Ilmenite-rich titanium orebody was newly discovered from anorthositic mass distributed in the Handong-gun, Kyungsangnam-do. The orebody ranges from 2m to 30m in width and runs at least 14Km. The anorthositic mass may be zoned whose boundaries run parallel to almost north-south direction on the basis of abundance of mafic minerals and diagnostic texture observed. The titanium orebody is nearly conformable to the lithological zonation boundaries, striking N30°E-N20°W and dipping vertical to 50°-70°NW or SW. Gravity, resistivity and seismic exploration have been performed over the area. Gravity anomaly near the orebody varies from 115mgal to 122mgal, showing higher value than those of the surroundings of anorthositic rocks. Resistivity sounding indicates the value significantly lower than that of the surroundings. However, not special indication has been obtained from the seismic method for the orebody. All the geophy sical data obtained thus far correspond well with those observed on the surface and support the possibility that the orebody continues downward at least 150m below the research position.

One of fundamental bases for the desirable Science Education is effective evaluation, and the objectives of the Science Education can be used for the reasonable basis of this evaluation. In this paper, to study the current state of the high school Earth Science Education, comparison was made between the objectives of Education proposed by textbook and those to be measured by Scholastic Achievement test, and the result was analyzed. 1. The objectives of both the textbook and Scolastic Achievement test are highly oriented to obtain theory and comprehension. 2. The objectives which measure the Process of Scientific Inquiry are to some extent satisfied by the textbook but not by the Scholastic Achievement test. Consequently the future evaluation process should be modified in order to evaluate properly the ability for the process of Scientific Inquiry of the students properly.

Around Umsong-Jeungpyeong, the Cretaceous sedimentary basin is located along NNE direction which can be associated with Kongju basin. These basins are studied in terms of field geology, stratigraphy, paleontology, geological structure and geophysical prospecting. Chopyung Groups were deposited in the Cretaceous period : Baegyari Formation conformably over Chopyung Formtion in fault-generated tan and river basin with lake characteristics in the central part. The fossils found for the first time in this study area are Onychiopsis elongata and Euestheria, and they suggest the Chopyung Groups may be identified with the Naktong Subgroups of Kyungsang Basin. After depositon of Chopyung Groups, igneous activity became vigorous : granite intrusion in westside, andesite and basalt in east fault line and tuffaceous deposits. The gravity survey shows high Bouguer anomaly over andesites and metamorphic rocks, and low in granite area. The mean depth of density discontinuity boundary seems to be 1200∼1400m. The electric resistivity survey suggests that the cast boundary of the basin be a vertical fault.

Granitic rocks around Namsan area, Kyeongju, were studied from petrographic and petrochemical point of view. The Naman granite is generally medium to coarse grained hypersolvus granite dominated by pink K-feldspar and quartz, and shows miarolitic cavities. K-feldspar is the most abundant mineral(57-64% in volume), forming tabular microperthite crystals, or granophyric intergrowths with quartz. Plagioclase($lt;0.3%) appears only as perthitic streaks in microcline perthite. It contains biotite(X=pale brown, Y=Z=brown), blue amphibole(X=deep blue, Z=pale to inky blue) and fluorite. Petrochemically the Namsan granite is distinguished from the Bulgugsa granites of I-type, by higher abundance of SiO₂, K₂O, (Na₂O+K₂O) and large highly charged canons such as Nb, Y, Zr and the REE, and lower abundance of Al₂O₃, MgO, CaO, Ba, Sr, Eu, Co, Sc, Cr, and Ni. The Namsan granite shows higher strontium initial ratio(^(87)Sr/^(86)Sr) of 0.713±0.002, and the age yielded 51±1.4Ma(Rb-Sr age) to 49.3±0.9Ma(K-Ar age). These petrographic and petrochemical characteristics indicate that the Namsan granite belongs to the A-type granitoid series. And the Namsan granite is originated by direct, high-temperature partial melting of a melt depleted I-tape source rock in the lower crust.

