덕유산 국립공원의 고산지대 (해발 1,350m이상)를 대상으로 삼림식생의 실태와 삼림군집 구조를 정확히 파악하고자, 자연보존지구에 29개의 방형구(20×20m)를 설치하여 식생을 조사하였다. Cluster 분석한 결과 네 개의 집단으로 분류되었다. 수종간의 상관관계는 신갈나무와 들메나무, 들메나무와 노린재나무 및 싸리, 시닥나무와 주목, 함박꽃나무와 작살나무, 주목과 구상나무 등의 수종들 간에는 비교적 높은 정의 상관관계를, 신갈나무와 시닥나무, 주목 및 괴불나무 등의 수종들 간에는 높은 부의 상관관계를 보였다. 본 조사지의 종다양도는 0.9969~l.2217로 비교적 높게 나타났다.

Tertiary volcanic activity in the Fildes Peninsula can be divided into three stages (I, II, III) of magmatism. Evolutionary process of each stage was examined from the geochemical characteristics. For stage I, olivine, orthopyroxene and clinopyroxene of low Fe/Mg ratio as well as Ca-plagioclase begin to crystallize and fractionate. Stage II magma, which is more differentiated than stage I magma, shows the fractionation of Ca-plagioclase and olivine and orthopyroxene of high Fe/Mg ratio. Stage III magma, which is slightly more differentiated than stage I magma but less than stage II magma, intruded into the area when stage II magmatism was weakened. The volcanic rocks on the Fildes Peninsula show, as a whole, tholeiitic natures. From the previous studies on Sr isotopic ratio, the origin of the volcanic magma in the area was assumed to be upper mantle. Accordingly, the volcanic rocks in the area were originated from tholeiitic magma which generated by the partial melting of upper mantle under island-arc environment.

This paper was made for the purpose of research for direction on earth science subject matter of high school in Korea. For this purpose, we 1) reviewed the essence of science and goals and contents of science education, 2) reviewed the change of education of earth science subject matter, 3) investigated earth science teacher's opinion by questionnaire. The results were as follows: 1. Earth science subject matter must provide to students scientific process and knowledge - Process : to promote student's concerns for an interest in nature surrounding them, to help students develop and method in solving problems and its application for problem solving, recognition of variables of scientific method, to promote fundamental experiment and skills for scientific inquiry, etc. - Knowledge : provide systematic knowledge than simple rote, to help students understand concepts of recent scientific knowledge, contains STS, etc. 2. Earth science education must consider educational philosophy and educational psychology education of scientific literacy, partial professional education, conformity of development stage, sequence between school levels, attitudes to adaptation of scientific knowledge, method, skills and problem solving toward future positive attitudes to science, moral sense of science, minimum essense and difference of lines, open of upper limit, understanding the specific character of earth science, scientific knowledge development continuously, relationships of other subject matter, etc.

The purpose of the study is to provide meaningful suggestions according to the theoretical backgrounds and the scholastic characteristics and the present status of earth science education as a field of subject lesson education. Based on the results presented, the following are the conclusions and suggestions of this study. 1. Based on the scholastic characteristics, earth science plays a role as a subject content education, and earth science education functions a leading part as a subject lesson education. Accordingly, this might be an essential field for training earth science teacher with education. 2. It is thought that the educational goals of the department of earthscience education might be trained to be in an earth science educator rather than earth scientist or natural scientist. 3. It is thought that the solid background to the subject contents is essential for becoming earth science teacher. For the reason, the curriculum for training earth science teachers needs to be reformed to what extent like the criterion of the department of natural science. If it is really in a difficult matter, it might be effective for training earth science teacher to take the course work of science content related in the department of natural science under the equal circumstances. 4. It is considered that the curriculum of the department of earth science education might be organized according to the integrated subject lesson education rather than separate subject content education. 5. It is thought that the suggestions presented above will be accepted as the real worth of teacher training school and its pursuing goals are recognized as it is.

