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 ~ 2026
- 주제분류 자연과학 > 지구과학 자연과학 분류의 다른 간행물
- 십진분류KDC 450DDC 550
권호리스트/논문검색
제47권 제4호 (2026년 8월) 9건
1.
2026.08
구독 인증기관 무료, 개인회원 유료
Kiehyun Park, Hyunjong Kim
We present two transit observations of the inflated hot Jupiter WASP-52b (K2V host, ), obtained in the RC and V bands, alternated frame by frame using a single camera on a 0.3 m Newtonian telescope at the P64 Observatory, an urban site in Suwon, Korea, on UT 2024 August 30 and September 27. The data were reduced using a pipeline designed for urban small-telescope photometry that mitigates two reduction-induced systematics capable of mimicking a transit: the use of a per-frame, seeing-proportional aperture, and the saturation of bright targets. When applied to a blend-contaminated comparison-star ensemble, a seeing-scaled aperture inflated the fitted radius ratio by approximately a factor of two, whereas a fixed aperture recovered the literature value from the same ensemble. Thus, the seeing-coupled aperture does not bias the transit depth by itself but can amplify defects in the comparison-star ensemble, such as blended neighbours, into a transit-shaped systematic; using a fixed aperture suppresses this effect. The controlled pipeline employs a fixed aperture (3.5 times the nightly median stellar full width at half maximum, FWHM, with a minimum of 12 pixels), per-star centroiding, sigma-clipped sky estimation, and frame-level saturation control. The highersignal- to-noise 2024 August 30 light curve yields a planet-to-star radius ratio of Rp/Rs = 0.172 ± 0.016, consistent within 0.5 with the literature value of 0.1646. The shorter-exposure September 27 epoch gives 0.191 ± 0.035, and the weighted mean is 0.175 ± 0.014; all uncertainties include an a posteriori red-noise assessment ( = 1.0 and 1.5). The August 30 mid-transit time agrees with the discovery ephemeris (OC = +1.4 ± 5.1 min, approximately 2,700 orbits after discovery), confirming the ephemeris to within ±5 min. Although based on only two transits obtained from a single site and instrument, these results suggest that urban 0.3 m telescopes can contribute useful photometry to ephemeris-maintenance efforts such as ExoClock in support of ESA’s Ariel mission.
4,900원
2.
2026.08
구독 인증기관 무료, 개인회원 유료
Ju-Hyeon Park, Yun Seob Moon, Seong Un Kim
This study examined whether early-lead ECMWF Artificial Intelligence Forecasting System (AIFS) total column water (TCW) fields at +0, +6, and +12 h could be mapped to later-valid MIMIC-like total precipitable water (TPW) fields at +24 and +30 h using a U-Net. Separate models were developed from 59–60 six-hourly samples spanning 16 days. Equal-input references included +12 h persistence, linear-tendency extrapolation, and three-input linear regression, whereas target-lead AIFS fields were retained as information-advantaged operational references. In the six-field chronological model-selection subsets, the U-Net produced the lowest cosine-latitude-weighted MAE and RMSE among the examined equal-input references, with reductions of approximately 26–29% relative to the three-input linear regression. The frozen models were subsequently applied without refitting to one forecast initialized at 00 UTC on March 10, 2026, and similar relative improvements over the equal-input references were observed. Target-lead AIFS calibrations generally produced lower errors than the U-Net. The absolute TPW discrepancy increased with the magnitude of integrated vapor transport (IVT). These results suggest that early AIFS forecast trajectories contain useful information for later-valid MIMIC-like TPW mapping, although the short development period and single out-of-period case limit conclusions regarding broader temporal generalization.
5,700원
3.
2026.08
구독 인증기관 무료, 개인회원 유료
Dong-hwan Kang
This study quantitatively evaluates the effects of tidal fluctuations on groundwater level and electrical conductivity (EC) in a coastal fractured-rock aquifer. The study was conducted at a monitoring well approximately 180 m from the shoreline of Yongho Bay, Busan. Groundwater level, tidal level, and rainfall were continuously measured at 10 min intervals for approximately six months, from 21 August 2008 to 5 February 2009. Vertical EC profiles were measured sequentially during low tide, rising tide, and high tide on 17 February 2009. Following rainfall events exceeding 20 mm, groundwaterlevel peaks occurred after time lags of 16–44 h; the differences were associated with rainfall intensity and duration, antecedent moisture conditions, initial groundwater level, and fracture-network response. The correlation coefficient between tidal and groundwater levels increased from 0.242 for the 10 min records to 0.722 for daily means, showing that the apparent relation is strongly scale dependent after semi-diurnal oscillations are filtered. EC remained below 1,000 μS/ cm above approximately 19 m below ground level and increased sharply below approximately 25 m. Within the single tidal sequence, the maximum EC increased from 47,300 μS/cm at low tide to 67,900 μS/cm at high tide. This stageordered increase is consistent with tide-associated redistribution of saline water in the open borehole below the 19 m casing; however, because the profiles represent one tidal cycle and depth-discrete fracture and borehole-flow data are unavailable, they are interpreted as borehole-scale evidence rather than definitive aquifer-wide interface displacement. The legacy dataset provides a rare high-frequency baseline for scale-dependent tidal–groundwater analysis and informs the design of depth-discrete coastal groundwater monitoring.
