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The maps of the East Korea Warm Current and the Tsushima Warm Current in the textbooks from (a) middle school science, (b) high school science, (c) earth science I, and (d) some of research papers.
Source publication
The importance of scientific education on accurate oceanic currents and circulation has been increasingly addressed because the currents have played a significant role in climate change and global energy balance. The objectives of this study are to analyze errors of the oceanic current maps in the textbooks, to discuss a variety of error sources, t...
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Citations
... The Nakdong estuary experiences semi-diurnal tides and tidal currents. The tidal range is between 0.3 m during neap tide and 2.1 m during spring tide (KHO, 1982;Park et al., 2011). Flood and ebb tidal currents flow counterclockwise within the delta, with a velocity 0.4 to 1.9 m/s at the sea surface (KHO, 1982;Park et al., 2011). ...
... The tidal range is between 0.3 m during neap tide and 2.1 m during spring tide (KHO, 1982;Park et al., 2011). Flood and ebb tidal currents flow counterclockwise within the delta, with a velocity 0.4 to 1.9 m/s at the sea surface (KHO, 1982;Park et al., 2011). The dominant oceanic current impacting the region is the warm Tsushima Current, a branch of the Kuroshio Current (Park et al., 2011). ...
... Flood and ebb tidal currents flow counterclockwise within the delta, with a velocity 0.4 to 1.9 m/s at the sea surface (KHO, 1982;Park et al., 2011). The dominant oceanic current impacting the region is the warm Tsushima Current, a branch of the Kuroshio Current (Park et al., 2011). It flows north-eastward with a typical surface flow speed of 5 to 15 mm/s and is strongest during the summer (KHO, 1982;Park et al., 2011). ...
Bayhead deltas form at the interface between fluvial and estuarine systems. As such, they are sensitive to processes operating in both the fluvial catchment and the marine realm, including past relative sea‐level changes. The Nakdong valley is a small and confined incised valley containing a bayhead delta that provides a record of fluvial sediment input and accommodation changes. Based on a facies analysis that included 833 sediment textures and 118 optically stimulated luminescence and radiocarbon ages within five cores up to 70 m long, this study reconstructed the development of a fully filled bayhead delta in response to relative sea‐level changes through the early to late Holocene. Sixteen facies are defined and grouped into eight facies associations: alluvial plain; fluvial channel and floodplain; oxidized fluvial channel; tidal flat; tidal bar; central basin and bayhead prodelta; bayhead delta front; and bayhead delta plain. The sequence stratigraphy of the Nakdong valley fill can be divided into three systems tracts: a lowstand systems tract, a transgressive systems tract and a highstand systems tract. Overall sedimentary analyses suggest six depositional stages corresponding to variations between sediment inputs and sea‐level rise of the developing bayhead delta in the Nakdong valley. The depositional model tracks relative sea‐level rise in the Nakdong valley after 12 ka during the early to late Holocene. These analyses on the Nakdong bayhead delta succession illustrate the balance between sediment inputs and periods of accelerating and decelerating relative sea‐level rise during the Holocene. The architecture of the valley fill also records two abrupt disequilibrium events from 9 to 8 ka and 5 to 3 ka, likely resulting from rapid sea‐level rise during the deglacial outburst flooding of the early Holocene and decreased sediment inputs during regional climatic changes associated with the middle Holocene, respectively.
... Therefore, the ocean current is one of the most important variables for predicting future climate change and should be constantly monitored not only on a global scale but also on a local scale, such as in the seas surrounding the Korean peninsula as marginal seas of the Northwest Pacific. Because the ocean currents in the seas around Korea significantly affect the local weather and long-term climate change, the need for accurate ocean current education has been expanding (Park et al. 2011(Park et al. , 2013. ...
... In spite of such importance, for a long time, the secondary-school science textbooks in Korea have each presented different ocean current maps that are critical for earth science education, especially ocean education. These schematic current maps have significant problems when judged in light of long accumulated scientific facts by oceanographers (Driver et al. 1985;Kook 2003;Park et al. 2011Park et al. , 2014Park et al. , 2015. ...
