This is a report of a decriptive study of the secondary earth science to examine the geology education in the United States. The review of 35 states' science curricula and papers on science education presented the author a guide to this writing on earth science and geology education in the United States. Though the earth science education in the United States is characterized by great variety, the author could find two most common contents in geology curricula : these are $quot;Constitution of the Earth$quot; and $quot;Physical Geography$quot;. Methods of science teaching and use of computer and student assessment in the secondary schools in the United States are also reviewed and summarized in this study.

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 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.

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.

The papers of earth science examinations given during the first semester of 1981 academic year were collected from the seventy five high schools randomly chosen all over the country. The examination questions were analyzed and evaluated in order to grasp the current state and issues of earth science education. Some critical remarks and suggestions are made for improvement of the earth science education at the secondary school level.

The purpose of this study is to classify and to analize the instructional objectives in teacher's guides of high school earth science course. The Romey's definition of instructional objectives was based for classification. The results of the study show that approximately 77 percent of total action verbs appeared in all teacher's guides are classified as level NO and level O. The dominant usage of such non-inquiring words may prevent the students from doing investigative activities. The level NO verbs reveals the vagueness of instructional objectives of the guide books themselves. Also, the frequent appearance of level O verbs mean that the books emphasize students recall behavior more than experimental, observational, interpretative and synthetic behaviors. Meanwhile, even the words requiring investigative activities are also mostly classified as low levels and fail to lead the students to grasp major concepts or to show original thoughts. The repeat usage of some particular words in stating instructional objectives, which is prevailing tendency of most book, exposes the monotony in instructional functions of those teacher's guides.

This study aims to present an effective basic material and data . for the future earth science education by examining the present condition of scientific laboratory and observation unit of earth science test books. The method used in this study is based on the questionnaire obtained from the earth science teachers throughout the nation and an analysis of reference material related. The main subject of this study is the basic qualification of earth science teacher, the present condition of laboratory equipment, the status of scientific experiment and the problems of earth science experiment kits. Based on the above investigations, suggestions are presented for future earth science education: (1) The laboratory and observation education should be more emphasised than lecture. (2) A team should consists of 10 students at laboratory. (3) It is in urgent need to publish a laboratory manual for the student. (4) Well designed laboratory equipments and good quality kits of reasonable price should be supplied.