• The Bulletin of The Korean Astronomical Society
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• v.32 no.1
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• pp.75.1-75.1
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• 2007

• Publications of The Korean Astronomical Society
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• v.26 no.3
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• pp.89-101
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• 2011

The International Olympiad on Astronomy and Astrophysics (IOAA) initiated by the Thailand Astronomical Society in 2007 is an annual competition for high school students. One of its aim is to enhance the development of international exchange in the field of school education in astronomy and astrophysics. This paper first provides the overview of the IOAA in terms of key regulations based on its statutes, history and current status. Secondly, the published syllabus of the IOAA is used for content analysis according to subject areas regarding the exam questions of the IOAA in theoretical, observational and data analysis parts from 2007 to 2010. Also, a scientific inquiry framework is applied to the same questions for assessment based on scientific inquiry in the cognitive aspect with two sub-classes of scientific knowledge and scientific reasoning. Among a dozen astronomy subject areas listed on the syllabus, the theoretical part of the IOAA makes more frequent use of the Sun, the solar system, properties of stars, and concept of time. In content knowledge, a factor of scientific knowledge, the IOAA questions, especially in the theoretical part have a lesser degree in difficulty than the IAO (International Astronomy Olympiad) exam questions for the same period whose degree in difficulty is comparable to college level. With regard to scientific reasoning, the IOAA questions tend to involve convergent rather than divergent thinking. Lastly, in light of these findings, discussions are given on the outcome of Korean participation in the previous IOAAs and ways to help better in preparing Korean students for future astronomy Olympiads.

• Journal of the Korean Society of Earth Science Education
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• v.16 no.3
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• pp.328-339
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• 2023

The purpose of this study was to investigate the astronomy-related concepts formed by elementary school pre-service teachers and analyze the distribution of misconceptions. The study was conducted on 43 pre-service teachers enrolled in the second year of an elementary teacher training college located in the central region of Korea. As a result of the study, first, pre-service elementary school teachers' misconceptions about astronomy concepts showed a diverse distribution. In particular, pre-service elementary school teachers still had misconceptions regarding seasonal changes, which were pointed out in many previous studies. Second, pre-service elementary school teachers had formed concepts at the level of simple memorization of astronomy concepts and were having difficulty applying the concepts they knew to various cases. Based on these research results, future astronomy-related education should be directed toward understanding astronomical phenomena through the application and application of various cases rather than simple memorization, and astronomy education in teacher training courses and teacher training should also reflect this content.

• The Bulletin of The Korean Astronomical Society
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• v.27 no.2
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• pp.43-43
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• 2002

• The Bulletin of The Korean Astronomical Society
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• v.25 no.2
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• pp.103-103
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• 2000

• The Bulletin of The Korean Astronomical Society
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• v.34 no.1
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• pp.127.1-127.1
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• 2009

• Publications of The Korean Astronomical Society
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• v.26 no.3
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• pp.103-114
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• 2011

We have carried out a follow-up study on the students who have participated or are going to participate in either the International Astronomy Olympiad (IAO), the Asia Pacific Astronomy Olympiad (APAO) or the International Olympiad on Astronomy and Astrophysics (IOAA) from 2002 to 2011. The survey questionnaires returned from ten high school students including five who are to participate in 2011 as well as fourteen college students have been analyzed in various aspects of their backgrounds and personal characteristics. In family life, their parents tend to have high educational background along with high expectations for their children. In regard to the academic environment, most students express a general satisfaction in school life, including their relationship with teachers and classmates. In personal characteristics, they describe themselves as inquisitive, perseverant, competitive, creative, self-motivated and goal-oriented, in addition to many other traits. Most students have a strong interest in astronomy which usually begins in middle schools through exposure to astronomy books. On top of it, the astronomy olympiad has provided them with an opportunity to strengthen their self-esteem, problem-solving ability and conviction about scientific careers. Accordingly, the experience in astronomy olympiad has led a considerable number of students to continuously studying in astronomy related fields or otherwise in other science and engineering areas. In conclusion, the astronomy olympiad plays such an important role that it can make a significant contribution to astronomy as well as science in general by having positive impact on the potential career path of its participants.

• The Bulletin of The Korean Astronomical Society
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• v.27 no.2
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• pp.45-45
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• 2002

• Journal of the Korean earth science society
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• v.30 no.5
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• pp.671-681
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• 2009

In the equilibrium theory of tides by Newton, tide on the Earth is a phenomenon driven by differential gravity contributed both by the Sun and the Moon. Due to the direct link of the generic tidal effect to the oceanic tides, college students in the earth science education department are exposed to this theory through oceanography lectures as well as astronomy lectures. Common oceanography textbooks adopt a non-inertial reference frame fixed to the Earth in which the fictitious, centrifugal force appears. This has a potential risk to provide misconceptions among students in various aspects including the followings: 1) this is how Newton originally derived the equilibrium theory of tides, and 2) the tide is a phenomenon appearing only in rotating systems. We show that in astronomy, a much simpler description, which employs the inertial frame, is generally used to explain tides and thus causes less confusion. We argue that the description used in astronomy is preferable both in the viewpoints of simplicity and ease of interpretation. Moreover, on a historical basis, an inertial frame was adopted by Newton in Principia to explain tides. Thus, the description used in astronomy is consistent with Newton's original approach. We also present various astrophysical tides which do not comply with the concept of centrifugal force in general. We therefore argue that the description used in oceanography should be compensated by that in astronomy, due to its complexity, historical inconsistency and limited applicability.

• The Bulletin of The Korean Astronomical Society
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• v.26 no.1
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• pp.43-43
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• 2001