Kyeong-Jin Park

A Perception of Beginning Earth Science Teachers on Porphyritic Texture

This study is to explore the Pedagogical Content Knowledge of beginning earth science teachers about the porphyritic texture of igneous rocks, and to suggest the teaching device that can prevent a trial and error of students in earth science instruction. We developed an interview guideline concerned with basic perception on the porphyritic texture, formation condition and formation process of porphyritic rocks, teaching and learning on porphyritic rocks for it. And data was collected from 5 beginning earth science teachers (3 high schools, 2 middle schools) through a group discussion method. In result, despite the porphyritic texture can be found at hypabyssal rocks as well as volcano rocks and plutonic rocks, most beginning earth science teachers cognized that it could be found at hypabyssal rocks only by focusing the formation depth of hypabyssal rocks. Also, the formation of porphyritic texture should be considered the factors such as cooling rate, nucleation density, growth rate, growth time, etc. However they mainly reflected the formation temperature and growth rate as its parameter. Participants have wrongly perceived that a phenocryst necessarily differs from a groundmass on chemical composition. And they are inclined to discriminate phenocryst from groundmass through their chemical differences, instead of grain size.

The Effects of Astronomical Animation Module on Earth Science Gifted Students's Conceptual Change of Diurnal Motion

The purpose of this study is to investigate the effects of astronomical animation module on students` conceptual change regarding the concepts of diurnal motion of stars. Four students participated in this study, who never learned about the diurnal motion of stars. An animation module was developed by using Flash MX to readily understand the concept of space. In addition, we inserted a teacher`s voice with supplementary materials into the animation module to help students learn individually. The animation module was comprised of the movement of the Earth, the Moon and the planet. The earth science gifted students` preconception on diurnal motion of stars was analyzed with pre-test using questionnaires and interviews. After the instruction with animation module, the effect of conceptual change was examined by comparing pre and post-test. The results indicated that three students correctly presented about the motion of the star by all directions in middle latitude. Four students showed their understanding that stars travelled straight in all directions. Finally, all of four students whose preconceptions were that the star rotated perpendicularly showed the conceptual change of diurnal motion that the star traveled diagonally.

Geoheritages and geosites of the Gochang-gun and the Buan-gun areas, Korea

본 연구는 고창군과 부안군 일대의 지질유산과 지질명소를 보고하고 국가지질공원의 가능성을 제언하고자 한다. 조사 결과 부안지역의 대항리 화강편마암, 적벽강과 채석강의 백악기 퇴적암, 솔섬, 모항, 위도의 백악기 화산암류 등 6곳과 고창지역에서 하전갯벌, 소요산, 선운산, 병바위의 백악기 화산암류, 운곡습지와 고인돌군, 명사십리해빈과 구시포 편마암과 화강암 등 6곳, 총 12곳의 지질명소를 제안하였다. 이상의 지질명소는 해안가를 따라 분포하고 있어 경관적 가치와 지질학적 가치가 뛰어나며, 학술적 가치가 높은 갯벌과 서해안의 직선형 해안가를 따라 조간대와 해안사구가 발달하는 특징 등은 다른 국가지질공원과 구별되는 양상을 보여주고 있어, 국가지질공원으로서 충분한 가능성이 있다고 판단된다.

Characteristics of High School Students` and Science Teachers` Cognitive Frame about Effective Teaching Method for High School Science Subject

We investigated the cognitive frame of high school students and inservice high school science teachers about effective teaching method, and we also explored how they understood about the teaching methods suggested by the 2009 revised Science Curriculum. Data were collected from 275 high school science teachers and 275 high school students. We analyzed data in terms of the words and the cognitive frame using the Semantic Network Analysis. The results were as follows. First, the teachers perceived that an activity oriented class was the effective science class that helped improve students` problem-solving abilities and their inquiry skills. The students had the cognitive frame that their teacher had to present relevant and enough teaching materials to students, and that they should also receive assistance from teachers in science class to better prepare for college entrance exam. Second, both students and teachers retained the cognitive frame about the efficient science class that was not reflected 2009 revised Science Curriculum exactly. Especially, neither groups connected the elements of `convergence` as well as `integration` embedded across science subject areas to their cognitive frame nor cognized the fact that many science learning contents were closed related to one another. Therefore, various professional development opportunities should be offered so that teachers succinctly comprehend the essential features and the intents of the 2009 revised Science Curriculum and thereby implement it in their science lessons effectively.