지난 십여년 동안 학생들의 자연 현상에 대한 직관적 견해가 활발하게 연구되어 왔다. 그러나 지구과학 분야에서는 소수의 개념만이 연구되었다. 학생들의 직관적 견해 연구 대상으로 지구과학의 가능성이 이론적 및 실증적 견지에서 고찰되었다. 그 결과 지구과학의 연구 대상인 여러 자연 현상에 대하여 학생들이 많은 직관적 견해를 보유하고 있을 가능성이 매우 큰 것으로 밝혀졌다. 이미 발표된 지구과학 분야의 직관적인 견해에 대한 연구들이 현재 이 분야의 연구 진척 상황의 이해 및 지구과학 교수 학습에 활용을 위해 소개 되었다. 직관적 견해의 과학 학습에의 중요성과 지구과학의 전국민의 과학적 소양 함양 및 초·중등과학 교과 과정에서의 중요성, 지구과학 분야에 대한 학생들의 직관적 견해 보유 가능성, 그리고 대부분의 지구과학 분야에 대한 직관적 견해 연구의 부족함 등을 감안하면 앞으로 지구과학 분야에 대한 학생들의 직관적인 견해는 계속적인 연구가 요청된다.

1. The aim of this study is to find the theoretical foundation of science education and to offer a basic materials and efficient suggestions for the 2000s Earth Science by analyzing and comparing the new curriculum amended in 1988 and the old one amended in 1981. 2. The main contents of this study is to find the problems in curriculum and to suggest the way to improve the curriculum by analyzing and comparing the new and old curriculum. 3. The problems that may appear in the new curriculum are as follows. (1) It's hard to expect the normal Earth Science Education in high school because Earth Science is designated as an optional subject in natural course. (2) It is contradictory to relation in learning to unify the Earth Science I and Biology I into Science I in new curriculum. (3) If the new curriculum goes in effect it is natural that Earth Science teachers quality should be lowered because able students will avoid entering the Department of Earth Science Education in university. 4. The suggestions to help improve the Earth Science curriculum in 2000s are as follows. (1) For the normal Earth Science Education, Earth Science should be designated as a required subject in civic science course as well as in natural course in high school. (2) The aim of Earth Science Education should be amended not to be dicipline centered curriculum but to satisfy the future society or individual's desire (3) The intergrated science should be researched profoundly and it is necessary to name Earth Science Geophysics, which is unified with physics. (4) Natural science curriculum should be amended by the committee constituted with the specialist in science education, scientists, and science teachers ; it is not proper that science curriculum be reached and discussed by an reorganization in which a few specialists in science education join.

The aim of this study is to provide useful advices and basic data for the future Earth Science Education by analyzing the High School Earth Science textbooks. The analysis included 1) whether the contents of the textbook are properly selected suiting with Piaget's Intellectual development stage 2) whether the basic concept and successive concept are properly selected and organized. This study arrived at the following conclusions. 1) The greater part of highschool students are not able to think the formal operation when they are in need of thinking power in formal operation in the study of 48.696 of curriculum. 2) The contents of Earth Science textbook should be developed naturally from the concrete operation stage to the formal operation stage, but the methods of approaching curriculum are scattered through out the textbook. 3) There are many lessons that can't be practiced in laboratory. The textbook should be developed naturally from the simple structures to the complicated ones. Also it is necessary for teachers to conceive those problems and to be able to help the students approach the curriculum easily.