... The water depth in the East Sea exceeds 3000 m, but the Yellow Sea is a very shallow sea with an average depth of approximately 45 m (Fig. 1). The surface currents in the marginal seas of the North Pacific vary owing to the diverse atmospheric and oceanic conditions, such as the water depth, water temperature, salinity, wind field, tide, tidal currents, and river In Korea, from the beginning of the initial curriculum to the recent 2015 curriculum, i.e., for the past several decades, the earth science and the science textbooks have used erratic ocean current maps (Park et al. 2011(Park et al. , 2014. Recognizing these problems, Korean oceanographers have agreed on the need to provide standardized ocean current maps to students and finally created a unified schematic map of the ocean currents in the seas around Korea (Park et al. 2013(Park et al. , 2017. ...
... (a) Bathymetry and schematic current maps in the seas around the Northeast Asia, where the red (blue) arrows represent the warm (cold) currents and the green box shows the study area, and (b) the locations of the buoy stations, marked in black circles, from B01 to B17, where yellow boxes the distribution of ALOS-2 image and the location and symbol of the buoy stations. tidal currents in the Yellow Sea ( Park et al. 2011Park et al. , 2014). It is characterized by relatively deep waters with a depth of less than 3000 m, and contains diverse and peculiar oceanic phenomena, such as coastal upwelling, fronts, suspended sediment, and so on. ...
Environmental factors affecting the errors in wind speed estimates were investigated using the Advanced Land Observing Satellite-2 Phased Array L-band Synthetic Aperture Radar-2 (ALOS-2 PALSAR-2) data for the period from 1 November 2014 to 30 November 2017. In total, 45 ALOS-2 PALSAR-2 Stripmap Fine mode images with horizontal dual-polarization were collected, and the wind speeds were calculated using the L-band Geophysical Model Function (GMF) in 2009. Validation of the SAR-derived wind speeds to in-situ wind, converted to the 10-m neutral wind, resulted in the root-mean-square error of 2.11 ms⁻¹, bias error of −1.16 m s⁻¹, and standard deviation of 1.78 m s⁻¹. Investigation of the wind speed errors revealed the contributions of diverse oceanic environmental factors such as the ship and its side-lobe effect that is negligible at a distance of more than 200% of the ship radius, v-shaped ship wakes are accompanied by the Kelvin waves and turbulent wakes caused by ship movement. The sand ridge, formed due to the interaction of shallow bathymetry and tidal currents, contributed to the wind speed errors of more than 50%. The internal waves caused prominent wind speed errors of more than 100%. The atmospheric gravity waves, generated by the orographic effect, caused wind speed fluctuations up to 13.4 m s⁻¹. This study addressed the importance of understanding the factors that affect the normalized radar cross-section of the SAR image in order to correctly retrieve wind speeds from SAR data.
... 3차 해류도 그리기에만 참여한 교사의 해류도를 제외하고, 32명의 교사가 3회에 걸 쳐 그린 해류도이므로 총 96개의 해류도들을 수치화 하였다. 먼저 교사들이 그린 해류도를 스캔하여 그림 형식파일로 만들고, 이를 지형보정 프로그램을 활용 해 해류도의 각 점에 위·경도 값을 준 후 디지털 영 상정보신호로 변환하였다(Park et al., 2011;Park et al., 2013). 해류의 폭을 나타내기 위하여 일부 교사 들은 해류의 윤곽을 그린 후 빗금을 쳐 표현하였는 데 이를 수치화하는 과정에서 동일한 색상을 주어 변환하였다(Fig. ...
The purpose of this study was to analyze the change of secondary earth science teachers' knowledge about the currents of the East Sea through drawing of a schematic map of oceanic currents. For this purpose, thirty two earth science teachers participated in the six-hour long training of learning and practice related to ocean current schematic map. The teacher participants performed drawing of the ocean current schematic map of the East Sea in three different phases, i.e.; pre-, post-, and delayed-post phase. In addition, all the maps conducted by participants were converted to digitalized image data. Detailed analysis were performed to investigate participating teachers' knowledge about the currents of the East Sea. Findings are as follows: First, the teacher participants have background knowledge about the ocean current map, but it reveals an incorrect knowledge about some concepts. Second, after teacher training, teachers' knowledge increased about the East Sea's currents, while a decrease was found in the differences between individual teachers' knowledge. This pattern was more evident in the delayed-post phase of drawing than in the post-phase occurred immediately after training. Third, the teacher participants were strongly aware of the need to improve the ocean current schematic map of the East Sea in science textbook in terms of scientific knowledge. In addition, they showed a high level of satisfaction about teacher training because they perceived that it was meaningful in various aspects; recognizing the importance of content knowledge and conjunction with instructional strategies, the needs of secondary science curriculum, and recognition of the nature of scientific knowledge. The results imply that teachers' subject matter knowledge plays a significant role to make science teaching effective.
