• The Bulletin of The Korean Astronomical Society
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• v.38 no.1
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• pp.75.1-75.1
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• 2013

자체의 중력 효과를 고려하는 구대칭 완전 유체 전산모사 연구를 위해 일반상대론적 유체역학 코드를 이 분야 연구자들을 위한 공개용으로 개발하였다. 이 코드는 3+1 ADM(Arnowitt-Deser-Misner) 공식과 등방 공간 좌표를 사용하였다. 시공간 기하를 구하기 위해 극한값 썰기 (maximal slicing) 조건과 함께 세 개의 제한 방정식을 풀었고, 시공간을 채우는 물질인 유체는 근사 리만 해법을 사용한 HRSC (high resolution shock capturing) 기법으로 오일러 관찰자 시점에서 풀었다. 이 코드의 수렴성과 정확성을 검증하기 위해 상대론적인 구대칭 충격파 비교 분석, 블랙홀로 빨려 들어가는 상대론적 구대칭 강착, TOV(Tolman-Oppenheimer-Volkoff) 별 및 OS (Oppenheimer-Snyder) 붕괴 코드 테스트를 수행하였다. 특히, 이 코드의 동적 진화 테스트인 OS 붕괴의 경우 해석적인 해와 결과를 비교하기 위하여 좌표변환을 수치 계산으로 수행하였다. 아인슈타인의 일반상대성 이론을 넘어서는 변형된 중력이론 중 하나로 최근 제시된 EiBI(Eddington-inspired Born-Infeld) 이론에서 TOV 별의 해가 일반상대성 이론과 어떠한 차이를 보이는지 살펴 보았고, 그 이론에서도 물질이 붕괴하여 블랙홀을 만드는 경우 특이점이 형성되는지 고찰해 보았다.

• Korean Journal of Logic
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• v.14 no.3
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• pp.59-84
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• 2011

Professor Song criticizes my view on the Sleeping Beauty problem in his recent paper which endorses the thirder solution. I shall argue that his criticism is based upon a strong interpretation on my view and that this interpretation is neither unique nor proper. Critically examining recent discussions on observer-relativity of probability I shall claim that my perspectivistic solution to the Sleeping Beauty problem is still plausible.

• Journal of Science Education
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• v.38 no.3
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• pp.569-584
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• 2014

The Purpose of this study was an analysis of high school student's understanding level about concepts of special relativity through in-depth interview. The 8 participants were 10th grade students in H high school in Ulsan city, who were interviewed and analyzed in the results of the interview about basic concepts of special relativity using achievement checklist in 6 situations(principle of constancy of light velocity, principle of relativity, relativity of simultaneity, garage paradox, rocket paradox). As results of the checklist, the participants showed high achievement in the content level of simple phenomena and simple concepts related to special relativity. But they showed low achievement in the concept level for fundamental understanding of special relativity. As results of the interview, it was found that the participants decided the order of events depending on their intuition and had a difficulty to apply the coordinate system to real situation, even though they mathematically understood it. In addition, some participants who could not understand the inertial coordinate system explained paradoxes of relativity depending on their intuition and had learner's chaos. Finally, though high school students usually being in formal operational stage, some students had difficulty to draw phenomena of space and time in two dimensional plane.

• Journal of Science Education
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• v.35 no.2
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• pp.283-294
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• 2011

The purpose of this study were to develop a tutorial for secondary students to understand of basic concepts of special relativity, which is appropriate for the cognition level of secondary student. We developed the concept evaluation tool and the tutorial material. Result from pretest and post-test are presented to verify the effect of the tutorial for helping student understanding of the concept such as time, event, reference frame, relativity of simultaneity. Secondary student had intense cognitive conflict about the complex concepts such as simultaneity, length contraction and time expansion. This tutorial could be proposed methodology to overcome cognitive difficulty for understanding these concepts.