The effects of exercise and selenium added high fat diet on edurance and serum lipid components were studied in rats. A total of 72 male Sprague-Dawley (150±35g, body weight) were divided into trained group and untrained group and were bred for 7 weeks. Each group had 6 different dietary subgroups; namely, basal diet, 20％ shortening and 20％ soybean oil subgroup and selenium (0.01mg％) added each subgroups. Exercises of 8-min treadmill running and 10-min swimming were given to the trained group every other day during the experimental period while only treadmill running was given to the untrained group during the last week. The amounts of food intake, changes in body weight and endurance were determined once a week and serum lipid components were measured before and after experimental period. Following are the results obtained : 1) The untrained group took a slightly larger amount of food than that in the trained group. The food efficiency is, however, higher in the trained group. Body weight increased more in untrained group, while high fat diet resulted in greater increment in body weight than that in normal diet groups. 2) The trained group showed remarkably longer endurance than the untrained group and selenium added high fat diet enhanced the effect. 3) The trained group showed lower blood level of T-chol., TG and TG/PL than the untrained group. All the other blood values of HDL-chol., PL, MDL-chol./T-chol., HDL/LDL and A/G ratio were higher in trained group. 4) Soybean oil added dietary groups exibited lower blood levels of T-chol., TG, TG/PL and A/G than those in shortening added dietary groups. On the contrary, the former groups showed higher blood HDL-chol., PL., HDL, HDL-chol. and HDL/LDL ratio than those of soybean oil added dietary groups. 5) LDH5 was the most abundant one among serum LDH isozymes. The electrophoretic pattern of serum LDH isozymes was not changed by exercise training and selenium added high fat diet. 6) Exercise training lowered blood GOT and TBA. These effects were enhanced by soybean oil added diets. From the above results it was concluded that a regular and long term exercise training as well as a small amount of selenium added high fat diet result in reduction of body weight and TBA and improve dietary efficiency and physical endurance in rats.

The plate tectonics is the theory which can systematically interpret various kinds of changes of crusts on the earth surfaces. If the concepts of this theory is taken a triangular position and systematically played up at the curricula of the earth science in the high school, this theory may be able to become the most adequate subject for students to interest in the earth science. The aim of this study is the making out the expanded model of the unit of plate tectonics for the purpose of the more effective teaching-learning of the plate tectonics and the improvement of curricula on the plate tectonics in the high school.

The aim of this study on analysis of curriculum of high school Earth Science is; 1) To investigate whether experiment and observation unit are properly organized. 2) To provide useful materials for reorganization of Earth Science curriculum in future. 3) To suggest that the curriculum be operated properly in the era of 2000s. This study reaches the conclusions which are as follows; 1) After classifying the course of experiment and observation, we have found it difficult to help the students inquiry learning for they are organized only to be explained by teacher on the purpose of passing entrance exam. 2) It is difficult to help students make an experiment because of laboratory's lack. So it is necessary for the education authority to require the situation and to support its system actively. 3) Lack of experimental equipments and classroom schedule for experiment make it difficult to make an experiment in most schools(For example 89.1 % of the whole school lack implement, 52.7% lack prepared hours, 73.6% perform less than 5 hours a week). 4) It is not proper to divide the curriculum into Earth Science(I) and Earth Science(II). Most of teachers tell that the teaching material is somewhat difficult for the students to understand and the quantity of those is too much(80.9%). 5) Those who study liberal course are inclined to choose Biology(82.7%) and those who study natural science, Chemistry(76.4%) or Biology(79.1). In most high school they are forced to run curriculum unfairly on account of this present condition.

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.

This study aims at giving effective suggestions for future Earth Science Education by making a theoretical teaching-learning model for inquiry science. The main subject of this study is to establish the learning system, educational goal and guide theory of Earth Science Education. Through above mentioned, following suggestions are presented: (1) The experiments and observations should be more emphasized than lectures in Earth Science Education. (2) It is necessary to retrain Earth Science teachers in order to improve their ability to guide the student's experiments. (3) Well designed laboratory equipments and kids of good quality and resonable price should be supplied. (4) Every teacher should work on positive line, extending the range of information through participating in the Korean Earth Science Education society, Earth Science meetings and various science education seminars.

이 硏究는 우리나라 國民學校 自然科 敎師用 指針書와 美國(Holt Science)의 敎師用 指針書를 分析 比較하였다. 各國의 科學敎育의 性格과 硏究課程 要素를 比較하여 보고 實際 內容에 있어서는 低學年에서 空氣分野와 高學年에서 海洋分野의 것을 다루었다.

地球科學 敎育에 關心을 갖고 硏究하던 중 1984年 2學期부터 1年間 美國 노-드 카로라이나 주립대학에 硏究敎授로 가서 國民學校 科學中 地球科學 敎育課程 內容을 比較 分析 硏究하게 되었다. 이 硏究는 우리 敎科書와 美國의 敎科書(Holt Science)의 體裁, 開發順序, 內容 및 槪念들을 比較하였다.