... 연구 내용 및 방법Park et al., 2011;Hsueh and Yuan, 1997;Lee and Beardsley, 1999;Guo et al., 2001;Naimie et al., 2001;Park and Oh, 2001;Xu et al., 2009)Table 4).Fig. 6a), 고등학교 1학년 과학(Fig. ...
Since the unification of the diverse oceanic current maps of the East Sea in secondary school science textbooks has recently been accomplished, there have been increasing requirements for the production of a current map of the Yellow Sea (YS) and the East China Sea (ECS). This study, as its first attempt, facilitated the prospective production process of the unified oceanic current maps in YS and ECS by analyzing the maps of scientific articles and those of the present textbooks as of 2014. First of all, the analogue current maps of the textbooks and scientific articles were digitalized to retrieve the characteristics of current maps quantitatively and to make intercomparison of the maps. The currents of both YS and ECS such as the Kuroshio Current, the Taiwan Warm Current, the Tsushima Warm Current, the Yellow Sea Warm Current, the Chinese Coastal Current, the Korea Coastal Current, and the Changjiang River Flow were selected and analyzed. We made 18 items to investigate the paths of the currents. Analyses of the oceanic current maps of secondary school science textbooks and scientific articles with respect to the selected criteria revealed that the current maps of the textbooks were considerably different from the up-to-date knowledge of the current maps acquired from the scientific articles. In addition, since the currents of YS and ECS have strong seasonality, we suggest that they should be presented with at least two current maps for summer and winter in the textbooks, which may go through active discussions among experts.
... Oceanic current maps in the secondary school science textbooks, where the symbols note the source textbook (fromPark et al. (2011)). ...
Oceanic current maps in the secondary school science and earth science textbooks have played an important role in piquing students's inquisitiveness and interests in the ocean. Such maps can provide students with important opportunities to learn about oceanic currents relevant to abrupt climate change and global energy balance issues. Nevertheless, serious and diverse errors in these secondary school oceanic current maps have been discovered upon comparison with up-to-date scientific knowledge concerning oceanic currents. This study presents the fundamental methods and strategies for constructing such maps error-free, through the unification of the diverse current maps currently in the textbooks. In order to do so, we analyzed the maps found in 27 different textbooks and compared them with other up-to-date maps found in scientific journals, and developed a mapping technique for extracting digitalized quantitative information on warm and cold currents in the East Sea. We devised analysis items for the current visualization in relation to the branching features of the Tsushima Warm Current (TWC) in the Korea Strait. These analysis items include: its nearshore and offshore branches, the northern limit and distance from the coast of the East Korea Warm Current, outflow features of the TWC near the Tsugaru and Soya Straits and their returning currents, and flow patterns of the Liman Cold Current and the North Korea Cold Current. The first draft of the current map was constructed based upon the scientific knowledge and input of oceanographers based on oceanic in-situ measurements, and was corrected with the help of a questionnaire survey to the members of an oceanographic society. In addition, diverse comments have been collected from a special session of the 2013 spring meeting of the Korean Oceanographic Society to assist in the construction of an accurate current map of the East Sea which has been corrected repeatedly through in-depth discussions with oceanographers. Finally, we have obtained constructive comments and evaluations of the interim version of the current map from several well-known ocean current experts and incorporated their input to complete the map's final version. To avoid errors in the production of oceanic current maps in future textbooks, we provide the geolocation information (latitude and longitude) of the currents by digitalizing the map. This study is expected to be the first step towards the completion of an oceanographic current map suitable for secondary school textbooks, and to encourage oceanographers to take more interest in oceanic education.