We investigate the forms, the inquiry levels and the objective types in the inquiry activities of the Earth Science text book (Science I HA) that was reorganized at March, 1988 from the eight publishers, according to the reference of Schwab's(1966) inquiry level of experiment and the Klopfer's (1971) classification of objectives of science education. Ninty seven percents of the experiments belong to the 1st level of the Schwab' s(1966) inquiry level and there are no activities of the 3rd level. On the basis of Klopfer's classification, ninty eight percents of the inquiry objectives are included in the only four kinds (A.O, B.O, D.O, G.O) of the nine objectives, and the rest (C.O, E.O, F.O, H.O, I. O) of the important objectives that are indispensable to the inquiry process seems to be exclusive. Conclusively speaking, the inquiry ability of the students may not be cultivated by the experiments in present text-book.

In recent years, there has been a great change in the earth science. Introducing new theories such as sea floor spreading and plate tectonics theories, sophisticated geological phenomena including continental drift, earthquakes and volcanic activities can be scientificaly explained. According to the great change of the concept of earth tectonics, earth science curriculum of domestic and foreign secondary school are now adapting this new concept such as new global tectonics. The aim of this study is to improve curriculum and develope a new efficient teaching-learning method by analyzing the contents of the chapter connected with plate tectonics in the elementary, middle and high school curriculum. For this purpose, American ESCP, CEEP and Korean earth science textbooks were analyzed in terms of general concept, system and construction. As the results, newly setting up the plate tectonics chapter include the contents of the concept of the plate, plate movement and historical back ground of the new global tectonics.

The purpose of this study is to analyse the type of student's misconceptions on earth science concepts and its sources in grades 7 to 9. The test questionnaire was develpoed to investigate their misconceptions to the selected students. The following conclusions were drawn. 1) The sellected students had the various types of misconceptions on earth science concepts. 2) There were no grade differences in the patterns of the misconceptions. 3) The sources of student's misconceptions were resulted from the poor development of cognitive structures, the influences of environments, the error of information processing. 4) The misconceptions were not changed and corrected easily.

The earth science was set down as a regular subject of high-school curricilum in 1956 and has been constantly transited since then. This study is to discover the theoretical basic of science education by analyzing the background of formation of the curriculum and the process of transition. The aim of this study is to give an important suggestions for the future Earth Science Education. The summary of the study and suggestions for the sixth amendment of Earth Science curriculum are as follows 1. To promote the development of Science Education, Science subjects should be decided to be a compulsory subject by authority and supported financially. 2. It is necessary that the Earth Science be selected as a required subject in both human and natural course ; at least 4 unit for the human study course, and 8 unit for the natural course. 3. In the sixth amendment of curriculum the Earth Science should be fixed as a regular compulsory subject and both experiment and practice should be reinforced.

Intermediated-basic plutons in Jirisan area consist of Pre-Cambrian anorthosite and gabbro, and Jurassic diorite and syenite. Many of bodies of massif type anorthosite are multi-intrusion and intruded by gabbroic rock which compose gabbro, norite, troctolite and leucogabbro. Younger intermediated plutons intruded into older basic plutons and formed contaminated zone at margin of basic plutons. Plagioclase of these plutons is of labradorite(An_(56∼60)) to bytownite(An_(60∼86)) in anorthosite, andesine(An_(35∼49)) in diorite and andesine(An_(30∼41)) in syenite: Continuous variation of anorthosite amount in these plutons suggest that basic and intermediated plutons are a series of differentiated product from two co-magma. Pyroxenes are correspond to salite of CPX, and hypersthene of OPX, and show continuous variation of component diopside to hedenbergite in salite and enstatite to ferrosilite in hypersthene. Variation of these component indicate these plutons are also a series of differentiated product from co-magma. Two synchronous plutons plotted on Harker diagram and AMF diagram show mostly similar trend to Daly's values and calcalkali rock series. Accoding to REE(La/Yb)_(cn) and Eu/Sm, it is concluded that intermediated-basic pluton having enriched LREE than HREE and emplaced by the tectonic setting in continent and/or continental margin.

Temperature depth profiles measured in permafrost and western Utah generally represent anomalous curvatures. The accurate climate change can not be resolved with existing geothermal data, but general magnitude and timing explain the model of global warming. Differences between borehole temperatures observed in different intervals may concur with modeled temperature differences computed from the nearest air temperatures. This agreement indicates that boreholes are recording climate change.