4,000원
4.
2026.08
구독 인증기관 무료, 개인회원 유료
Yoon-Sung Choi, Soon-Young Park
The characteristics of Earth science-related science capital among pre-service Earth science teachers and how participants retrospectively related their past science-related experiences to these characteristics were investigated. Science capital is a configuration of cultural resources, social relationships, and practices, the meaning of which depends on how they are recognized and used. Four male pre-service Earth science teachers from a national university in South Korea were purposively selected following preliminary reflective writing. Evidence was obtained through two rounds of semistructured interviews. A theory-informed deductive–inductive thematic analysis revealed current characteristics and configurations, and separate within-case relational matrices and cross-case comparison were used to examine participantarticulated connections with past experiences. Results of the first analysis revealed achievement-based perceived competence, teacher-associated conceptual accessibility, sustained observation and interpretation of natural phenomena, and family-associated disciplinary familiarity. Those of the second analysis showed that participants connected past experiences with these characteristics through retrospective recognition, continued usability, different meanings attached to broadly similar resources, and the contexts in which the resources became meaningful. Examination improvement was associated with perceived competence, memorable teacher explanations with conceptual accessibility, repeated observation with enduring interpretive practice, and family exposure with disciplinary familiarity. These patterns represent relationships reconstructed from retrospective accounts rather than from causal pathways. This study elucidates the discipline-specific and relational character of science capital among pre-service Earth science teachers and suggests that teacher education may help them recognize both visible and less visible resources in their science-learning histories.
4,800원
5.
2026.08
구독 인증기관 무료, 개인회원 유료
Jong-Hee Kim, Youngsun Kwak, Hannah Yoon
This study examined how digital science inquiry process skills specified in current science curricula (2015/2022 Revised National Curriculum, NGSS) were enacted in 10 pre-service earth science teachers' teaching demonstrations, focusing on how Earth science's disciplinary characteristics shaped this enactment. Transcripts were coded using a ninecategory "digital science inquiry process-skills" framework and analyzed using epistemic and keyword co-occurrence semantic network analyses. Both analyses converged on a structure centered on data collection, problem recognition, data interpretation, reasoning, and communication, reflecting the reliance of Earth Science on satellite, observational, and survey data, which are difficult to generate directly in the classroom. In contrast, inquiry design (variable control) and mathematical/computational thinking were weakly enacted, a pattern consistent with the inherent constraints of Earth science on direct experimentation. Notably, observation- and classification-based activities, centered on the classification of planets and galaxies, formed a distinct, self-contained module, indicating that Earth science's traditional inquiry methods (observation and classification of macroscale phenomena) persisted and were actively reconfigured within digital environments (classification programs and visualization tools) rather than being displaced by them. These findings indicate that digital inquiry enactment in Earth science classrooms is not uniform across process skills but is systematically shaped by the discipline's methodological particularities, offering implications for how the generic process-skills framework should be contextualized in Earth science teacher education.
4,200원
6.
2026.08
구독 인증기관 무료, 개인회원 유료
Hangil Kim, Young-Shin Park
This study examines how socio-scientific issues (SSI) education is represented in high school Integrated Science textbooks developed under Korea’s 2022 Revised Curriculum and how SSI-related activities reflect democratic citizenship competence. As science education increasingly addresses complex issues such as climate change, artificial intelligence, biotechnology, energy transitions, natural disasters, and environmental justice, textbooks must provide learning opportunities that go beyond conceptual understanding and inquiry skills. Using qualitative content analysis, this study analyzed six Integrated Science textbooks, including Integrated Science 1 and 2, from three widely adopted publishers. SSI-related activities were identified and classified by content area and activity type, and the Democratic Citizenship Framework was applied to analyze eight competence elements: critical thinking, communication and collaboration, information management, empathy, social accountability, science-technology-society relations, self-direction, and decision making. This analysis identified 78 SSI-related activities. New technology-related issues, including artificial intelligence, big data, and robotics, appeared most frequently, followed by eco-friendly energy development, climate change, and natural disasters. Inquirybased activities were common across publishers; however activity formats varied considerably. The findings also showed that cognitive elements such as science-technology-society relations, information management, and critical thinking were strongly represented, whereas affective and participatory elements such as empathy and self-direction were relatively limited. These findings suggest that the presence of SSI topics alone does not guarantee democratic citizenship education. Science teachers and curriculum developers should redesign SSI activities to include ethical reflection, empathy, decision making, and responsible action.
