• Bulletin of the Korean Space Science Society
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• 1999.09a
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• pp.79-79
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• 1999

No Abstract, See Full Text

• Bulletin of the Korean Space Science Society
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• 1999.09a
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• pp.32-32
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• 1999

No Abstract, See Full Text

• The Bulletin of The Korean Astronomical Society
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• v.25 no.2
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• pp.82-82
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• 2000

• The Bulletin of The Korean Astronomical Society
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• v.18
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• pp.9.2-10
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• 1993

• Bulletin of the Korean Space Science Society
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• 2000.10a
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• pp.82-82
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• 2000

No Abstract, See Full Text

• Journal of the Korean Society of Earth Science Education
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• v.4 no.1
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• pp.32-42
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• 2011

The purpose of this study is to provide meaningful basic materials for organizing a science curriculum in future by analyzing the status and changes of contents about astronomical phenomena in textbooks according to the changes of the science curriculum of elementary school. A main target of analysis is science textbooks of elementary school in curriculums from 1st to 7th. For the analysis, the analytic frame based on contents in astronomy textbooks of teachers colleges and colleges of education was used. The result of the analysis is as in the following. First, astronomy accounted for average about 7% of all pages of textbooks in all of science curriculums. The 1st educational curriculum had the most learning quantity of 10.40%, and the 6th curriculum had the least quantity of 4.39%. These results show that astronomy was not a small part and was considered important in each science curriculum of elementary school considering that earth science accounted for 17-26% of all pages in elementary school science curriculum. Second, the things that have been dealt with in common in all science curriculums from 1st to 7th of elementary school are the shape of the earth, the rotation and the revolution of the earth, the occurrence of the seasons, the apparent motion of the sun, the status and motion of the moon, the movement of a star, the brightness and distance of a star, constellations, the sun, planets and others. These contents are expected to be dealt with continuously as basic contents to organize astronomy regardless of the changes of curriculum. Third, in science curriculum of elementary school, astronomical phenomena based on life experiences regarding the earth, the moon and the sun are mainly dealt with in the first and the second grade. Contents requiring principles-understanding and research are dealt with in the fifth and sixth grade. These results show that elementary school science curriculum dealing with astronomy reflects the developmental stages of students and considers principle of learning possibility.

• Journal of the Korean earth science society
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• v.40 no.1
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• pp.86-106
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• 2019

The purpose of this study is to develop an astronomy education program reflecting astronomical thinking to be used at science museum and to investigate the effect of the program on the improvement of astronomical thinking ability of high school students. After selecting the components of astronomical thinking through literature studies, we developed an astronomy education program consisting of four stages: demonstration and observation, and question and thinking, support and group discussion, demonstration and assessment. In order to verify the effectiveness of the program, we conducted a covariance analysis on the pre- and post-tests of the experimental group and control group to examine the level of students' thinking before and after using the program in teaching and learning. As a result, it was confirmed that the astronomy education program reflecting astronomical thinking was effective in promoting students' astronomical thinking ability. In particular, this program was effective in enhancing the ability of modeling by reconstructing the observed astronomical phenomenon from the viewpoint of the universe with respect to spatial thinking in the astronomy domain. It was also effective to improve the ability of organizing the system by grasping the relationship between the elements constituting the astronomical system in relation to the system thinking in the astronomy domain. This study is significant in suggesting a specific teaching and learning program to develop students' astronomical thinking.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.309-322
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• 2018

There is no doubt that science -and, therefore, science education- is central to the lives of all (NGSS, 2013). This manuscript focuses on ideas in astronomy that are at the foundation of elementary students' understanding of the discipline: the apparent motion of the sun explaining the day / night cycle on Earth. According to prior research demonstrating that neither children nor adults hold a scientific understanding of the big ideas of astronomy (NRC, 1996), understanding of concepts may base students' progress towards more advanced understanding in the domain of astronomy. We have analyzed the logic of the domain and synthesized prior research assessing children's spatial representation from an earth- and a space based perspective to develop a set of learning trajectories that describe how students' initial ideas about apparent celestial motion as they take school science can be build upon. In this study elementary students' representations were compared by their resident context including urban and rural. This study may present a first look at the use of a learning progression framework in analyzing the structure of astronomy education. We discuss how this work may eventually lead towards the development and empirical testing of how children learn to describe and explain apparent patterns of celestial motion.

• Journal of the Korean earth science society
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• v.26 no.2
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• pp.160-165
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• 2005

A series of high resolution spectra of CH Cygni obtained at the Bohyunsan Optical Astronomy Observatory (BOAO) in April 2004 has been analyzed. The emission components of the [O I] 6300 A lines are de-convoluted and fitted with Gaussian functions in order to investigate the characteristics and the structure of CH Cygni system along with the analysis for $H{\alpha}$ and [O III] lines. A present geometrical structure of the components of CH Cygni system is suggested.

• Journal of Astronomy and Space Sciences
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• v.15 no.1
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• pp.75-82
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• 1998

A total of 842 observations (277 in B, 282 in V, and in R) for U Pegasi were made in October of 1996 at Mt. Sobaek Observatory. With our data we constructed the BVR light curves and determinded 5 times of minimum light. We also obtained physical parameters of the system by combined analysis of both light and radial velocity curves using the Wilson-Devinney code.