However, some responses reveal students' idea that has been rarely reported in the previous researches. For example, some students drew the moon to revolve in the opposite direction. Significant number of students drew the sun's position to be due west before the full moon and due east after the full moon. Few students recognized the relation between the time of observation and observer's position on the earth. The results of current research suggest that not only the education but also the research needs to be expanded to consider informal environment such as the actual field conditions.
4,000원
