• The Bulletin of The Korean Astronomical Society
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• v.41 no.1
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• pp.51.2-51.2
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• 2016

이 연구에서는 중수대명력(重修大明曆)에서 태양과 달의 운동 계산 방법에 대해 분석하였다. 중수대명력은 금(金)대의 양급(楊級)이 만든 대명력을 당대의 조지미(趙知微)가 중수한 역법으로 1281년 수시력(授時曆)이 도입되기 전까지 원(元)에서 사용되었다. 반면 조선에서는 "칠정산내편", "칠정산외편"과 더불어 일 월식 계산에 사용된 것으로 알려져 있다. 이를 위해 세종 26년(1444)에는 이순지(李純之) 등에 의해 "중수대명력"과 "중수대명력 정묘년 교식가령(丁卯年 交食假令)" 등이 편찬되었으며, "중수대명력"의 경우 "금사(金史)" 의 내용과 동일한 것으로 알려져 있다. 이 논문에서는 이들 문헌을 활용하여 중수대명력에서의 태양과 달의 운동, 특히 이들의 부등속운동 계산방법에 대해 분석하고, 이를 수시력에서의 방법과 비교 하였다.

• Journal of Astronomy and Space Sciences
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• v.10 no.2
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• pp.152-162
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• 1993

We developed the S/W which calculate the Planetary and the Moon ephemerides. The ephemeris of the Solar system objects was obtained from a simultaneous numerical integration of the equations of motion for the nine planets and the Moon. The mathematical model includes contributions from (1) point-mass interactions (2) figure effect (3) earth tides (4) the orientations of the Earth and the Moon. The calculated ephemerides are compared with DE200 data produced by JPL (Jet Propulsion Laboratory).

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.339-349
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• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.591-605
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• 2006

The purpose of this study is to investigate the relationship between lunar and earth rotation, by quantitatively describing the rotation of lunar configuration which is observed during the lunar diurnal motion. Our research suggests that observation of the lunar diurnal motion could be used as a study topic in the earth science courses. The rotation of the lunar configuration is an apparent phenomenon that can be seen when an observer. standing on the ground. looks at the moon as if the lunar dark configuration rotates on the basis of horizontal line. In spite its competence as a study topic because it is observable by naked eyes, there are only few major textbooks that introduce this phenomenon with regard to the earth rotation. Therefore, this study induced the mathematical principle of the lunar rotation in detail and proposed that this could be developed as a scientific inquiry through practical observation. In addition, an analytical proof and qualitative method of explanation of the lunar reverse rotation were also presented.

• The Monthly Diabetes
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• s.188
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• pp.50-52
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• 2005

당뇨병환자의 혈당조절에 필수인 운동. 비단 당뇨병 환자뿐 아니라 일반인에게도 운동은 평생 꾸준히 해야 할 건강의 조건이다. 하지만 당뇨병환자들이 무리하게 운동을 하거나 잘못된 방법으로 운동할 경우 부상 등의 부작용이 생길 수 있다. 부상이 걱정돼 활달한 운동이 꺼려지고 꾸준한 걷기가 어느날 부터 지루해진 당뇨인이 있다면 이번 달에 소개하는 타이치에 도전해 보는 것은 어떨까?

• Journal of the korean Society of Automotive Engineers
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• v.13 no.4
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• pp.11-17
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• 1991

내연기관의 열전달은 구조물에 따라 흡기계통, 연소실, 배기계통으로 나누어지고, 열전달기구에 따라 전도, 대류, 복사로 나누어지며, 여기서는 그중 가장 핵심이 되는 연소실 내에서의 대류 및 복사 열전달 현상에 관하여 논하고자 한다. 연소실 열전달의 정량적 해석을 위해서는 흡기계통과 피스톤 운동에 의한 3차원 압축성 난류 유동장과 점화, 착화 및 연소 진행과정, 이들의 복합적 상호 작용에 대한 이해가 선행되어야 한다. 여기서는 현재까지 제시된 연소실 열전달의 정량적 모델과 문제점,앞으로의 연구 진행방향에 대해 소개하고자 한다.

• The Monthly Diabetes
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• s.130
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• pp.62-63
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• 2000

뇌호흡은 생체 에너지인 기를 이용한 뇌 운동법이다. 우리의 몸을 운동시켜 단련할 수 있듯이 뇌도 운동시킬 수 있다. 현재 인류는 두되의 10%만을 사용하고 있다고 하니 잠재되어 있는 나머지 뇌의 기능이 개발된다면 그 파급효과는 실로 엄청난 것이라 하겠다. 이번달에는 소리를 이용한 뇌호흡 수련법을 배워보자

• Digital Contents
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• no.7 s.134
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• pp.80-84
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• 2004

올해 정보문화의 달은‘함께하는 디지털 세상’이라는 주제에서 나타나듯이 정보화 격차 해소와 올바른 인터넷 이용에 초점을 맞췄다. 한국정보문화진흥원은 6월 한 달을 인터넷 이용률의 증대에도 불구하고 여전히 정보화에서 소외된 계층과 날로 확산되는 인터넷 유해 정보에 대처하기 위한 대국민 홍보의 장으로 적극 활용했다. 이와 함께 정부 산하기관, 체신청, IT 관련기업, 정보나눔실천운동본부, 정보보호실천협의회 등 관련 단체와 시민단체도 총 출동해 범국민적 건전 정보문화 확산에 앞장섰다. 17회 정보문화의 달을 맞아 6월 한달 동안 펼쳐진 주요 행사를 소개한다.

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.