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.

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.

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.

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.

벼상자육묘(箱子育苗)에서 살균제(殺菌齊)와 생장조절제처리(生長調節劑處理)가 묘생육(苗生育) 및 생리장해(生理障害)에 미치는 영향(影響)을 구명(究明)코자 삼강(三綱)벼와 낙동(洛東)벼를 공시(供試)하여 시험(試驗)하였던 결과(結果)를 요약(要約)하면 다음과 같다. 살균제처리(殺菌齊處理)에서 삼강(三綱)벼는 Metalaxyl과 SF8002 처리구(處理區)가, 낙동(洛東)벼는 SF8002와 Metalaxyl처리구(處理區)가 초장(草長)과 3엽(葉) 및 4엽(葉)이 뚜렷한 신장교과(伸長效果)를 보였다. 건물중(乾物重)은 Metalaxyl구(區)가 가장 무거웠고 엽수(葉數)와 묘충실도(苗充實度)는 Dachigaren청리구(廳理區)가 양호(良好)하였으며, 살균제처리구(殺菌齊處理區)가 무처리(無處理)에 비(比)해 입고병발생(立枯病發生)이 적었다. 생장조절제처리구(生長調節劑處理區)에서 삼강(三綱)벼에서는 BA처리구(處理區)가, 낙동(洛東)벼에서는 GA，처리구(處理區)가 초장(草長)이 가장 길었으며, ABA(處理區)가 초장(草長)이 가장 작았고, ABA와 CCC처리구(處理區)가 신근발근력(新根發根力)이 왕성(旺盛)했다. 살균제(殺菌齊)+생장조절제처리구(生長調節劑處理區)에서 살균제(殺菌齊)+GA, 구(區)와 Metalaxyl+생장조절제처리구(生長調節劑處理區)가 초장(草長)이 가장 길었으며, Isoprothiolane+생장조절제처리구(生長調節劑處理區)가 초장(草長)이 가장 짧았다. Dachigaren+IAA 처리구(處理區)가 건물중(乾物重)과 묘충실도(苗充實度)가 양호(良好)하여 묘소질(苗素質)이 좋았으며, 살균제(殺菌齊)+생장조절제처리구(生長調節劑處理區)가 무처리(無處理)보다 입고병발생(立枯病發生)이 적었다. 또한 삼강(三綱)벼에서는 Metalaxyl+IAA 처리구(處理區)가 낙동(洛東)벼에서는 Dachigaren+IAA 처리구(處理區)가 지상부재생력(地上部再生力)이 양호(良好)했다.

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.