• Journal of the Korean earth science society
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• v.32 no.6
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• pp.687-703
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• 2011

The declination is an important concept because it is the underlying concept to understand the plate tectonics and also is used to decide one's location by using the compass and the map in real life. So this study surveys the description of declination being used in six of the seventh curriculum earth science II textbooks followed by the investigation of the possible of misconceptions that the highschool students might have. Utilizing an inventory of key concept, this study examines the actual misconceptions of highschool students, and investigates the relationship between misconceptions and textbooks. As a result, highschool students possess some misconceptions particularly with respect to the magnetic north pole which is caused by a lack of explanation about declination and by a wrong illustration. Therefore we suggest that detailed explanations of declination with non-dipole effect and precise illustrations be provided in the textbook for students th have a better understanding about declination.

• The Journal of the Korea Contents Association
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• v.10 no.5
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• pp.427-435
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• 2010

We extracted core terms by constructing scientific item networks from textbooks, analyzing their structures, and investigating the connected information and their relationships. For this research, we chose three high-school textbooks from different publishers for each three subjects, i.e, Science, Biology I and Biology II, to construct networks by linking scientific items in each sentence, where used items were regarded as nodes. Scientific item networks from all textbooks showed scare-free character. When core networks were established by applying k-core algorithm which is one of generally used methods for removing lesser weighted nodes and links from complex network, they showed the modular structure. Science textbooks formed four main modules of physics, chemistry, biology and earth science, while Biology I and Biology II textbooks revealed core networks composed of more detailed specific items in each field. These findings demonstrate the structural characteristics of networks in textbooks, and suggest core scientific items helpful for students' understanding of concept in Science and Biology.

• Journal of the Korean Chemical Society
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• v.62 no.3
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• pp.214-225
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• 2018

In this study, we tried to find out how heat and thermal energy terms are defined and used in Korean science textbooks, and to see if there are any differences in the meaning of these terms used in different areas of science. For this purpose, the contents of 52 science textbooks of elementary, middle and high school published by the 2009 revised curriculum were analyzed. The definition of the term heat is given in the middle school Science(1) and the high school Physics I and II textbooks. Most textbooks define heat as "energy transferred due to a temperature difference (Type I)". Only one textbook of Physics I defines heat as "transfer of energy due to a temperature difference (Type II)". The definition of thermal energy is mostly presented in the middle school Science (2) and the high school Physics I textbooks. Physics I textbooks define the thermal energy as "molecular kinetic energy (Type III)", while Science(2) textbooks define it as Type I or "energy causes temperature change or phase transition of matter (Type IV)". In the texts of textbooks, heat is mainly used as the meaning of Type I or Type III. Thermal energy is mainly used as Type III, but it is also used as Type I in the high school Physics and Chemistry textbooks. The meanings of heat and thermal energy terms used are differed by the area of science. They are mainly used as type I or type III in Physics and Chemistry textbooks, and used as type III in Life Science and Earth Science textbooks.

• Bulletin of the Korean Space Science Society
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• 2009.10a
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• pp.40.2-40.2
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• 2009

이 연구에서는 달천이(TLI: Trans Lunar Injection) 및 달포획(LOI: Lunar Orbit Injection) 기동 시 대전 지상국의 가시성을 고려한 최적의 임무를 설계하였다. TLI 기동은 탐사선이 지구 주차궤도에서 지구-달 천이궤적으로 진입하기 위하여 주어지는 기동이며, LOI 기동은 탐사선이 지구-달 천이궤적에서 달의 중력권으로 진입하기 위하여 주어지는 기동이다. TLI 및 LOI 기동 시 대전 지상국에서의 가시성의 확보는 실제적인 미래 한국의 달 탐사를 대비하였을 때 중요한 요소이다. 따라서 이 연구에서는 TLI 및 LOI 기동 시 대전 지상국에서의 가시성을 모두 고려하여, 최소연료로 지구 주차궤도에서 달 임무궤도 진입까지의 모든 단계에 대해 임무설계를 실시하였다. TLI 및 LOI 기동 시 추력은 순간 추력(Impulsive thrust)로 가정하였으며, KSLV-II 발사체의 성능을 적용하여 설계하였다. 임무 설계 시 태양, 지구, 달의 섭동력을 고려한 N체 운동 방정식을 탐사선에 적용하였으며, 지구의 비대칭 중력장, 태양 복사압, 달의 J2 섭동에 의한 영향도 고려하였다. JPL의 정밀 천체력인 DE405를 사용하였고, 상용 소프트웨어인 SNOPT(Spares Nonlinear OPTimizer)를 이용하여 비행 궤적의 최적해를 도출하였다. 임무 설계 결과를 통해, 대전 지상국의 가시성을 고려한 TLI 및 LOI 기동의 크기에 의한 임무설계의 분석을 수행하였다. 또한 최적화된 달 탐사 임무의 단계별 기동의 크기와 지구-달 천이 궤적의 형상 및 다양한 임무 요소들의 해석을 도출하였다.