4,800원
7.
2026.08
구독 인증기관 무료, 개인회원 유료
Jinju Hwang, Hyonyong Lee
This study aims to analyze elementary science-gifted students’ completed artifacts from a three-dimensional (3D) design software mentorship program: scientific concept application, digital-based problem solving, and selfunderstanding and reflection. Using 69 artifacts produced by sixth-grade elementary students who performed an identical task (“Designing My Own Creative Air Fire-extinguisher”) as the object of analysis, we inductively typified examples of the three dimensions and calculated their frequencies. The results showed that students selected, adjusted, and redefined science concepts, centered on fluid mechanics, within the design context; discovered different problems for the same task; solved them using 3D modeling tools; and reflected on their abilities, limitations, and growth in forms grounded in their task performance experience. In particular, an orientation toward extending into further learning and inquiry appeared most frequently (46 cases), confirming that self-understanding and reflection at this stage were realized as experience-embedded self-perception and learning orientations, rather than as concrete career aspirations. This suggests that the competency changes identified through quantitative tests and interviews are embodied in the artifacts, whereas artifact analysis can also reveal manifestation patterns that are not captured by the item structure of the assessment instruments. This study demonstrates that student artifacts, when analyzed together with tests and interviews, can serve as a third data source, affording a multidimensional understanding of students’ actual competencies. It also proposes group-based mentorship education and design history analysis as future tasks.
5,100원
8.
2026.08
구독 인증기관 무료, 개인회원 유료
Dong-Young Lee
This study examines how fourth-grade elementary students infer the relative temporal order of events from the superposition of lunar craters. A two-tier diagnostic item adapted from a released PISA science unit was administered to 195 fourth graders in Busan, Korea: tier 1 required the full ordering of five superposed craters, and tier 2 elicited written justification under teach-back framing. An embedded mixed-methods analysis combined quantitative scoring of the orderings with language-network analysis and lexicon-based classification of justification. The sequencing performance of students varied widely: 38.5% reproduced the keyed order exactly, and errors were concentrated not on global judgment— identifying the large outermost crater as the oldest, which most students correctly identified—but on successive local judgment of which of the two overlapping inner craters covered the other. Incorrect ordering fell into three recurring patterns (full reversal, adjacent single error, and internal scrambling), and the written justification of students who were correct and incorrect differed systematically: students who were correct described the observable overlap relations using a differentiated set of superposition verbs, whereas students who were incorrect most often assumed that larger or deeper craters were older. Correct ordering and scientifically appropriate justification were strongly associated but did not coincide; some students identified the correct order without citing superposition evidence, whereas others cited such evidence yet misordered the craters. These results indicate that assessing relative-age reasoning at this age requires examining students’ evidence and justification alongside their answers and that instruction should explicitly address the local reading of overlap relations and the size–age misconception.
4,500원
9.
2026.08
구독 인증기관 무료, 개인회원 유료
Dongjun Lee, Young-Shin Par
This study explores how preservice Earth science teachers’ perceived climate change action competence compares with their enacted practices during a situated learning-based climate activist program. Climate change education increasingly requires teachers to help students move beyond scientific understanding toward communication, decisionmaking, reflection, and responsible action. Awareness alone does not necessarily lead to action-oriented teaching. This study was conducted via a two-year program in which preservice Earth science teachers served as mentors for elementary and middle school students. In the first year, six mentors participated in the first and second halves of the program’s implementation. In the second year, four mentors participated, and additional scaffolds, including interviews and structured action-competence question prompts, were introduced. The data sources included a 21-item questionnaire, reflective journals, and interviews. The findings demonstrated a persistent theory-practice gap: mentors reported high levels of competence, but reflective journals indicated uneven enactment, especially in integrative thinking, decision making, and willingness to act. During the second year, in which intentional scaffolding was introduced, several action-related competencies became more visible in practice, particularly integrative thinking, communication, decision-making, and willingness to act. These findings suggest that climate change teacher education should combine authentic mentoring, structured reflection, and explicit action-oriented pedagogical prompts.
4,900원
