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ISSN : 1225-6692(Print)
ISSN : 2287-4518(Online)
Journal of the Korean earth science society Vol.34 No.3 pp.274-285

화성암 지역의 야외지질학습장 개발 및 적용

1태백기계공업고등학교, 235-100, 강원도 태백시 평화길 8-24
2철원중학교, 269-824, 강원도 철원군 철원읍 금학로 251번 안길 12
3강원대학교 사범대학 과학교육학부, 200-701, 강원도 춘천시 강원대학길 1
이 연구는 강원도 고성군 지역에 분포하는 뒤배재 화산체와 서낭바위를 대상으로 화성암 지역의 지형과 지질학습을 위한 야외지질학습장을 개발하는 것이다. 그리고 고등학교 1학년을 대상으로 그 교육적 효과를 알아보았다. 연구절차는 Orion의 모형에 근거하여 준비 단계, 야외학습 단계 및 정리 단계 순이며, 교육과정에 제시된 지질학습 요소를 바탕으로 야외지질학습장을 개발하였다. 야외학습 전에 학생들은 광물, 암석 등에 대하여 단순히 암기하고 있으며, 화강암과 현무암이 분포하는 지형의 형성과정에 대한 이해도는 매우 낮았다. 특히, 화강암과 현무암이 한 마그마에서 동시에 형성되는 것으로 이해하고 있다. 야외학습 후, 학생들은 광물, 암석 및 지질구조 등에 대한 단순한 지식은 학습이 잘 되었으나, 화강암과 현무암의 생성시기를 인식하지 못하여, 두 암석의 지형적 특성을 제대로 설명하지 못하였다. 그 이유는 중학교에서 화강암과 현무암의 생성과정에 대한 단순한 개념은 학습하였으나, 두 암석이 생성되는 지질시대 차이에 대한 의미는 학습하지 않았기 때문인 것으로 해석된다.

Development and Application of Geological Field Study Sites in the Area of Igneous Rocks

*Corresponding author:

Tel: +82 17 211 9896

Fax: +82 33 250 6731
, Hwa Sung Kim1,*, Ho Shik Ham2, and Moon Won Lee3

1Taebaek Mechanical Technical High School, Gangwon 235-100, Korea
2Cheorwon Middle School, Gangwon 269-824, Korea
3Division of Science Education, Kangwon National University, Gangwon 200-701, Korea


The purpose of this study was to develop geological field study sites for learning topography and geology ofthe area with igneous rocks, specifically in Duibaejae volcanic edifice and Seonang bawi that were distributed in Goseonggun, Gangwon do area. As a follow up, we conducted a study to examine the effect of the study sites when applied tohigh school freshmen Earth science course. The study proceeded based on the Orion’s model in the order of preparatoryunit, field trip, and summary unit. The geological field study sites were developed based on the geological study elementspresented in the Korean Earth science curriculum. Before the field trip, students simply memorized factual knowledge onminerals, rocks and etc., and showed very low level of understanding on the formation process of the region that wasdistributed with granite and basalt. Especially, their understanding showed that granite and basalt were formed from thesame magma at the same time. After the field trip, they increased in depth level of understanding about minerals, rocks,and geological structures, but were not able to explain the topographical characteristics of the two rocks because they didnot recognize the times of the creation of granite and basalt. The reason is that they have learned the simple concept ofthe process of forming granite and basalt in their middle school, but that they have not learned the meaning of thedifference between two the geological eras when each of the two rocks, granite and basalt, were formed.


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