• Journal of the Korean earth science society
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• v.28 no.7
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• pp.811-824
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• 2007

Photographs and illustrations are integral parts of current science textbooks' inscriptions. This study analysed and compared the function and structure of photographs and illustrations used in high school earth science textbooks of the 6th and 7th national curriculum. The findings of the function analysis showed that 'illustrative' function was far superior to other functions in terms of frequency and ratio. The illustrative function varied more in the 7th curriculum textbooks, especially in earth science I. 'Explanatory' and 'complementary' functions, which were relatively ignored in the 6th curriculum, significantly increased in the 7th curriculum textbooks. 'Decorative' function increased on the whole. The results of the structure analysis revealed that indexical reference remarkably decreased in the 7th curriculum textbooks, which means the retrogression of co-deployment with main text. 'Multiple' organized photographs and illustrations significantly increased in the 7th curriculum textbooks, while 'pair' and 'series' organization did not show an increase at all. It was suggested in this study that 'inquisitive' function and 'complementary' organization should be supplemented in terms of both function and structure. Moreover, the functional and structural aspects of scientific inscriptions including photographs and illustrations should be utilized by the certification criteria of science textbooks.

• Korean Journal of Remote Sensing
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• v.37 no.5_2
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• pp.1229-1234
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• 2021

GOCI-II, which succeeded the mission of GOCI, was successfully launched in February 2020 and is in operation. GOCI-II is expected to be highly useful in a wide range of fields, including detailed changes in the coastal seawater environment using improved spatial and spectral resolution, increased number of observation and full disk observation mode. This special issue introduces the assessment of the current GOCI-II data quality and the studies on the accuracy improvement and applications at this time of one year after launch and data disclosure. We expect that this issue can be an opportunity for GOCI-II data to be actively utilized not only in the ocean but also in various fields of land and atmosphere.

• Journal of the Korean earth science society
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• v.28 no.2
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• pp.169-178
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• 2007

In this research we diagnosed the actual status of the 7th National science elective curriculum and suggested a way to select and organize the content of the new science elective curriculum. The first science education reform was grounded in the structuralism where the structure of discipline was valued above everything else. On the other hand, the second science education reform suggested alternative interpretations of students' opportunity to learn, putting a brake on the structuralist thinking. According to the survey result, the majority of the science elective courses are in need for revision because the contents are overcrowded, too difficult in light of students' learning readiness, failed to draw students' interest in science, and are overlapped and repeated among the 10th grade science, high school science I and II. In particular, Earth Science II and physics II are the most unfavorable courses among students. Thus, we recommended a fundamental change be made in the new curriculum in addition to the optimization of the content. In this paper, we suggested 'topic-centered content organization' for the science elective course I, i.e., Physics I, Chemistry I, Biology I and Earth Science I that is designed for both science track and non-science track students. Since curriculum provides students with an 'opportunity to learn', a curriculum study should focus on what the 'opportunity to learn' is that students ought to be offered. Based on the result of this study, we recommended one way to select and organize the content of high school elective curriculum.

• Journal of The Korean Association For Science Education
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• v.42 no.2
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• pp.289-309
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• 2022

In recent years, astronomy has been snowballing: including Higgs particle discovery, black hole imaging, extraterrestrial exploration, and deep space observation. Students are also largely interested in astronomy. The purpose of this study is to discover what needs to be improved in the current astronomy curriculum in light of recent scientists' researches and discoveries. We collected keywords from all papers published from 2011 to 2020 in four selected journals-ApJ, ApJL, A&A, and MNRAS- by R package to examine research trends. The curriculum contents were extracted by synthesizing the in-service teachers' coding results in the 2015 revised curriculum document of six subjects (Science, Integrated Science, Earth Science I, Earth Science II, Physics II, Convergence Science). The research results are as follows: first, keywords that appear steadily in astronomy are 'galaxies: formation, galaxy: active, star: formation, accretion, method: numerical.' Second, astronomy curriculum includes all areas except the 'High Energy Astrophysical Phenomena' area within the common science curriculum learned by all students. Third, it is necessary to review the placement of content elements by subject and grade and to consider introducing new concepts based on astronomy research keywords. This is an exploratory study to compare curriculum and the field of scientific research that forms the basis of the subject. We expect to provide implications for a future revision of the astronomy curriculum as a primary ground investigation.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.57-65
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• 2011

The purposes of this study investigated the effects of placement of analogy on the conceptual changes of air of elementary students, while learning the air conceptions. The subjects consisted of 108 students who are in the sixth grade classes in an elementary school in Busan city. For this study, comparative group(37 members), experimental group I(37 members), and experimental group II(34 memgers) were selected. A pre-test and a post-test on the air conception were done both for the comparative group and the experimental groups. The results are as follows. First, the averages of experiment group I and II are statistically higher than comparative group's. By the way, it just has a small gap between the comparative group and the experimental II. In other words, activity of analogy does not keep always constant to change of air conceptions of elementary students. Therefore, it has a different reason that only before or after during the analogy. Second, it shows that experimental group I has effected on a more change of air conceptions as compared with experimental group II. Then, the first group's result shows better than the other group's result. From this result, six grade students showed a change of air conceptions very well by analogy. It means if the analogy is given to students at the beginning state of chapter, they can understand scientific concepts easily.

• Korean Journal of Remote Sensing
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• v.17 no.3
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• pp.253-273
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• 2001

In this review article, we produce a technology tree in the earth observation by remote sensing, which is the Level I technology in the tree. To define Level II technologies, we create a two-dimensional matrix of technologies viewed from methodology and application viewpoints. Consequently the following fields are selected: reception-archiving, atmosphere, ocean, land, GIS, and common technology. For each Level II technology, we extract half a dozen Level III and about 20-30 Level IV technologies. For each Level IV technology, we review the status of domestic research and the approaches for acquiring deficient technology in Korea. Also we survey foreign institutions specializing in the deficient technologies and the time when the deficient technologies are needed. Furthermore we assign priority technologies from the viewpoints of public need and economic benefits. The information given in this article would help understand and collaborate among different disciplines, be a useful guide to a beginner to remote sensing, and assist policy making.