The Classification Ability with Naked Eyes According to the Understanding Level about Rocks of Pre-service Science Teachers

Division of Science Education/Institute of Science Education/Institute of Fusion Science,Chonbuk National University, Jeonbuk 561-756, KoreaAbstract: This study aimed to investigate the classification ability with naked eyes according to the understanding levelabout rocks of pre-service science teachers. We developed a questionnaire concerning misconception about minerals androcks. The participants were 132 pre-service science teachers. Data were analyzed using Rasch model. Participants weredivided into a master group and a novice group according to their understanding level. Seventeen rocks samples (6igneous, 5 sedimentary, and 6 metamorphic rocks) were presented to pre-service science teachers to examine theirclassification ability, and they classified the rocks according to the criteria we provided. The study revealed three majorfindings. First, the pre-service science teachers mainly classified rocks according to textures, color, and grain size. Second,while they relatively easily classified igneous rocks, participants were confused when distinguishing sedimentary andmetamorphic rocks from one another by using the same classification criteria. On the other hand, the understanding levelof rocks has shown a statistically significant correlation with the classification ability in terms of the formation mechanismof rocks, whereas there was no statistically significant relationship found with determination of correct name of rocks.However, this study found that there was a statistically significant relationship between the classification ability withregard to formation mechanism of rocks and the determination of correct name of rocks.Keywords: pre-service science teacher, understanding level, rock classification ability, formation mechanism, criterion ofclassification요약: 이 연구는 예비과학교사들의 암석에 대한 이해수준에 따른 육안분류 능력을 알아보기 위한 것이다. 이를 위하여 광물과 암석에 대한 비과학적 개념과 관련된 설문지를 개발한 후 예비 과학교사 132명에게 응답하게 하였고, 수집된 자료는라쉬 모형을 이용하여 암석에 대한 이해수준에 따라 숙달 집단과 미숙달 집단으로 구분하였다. 이렇게 구분된 집단의 육안분류 능력을 알아보기 위해 17종(화성암 6종, 퇴적암 5종, 변성암 6종)을 제시한 후 각자의 기준에 따라 암석을 분류하도록하였다. 분석 결과 예비 과학교사들은 주로 조직, 색깔, 입자 크기 등을 분류기준으로 사용하였다. 또한 화성암을 분류하는것은 비교적 쉽게 해결하였지만 퇴적암과 변성암은 동일한 기준을 사용하여 분류하는데 혼동하고 있었다. 한편 암석에 대한이해수준과 생성원인에 따른 분류능력은 유의미한 상관관계를 보였지만 암석명을 정확하게 분류하는 능력과는 유의미한 상관관계가 없었다. 하지만 생성원인에 따른 분류 능력과 암석명을 정확하게 분류하는 능력과는 높은 상관관계를 보였다.주요어: 예비 과학교사, 이해수준, 암석분류능력, 생성원인, 분류기준

A Comparison of the Learning Semantic Network about Sedimentary Environment between Science Gifted Students and Non-Gifted Students through Geological Field Trips

The purpose of this study was to compare the difference of semantic network about sedimentary environment between science gifted students and non-gifted students through field trip. The fifteen high school science gifted students and non-gifted students were participated in the field trip for this study. The geological field trip was performed in Chaseokgang, which suitable learning place for sedimentary environments. Data included field trip observation and students` inquiry activity reports. The inquiry activity reports were analyzed using the semantic network analysis method. The results of this study were as follows: First, the semantic network of science gifted students was larger and complex structures than that of the non-gifted students. Second, science gifted students were interpreted that changes of sedimentary environment was connected with the sorting and the roundness. On the other hand, semantic network of non-gifted students were become fragmented because they were not interpreted sedimentary environment related to scientific concepts.

A Biogeochemical Study of Heavy Metal Leaching from Coal Fly Ash Disposed in Yeongdong Coal-Fired Power Plant

Fly ashes derived from coal fired power plants have unique chemical and mineralogical characteristics. The objective of this research was to study how indigenous bacteria affected heavy metal leaching in fly ash slurry during the fly ash-seawater interactions in the ash pond located in Yeongdong seashore, Korea. The in-situ pH of ash pond seawater was 6.3-8.5. For this study, three sites of the ash pond were chosen to collect a sample of fly ash slurry. Three samples that had a mix of fly ash (0.4 L) and seawater (1.6 L) were collected at each site. First sample was autoclaved (120o C, 2.5 atm), second one was inoculated with glucose to stimulate the microbial activity, and the last sample was kept in the natural condition. Compared with other samples including autoclaved and natural samples, the glucose added sample showed sharp increase in its alkalinity after 15 days, cation concentration change such as Ca, Mg, and K seemed to increase in early stage, and then decrease 15 days later in slurry solution of glucose added sample, and a possibly considerable decrease in SO 4 2� in the fly ash slurry samples when glucose was added to stimulate the microbial activity. Geochemical data of this study is likely to be related to the activity of bacteria at the ash pond. The result may be used to understand about the characteristic of bacteria.