• International Journal of Advanced Culture Technology
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• v.8 no.2
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• pp.28-33
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• 2020

The Chemist Antoine-Laurent Lavoisier and mathematician Pierre Simon Laplace, who conducted a collaborative research on heat phenomena, are two of the key figures that represent French scientific community in the late 18th century. They joined hands together to understand heat phenomena that had not been fully explained until that time. They studied heat phenomena based on a heat particle model called 'caloric' and this study further expanded into light, magnetism and electricity, laying groundwork for many other research achievements afterwards. This article goes through their individual researches and looks into the process of their joint research based on the analysis of their publications. Further to these, it emphasizes its continuity with the Laplacian Program, a large-scale research project conducted in the early 19th century. Lastly, this article presents how science can merge with history, and at the same time, introduces the prerequisites for successful convergence research through existing research cases.

• The Science & Technology
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• v.7 no.5 s.60
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• pp.50-52
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• 1974

• Journal of the Korean Chemical Society
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• v.45 no.4
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• pp.357-369
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• 2001

This study aimed to analyze the evolution of general ideas concerning the element and the atom. In the scientific viewpoint, the modern idea of the element has been variously revised by the ancient Greeks, Boyle-Lavoisier, and Dalton. The definition of the atom was confused with that of the element from the ancient Greecian era to Lavoisier's era. The definition was also changed by Dalton and Rutherford. An analysis of the definitions of element and atom as presented in science textbooks for secondary school students and in general chemistry textbooks revealed that these definitions from diverse eras are confusing and inadequately explicated. The definition presented in one textbook was contradictory to the definitions in other textbooks. This tendency has been sustained in the textbooks from the 4th to 6th science curriculum. Therefore, we need to clarify the definitions of element and atom in order to help the students gain a better understanding of these scientific concepts.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1285-1299
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• 2013

Nurturing students' scientific creativity is considered an important element in science education in Korea. The study aims to explore patterns displayed by well-known scientists in their quest for problem finding. Each case of scientists' course of problem solving is described in terms of historical background, a process of problem finding, and a process of problem solving. There are five patterns from ten scientists which are as follows: Pattern 1 is that scientists find problems from insufficiencies and/or errors from explanation of theories at the time and the related cases are A. Lavoisier, G. Mendel, and J. Watson. Pattern 2 shows that scientists find a problem because of strange phenomena unexplained by theories at the time, and here important case studies are E. Rutherford and W. R$\ddot{o}$ntgen. Pattern 3 demonstrates that scientists find a problem from analogical reasoning between known theories and unknown science phenomena. The cases include S. Carnot and T. Young. Pattern 4 points to the fact that scientists find a problem while they utilize a newly invented experimental instrument. Here, G. Galilei is an important example. Pattern 5 establishes that scientists happen to find a problem while they conduct research projects. The works of M. Faraday and J. Kepler are prominent case studies related to this pattern.