The Kongju basin of Cretaceous sedimentary rocks, which is located in the area between Ogcheon fold belt and Gyeonggi massif, is developed by the strike-slip fault and shows elongated rhombic shape trending roughly NE and SW with about 4㎞ in width and 25㎞ in length. Two stripes of ductile shear zone are traced in basement rocks along the boundary of basin. The shear sense of ductile shear zone is suggested to be sinistral. The Cretaceous sedimentary rocks within the Kongju Basin also exhibit deformed state in terms of developments of en-echelon arrayed folds, faults and various kinds of joint systems. The majority of joints is occupied by the fractures whose strikes are approximately normal to the directions of en-echelon arrayed fold axes. The shortening(α^(-1)) of fold system is most pronounced at the central part of the basin and gradually decreases toward both ends of the basin. Both of the strikes of fold axial planes and the azimuths of fold axes change discontinuously to form sigmoidal style of en-echelon arrayed folds. The en-echelon arrayed folds, all plunged towards SW direction, indicate that upper layers of the sedimentary rocks are more distributed in the SW area of the basin than in its NE area. The gravity anomaly around the Kongju basin shows 12∼17 mgal in the outer metamorphic zone and 8∼10 mgal in the basin; and its minimum value occurs in NE-SW direction along the western boundary of the sedimentary basin. The electric resistivity study on both boundaries of the basin shows 200∼300Ω-m in the boundary zone, 500∼600Ω-m in sedimentary rocks, and 1000Ω-m or more in the granite-gneiss region. These values indicate that the east boundary be gentle slope and the west one be steep fracture zone. 'These patterns of geophysical data implicates that the Kongju sedimentary basin should be dipping down to the west.

Punch Bowl basin is analysed for the earth science and terrain factors such as geology, geophysical features, topography and water systems. The study area is composed of two kinds of rocks : Jurrasic granite in the central part and Precambrian metamorphic complex in the marginal part of she basin. The depth of the base rock is about 20 to 40 meters below the surface at the center of the basin. The process which has formed the basin may be the differential weathering of the rocks. The morphology of the slope of the basin is concave and the slope is about 20° above the nickpoint and about 5° below it. The water system of the region is very poor in drainage pattern.

The purpose of the present study is to figure out the characteristics and differences among eight textbooks of high school Science I B (Earth Science) among all currently used high school Earth Science textbooks (Science I B and Earth Science) published in accordance with the fifth amended high school curriculum by comparing and analysing the contents in them The conclusions are as follows 1. The contents of each unit are not much different among textbooks since they are written according to the curriculum ordinance and textbook guidelines of the Ministry of Education. However, the contents and the sizes of the newly introduced unit 1 on $quot;Exploration of the Earth$quot; are found to vary significantly from one to another. This unit is also found to be rather formally and inattentatively written. 2. In many instances certain identical concepts and phenomena are found to be described using different terminology in different textbooks. 3. Some physical quantities are found to be described in different ways for the identical conceps and phenomena in different textbooks. 4. The amount of pages devoted to each field is found to be ordered as follows : Geology, Astronomy, Meteorology, Geophysics, Oceanography, etc. However, the relative amounts vary significantly among different textbooks with exceptions of textbooks A and D. This is believed to be caused by preponderence of authors in certain fields instead of balanced composition. Therefore, the education authorities are urged to unify the terminology and physical quantities that are used differently for identical concept and phenomena by consulting with textbook writers and professional institutions so that efficient teaching and learning can be achieved in the school. In addition, considering the multi-science nature of Earth Science which emphasizes the interdisciplinary approach as well as the importance of Earth Science as a basic science, the textbook should be written without preponderating of certain field over others.

Research studies about students' intuitive ideas in earth science were classified into two categories, classical and actional views, according to researchers perspectives on prior knowledge. The topics of the studies reviewed here are $quot;the earth and the sun$quot;, $quot;earth science$quot;, $quot;season$quot;, $quot;air pressure$quot;, and $quot;water in the atmosphere.$quot; Several intuitive ideas showed quite strong stability across task context. Cultural influence on a few intuitive ideas were reported and should be studied further. Students may commonly hold various intuitive ideas about some instruments used for instruction. For example, humidifier may be used for the relative humidity class. Students views about humidifier seems to be quite different from those of the teachers, and should be studied further.