• The Science & Technology
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• v.33 no.12 s.379
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• pp.42-44
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• 2000

1548년 이탈리아 나폴리 근처에서 태어난 브루노는 가톨릭이 서방을 뒤흔들던 시절 지동설과 범신론을 주장하는 이단자로 몰려 1600년 화형으로 52세를 살다 세상을 떠났다. 1572년 사제서품을 받은 그는 1578년 제네바로 옮겨 개종했지만 개신교도 억압한다는 사실을 알고 비판하기 시작했다. 파리로, 런던으로 전전하면서 신학과 우주관의 논쟁을 계속했다. 이탈리아로 돌아온 그는 교황으로부터 고칠수 없는 이단자로 판정을 받고 화형을 당했는데 죽음의 자리에서 그는 "내가 죽어가면서 고통받는 공포보다는 나를 사형언도하며 받는 공포가 더 두려울 것"이라고 하여 그 당시 협박에 못이겨 지동설을 포기한 갈릴레이와 대조를 이룬다.

• The Science & Technology
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• no.1 s.404
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• pp.86-87
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• 2003

• The Science & Technology
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• v.14 no.2 s.141
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• pp.47-49
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• 1981

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.489-500
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• 2005

The objective of this study is to examine the cognitive process that undergoes a middle student’s conceptual change about the universe by the cognitive conflict, using science history materials as a teaching strategy. Four eighth graders were selected and classified by three cognitive level. Students were interviewed and conducted to an inquiry activities regarding their viewpoint about the universe after each class, and their conceptual change patterns were analysed from pre-test and post-test. This study showed that each student held dissimilar astronomical preconceptions and various misconceptions about celestial motion. Students at the formal operational stage and transitional stage experienced the conceptual change from geocentricism to heliocentricism by instructional model upon the science history materials. Student at the concrete operational stage had either unscientific conception, no conception, or could not have a conceptual change even when being presented with an environment that arouses cognitive conflict ($R^2$: Phase change of Venus and its Rise and set time). They ended up having a cognitive change from geocentricism to heliocentricism by solving another problem ($R^2$: Relation between visible diameter and position of Mars). After the instruction, a conceptual achievement progress was reported with a $10\%$ improvement. Therefore, the instruction model based upon science history was effective on student’s scientific conceptual change.

• TTA Journal
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• s.134
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• pp.22-23
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• 2011

사사주간지 타임이 선정한 20세기에 가장 영향력 있는 사람으로 선정된 아인슈타인. 타임지가 쟁쟁한 정치인이나 연예인, 예술가 등을 제치고 아인슈타인을 선정한 것은 그가 발표한 상대성이론의 영향력이 그만큼 크기 때문이다. 이러한 상대성이론의 영향력은 종종 다윈의 진화론이나 코페르니쿠스의 지동설이 사회와 문화전반에 걸쳐 작용한 충격과 비교되기도 한다. 하지만 상대성이론이 몰고 온 의식의 변화는 사실 그 이상이었다. 그렇다면 상대성 이론이 무엇이 길래 그러한 변화를 몰고 온 것일까?

• The Science & Technology
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• v.28 no.4 s.311
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• pp.20-21
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• 1995

근대물리학의 아버지 갈릴레오 갈릴레이는 성당의 램프가 진동하는 것을 보고 단진동의 원리를 발견했고 피사 사탑에서 물건을 떨어뜨려 「낙하의 법칙」을 제시했다. 천문학자 갈릴레이는 16세기초 최초로 망원경으로 우주를 관측하여 지동설의 여러가지 증거를 제시하기도 했다.

• 한국지구과학회:학술대회논문집
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• 2006.02a
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• pp.182-183
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• 2006

• Proceedings of the Korea Society for Energy Engineering kosee Conference
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• 1995.05a
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• pp.9-24
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• 1995

1969년 7월 20일 달 표면에 착륙한 아폴로 11호에 의해 인류는 역사상 처음으로 딴 천체에서 지구를 전망할 수 있었다. "브란트란드" 보고서는 이 외계에서의 지구의 전망은 "코펠닉스"의 지동설 이상으로 우리의 세계관, 우주관에 충격을 준 것으로 후세의 사가가 판단할 것으로 측정하고 있다.(중략)판단할 것으로 측정하고 있다.(중략)

• Journal of Science Education
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• v.34 no.1
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• pp.47-57
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• 2010

The purpose of this study was to investigate how the lesson using the newly developed Phase Change Model of Venus can change ninth graders' geocentrical concept related to the progression of the phase of Venus. In order to know students' concept change of the progression of the phases of Venus, test sheets and a questionnaire regarding solar systems were developed and used pre and post test. The results showed that many students have an astronomical preconception of geocentricism, and some students have an especially poor scientific understanding of the solar system. However, there were significant changes in students' conceptual levels (p<.05) after teaching with the Venus's Phase Change Model. Therefore, teaching with the Phase Change Model of Venus was effective on students' scientific conceptual change from geocentricism to heliocentricism.

• Journal of The Korean Association For Science Education
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• v.37 no.4
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• pp.693-703
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• 2017

In this study, 37 elementary, middle, and high school science teachers attending graduate schools of education were surveyed about their thoughts about the difficulty of teaching science units and teaching methods to teach these units to students. After experiencing the activity of making new teaching tools using scratch, we tried to confirm the development of TPACK among the teachers. Through the questionnaire survey for elementary, secondary, and high school science teachers, we selected the unit of Planetary Movement of the Solar System as a unit that is difficult for teachers to teach. We gave them the experience of instruction on tool making process for implementing a planetary operation model using scratch. Then, based on the questionnaires and class presentations, we analyzed the change of awareness about technology introduction and the development of their TPACK. As a result, most of the teachers showed changes of perceptions related to TK, TCK, TPK; the use of programming for creating teaching materials enhances teachers' understanding of the teaching contents; the teachers were convinced that students would develop the ability to construct models that fit observational phenomena; they thought that there would be a positive educational effect in the positive domain.