An Analysis of Students' Cognitive Characteristics through a Drawing Activity in Teaching Module of the Earth Systems Education

Oh, Hyunseok; Kim, Je-Heung; Yu, Eun-Jeong; Kim, Chan-Jong

doi:10.5467/jkess.2009.30.1.096

Cited by 4 publications

(1 citation statement)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A number of researches have been conducted on the possibility of ESE's school application in Korean school with its own contexts and teaching materials for secondary students (Cho and Kang, 2002;Cho et al, 2006;Lee and Kim, 2009;Lee and Kwon, 2008 ;Lee et al, 2007;Lim et al, 2000;Oh et al, 2009;Oh and Kim, 2010;Yu et al, 2007Yu et al, , 2008. For example, Cho and Kang (2002) found that ESE activity helped students understand earth systems, subsystems of the Earth, and interactions between the earth systems.…”

Section: Introductionmentioning

confidence: 99%

A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

Lee¹

2010

Journal of the Korean earth science society

View full text Add to dashboard Cite

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The NUD*IST for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

show abstract

Section: Introductionmentioning

confidence: 99%

A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

Lee¹

2010

Journal of the Korean earth science society

View full text Add to dashboard Cite

show abstract

An Analysis of Students' Cognitive Characteristics through a Drawing Activity in Teaching Module of the Earth Systems Education

Oh¹,

Kim²,

Yu³

et al. 2009

Journal of the Korean earth science society

View full text Add to dashboard Cite

Gifted Elementary Students' Understandings about Earth Systems and Environmental Problems

Jung¹,

Lee²,

Go³

et al. 2012

Journal of the Korean earth science society

View full text Add to dashboard Cite

The purpose of this study is to investigate elementary school science gifted students' perceptions about Earth systems and environmental problems. A total of 28 students in the attached center for science gifted education to the university participated in this study. Through the survey, participating students were asked to respond to their self-reported knowledge level, the perceived danger levels, certainty, and tangibility of the selected 13 Earth environmental problems. The DAET (Draw-An-Earth Test)-Checklist were developed and used to analyze the images of the Earth drawn by students. Additional interviews were conducted to clarify the meanings and components of students' image. Results indicated that a total of 80 components regarding Earth systems, 11 components of Earth systems interaction, and 4 components related to Earth systems literacy were identified through the DAET-Checklist and additional interviews. Regarding the students' self-reported knowledge level, they reported that they were most knowledgeable about air pollution, global warming, and water pollution. and they also recognized global warming, air pollution, and water pollution as the most dangerous problem. Results indicated that participants were certain that acid rain, air pollution, and water pollution were problematic, and that acid rain, air pollution, and forest desertification were tangible issues. It is anticipated that this study contributes to understanding the elementary school science gifted students' perceptions toward the selected Earth systems and environmental problems.

show abstract

An Analysis of Students' Cognitive Characteristics through a Drawing Activity in Teaching Module of the Earth Systems Education

Cited by 4 publications

References 1 publication

A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

An Analysis of Students' Cognitive Characteristics through a Drawing Activity in Teaching Module of the Earth Systems Education

Gifted Elementary Students' Understandings about Earth Systems and Environmental Problems

Contact Info

Product

Resources

About