... 위의 두 가지 비교 결과에서 보 여주듯이, 인공위성 고도계 자료를 이용하여 구한 표층해류와 표 층뜰개로 관측한 해류의 RMSD가 초음파 해류계로 관측하여 비 교한 결과보다 상대적으로 작은 이유는 표층뜰개로 관측한 해류 는 4일 이동 평균한 값이고 선박장착 초음파 해류계로 관측한 유 속값은 관측선이 항해하며 관측한 순간 관측값이기 때문이다. 3. 동해 해양 · 해저 지명과 표층해류 시·공간적으로 변하는 동해 표층해류는 육상지명과 함께 해도에 표기된 해양과 해저의 지명을 기본적으로 이용하고, 과거 여러 연 구자들에 의해 제시된 표층해류의 발생위치, 특성과 변동성을 이 용하여 설명할 수 있다(Chang et al., 2004;Lee and Niiler, 2005;Park et al., 2011). 먼저, 동해의 해양·해저 지명을 이용한 방법에 관해 자세히 살펴보면, 해안 가까이에 위치한 해역의 해류를 기술 할 때 인근 육지나 섬의 지명(육상지명)을 이용하여 해류의 위치 와 공간적 변동성을 설명할 수 있다. ...
This is the first attempt to produce simultaneous surface current field from satellite altimeter data for the entire East Sea and to provide surface current information to users with formal description. It is possible to estimate surface geostrophic current field in near real-time because satellite altimeters and coastal tide gauges supply sea level data for the whole East Sea. Strength and location of the major currents and meso-scale eddies can be identified from the estimated surface geostrophic current field. The mean locations of major surface currents were explicated relative to topographic, ocean-surface and undersea features with schematic representation of surface circulation. In order to demonstrate the practical use of this surface current information, exemplary descriptions of annual, seasonal and monthly mean surface geostrophic current distributions were presented. In order to objectively classify surface circulation patterns in the East Sea, empirical orthogonal function (EOF) analysis was performed on the estimated 16-year (1993-2008) surface current data. The first mode was associated with intensification or weakening of the East Korea Warm Current (EKWC) flowing northward along the east coast of Korea and of the anti-cyclonic circulation southwest of Yamato Basin. The second mode was associated with meandering paths of the EKWC in the southern East Sea with wavelength of 300 km. The first and second modes had inter-annual variations. The East Sea surface circulation was classified as inertial boundary current pattern, Tsushima Warm Current pattern, meandering pattern, and Offshore Branch pattern by the time coefficient of the first two EOF modes.
Science textbooks, as one of the main tools for school science education, contain knowledge and practices valued by Western epistemological culture. As those who (will) live in a world expanding from the westernized to the multicultural, students, regardless of their cultural/ethnic backgrounds, should be supported to critically understand and use science. This study, using Whiteness as a conceptual tool, examine whether and how textbooks present science in ways to support Korean students’ critical and cultural understanding of science discipline. Drawing on an exploratory content analysis of four kinds of Korean middle-school science textbooks, I identified and discussed three features of the textbooks’ presentation of science: 1) scientific phenomena relevant to Korean students’ lives; 2) English prevalence in scientific conceptualization; and 3) epistemic Whiteness. Collectively considering these features, I inferred Whiteness assumption underlying the textbook discourse. Implications were offered for classroom-science teaching and teacher education in South Korea.
Oceanic current and circulation have played an important role as regulators of the earth's energy distribution. The science and earth science textbooks for secondary schools based on the 2015 revised curriculum included a misconception of the seasonal variation of the North Korea Cold Current (NKCC) among the currents around the Korean Peninsula. To analyze this, the contents related to the NKCC were collected in the textbooks of five middle and six high schools, and a questionnaire survey was conducted on 30 middle school science teachers. The survey consisted of questions about whether the textbook mentions the NKCC and whether there is an error in the concept of the temporal variation of the NKCC, and the teachers' free opinions related to the NKCC were collected. The textbooks suggest that the NKCC is strongest in winter, which is not consistent with scientific findings so far. In fact, there is scientific evidence that the NKCC is the strongest in the summer. In this study, the causes and processes of misconceptions were investigated. According to an analysis of the survey, most teachers had an knowledge that the NKCC is stronger in winter. These errors began with a misconception of the terms, which teachers had imprinted on their memory as firm knowledge. These misconceptions originated from the knowledge that teachers themselves acquired from their secondary school years and have long been transferred back to teachers and students without revising the misconceptions of textbooks. This situation is expected to have a seriously recurrent structure that produces students' serious misconceptions in the future. Therefore, this study summarizes existing results on the seasonal variability of the NKCC and suggests the necessity for re-education to improve teachers' professionalism and to eliminate the misconceptions of teachers and students.
