• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.193-207
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• 2013

The purpose of this study was to investigate middle school and science-gifted students' conceptions about motion of objects on the surface of the earth and the moon. The subjects were 61 first-, 51 second-, 51 third-year students, for a total of 163 in a middle school and 32 science-gifted students from a university-affiliated sciencegifted education center for secondary school students. The research contents were conceptions about motion of objects by the vertical direction, an inclined plane and horizontal plane on the surface of the earth and the moon. The questions were as follows: If two balls, same size but different mass, were put on, thrown over, by the vertical direction, an inclined plane and a horizontal plane on the surface of the earth and the moon at the same time and speed, which one would arrive faster than the other?; In the same mass in the earth and the moon, how fast could the object reach to which location, the earth or the moon? The results showed that science-gifted students offer meaningful difference on the concept of objects in motion at the vertical direction, an inclined plane and a horizontal plane on the earth and at the vertical direction on the moon than general middle school students. There were meaningful difference on the vertical up direction, an inclined plane and a horizontal plane in the same situation in the earth and the moon. Finally, based on the results of our study, we discuss possible educational implications for teaching the concept of objects in motion.

• 한국지구과학회:학술대회논문집
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• 2004.02a
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• pp.33-33
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• 2004

• Journal of the Korean earth science society
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• v.27 no.6
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• pp.591-605
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• 2006

The purpose of this study is to investigate the relationship between lunar and earth rotation, by quantitatively describing the rotation of lunar configuration which is observed during the lunar diurnal motion. Our research suggests that observation of the lunar diurnal motion could be used as a study topic in the earth science courses. The rotation of the lunar configuration is an apparent phenomenon that can be seen when an observer. standing on the ground. looks at the moon as if the lunar dark configuration rotates on the basis of horizontal line. In spite its competence as a study topic because it is observable by naked eyes, there are only few major textbooks that introduce this phenomenon with regard to the earth rotation. Therefore, this study induced the mathematical principle of the lunar rotation in detail and proposed that this could be developed as a scientific inquiry through practical observation. In addition, an analytical proof and qualitative method of explanation of the lunar reverse rotation were also presented.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of Astronomy and Space Sciences
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• v.10 no.2
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• pp.152-162
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• 1993

We developed the S/W which calculate the Planetary and the Moon ephemerides. The ephemeris of the Solar system objects was obtained from a simultaneous numerical integration of the equations of motion for the nine planets and the Moon. The mathematical model includes contributions from (1) point-mass interactions (2) figure effect (3) earth tides (4) the orientations of the Earth and the Moon. The calculated ephemerides are compared with DE200 data produced by JPL (Jet Propulsion Laboratory).

• Journal of Science Education
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• v.34 no.1
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• pp.58-71
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• 2010

The purpose of this study is to categorize preconceived notions by elementary science gifted students about the reason why only one side of the moon is visible and develop an instructional module to correct these notions scientifically. The effectiveness of these modules will then be tested. The participants of this study were 15 (5th and 6th grade students) from Gwangju Metropolitan City and Chonnam Province who passed a gifted student assessment test developed by J university. The student's notions about the reason only one side of the moon is visible were assessed through questionnaires, interviews, and reenactments. Instructional modules to minimize these notions were developed and then improved upon by class reenactments. And then these modules were used to teach a real class with cameras recording the students. Protocols were analyzed using this footage, and emphasis was placed on how the developed class module changed student's misconceptions. The instructional module developed in this study was: student conception assessment writing materials exploration activity stage 1 (moon's orbit) exploration activity stage 2 (moon's rotation) - exploration activity stage 3 (moon's orbit and rotation) - exploration activity stage 4 (verbalizing the moon's orbit and rotation) - exploration activity stage 5 (thinking about moon movement considering earth's rotation - exploration activity stage 6 (relating the earth and moon's movement) and verifying student conception change. An important conclusion of this study was that all 15 students had misconceptions that could be divided into categories A, B, and C. Category A could be separated with more specifics into A-1 and A-2, and C into C-1 and C-2. After the instructional module was utilized, the student categories show positive change in the following stages: Category A at exploration activity stage 1 and 2, Category B at exploration activity stage 3, Category C-1 at exploration activity stage 4 and 5, and Category C-2 at exploration activity stage 6. Category C-1 students immediately changed to Category C-2 after going through a few stages, and their misconceptions were finally corrected after going through exploration activity stage 6. The misconceptions of students in all categories were corrected scientifically after completing stage 6 education. This study proposes that a combined education of reenactments, exploration materials development, and exploration activities by stages will effectively correct misconceptions about the Earth and moon's movement.

• Bulletin of the Korean Space Science Society
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• 2009.10a
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• pp.40.2-40.2
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• 2009

이 연구에서는 달천이(TLI: Trans Lunar Injection) 및 달포획(LOI: Lunar Orbit Injection) 기동 시 대전 지상국의 가시성을 고려한 최적의 임무를 설계하였다. TLI 기동은 탐사선이 지구 주차궤도에서 지구-달 천이궤적으로 진입하기 위하여 주어지는 기동이며, LOI 기동은 탐사선이 지구-달 천이궤적에서 달의 중력권으로 진입하기 위하여 주어지는 기동이다. TLI 및 LOI 기동 시 대전 지상국에서의 가시성의 확보는 실제적인 미래 한국의 달 탐사를 대비하였을 때 중요한 요소이다. 따라서 이 연구에서는 TLI 및 LOI 기동 시 대전 지상국에서의 가시성을 모두 고려하여, 최소연료로 지구 주차궤도에서 달 임무궤도 진입까지의 모든 단계에 대해 임무설계를 실시하였다. TLI 및 LOI 기동 시 추력은 순간 추력(Impulsive thrust)로 가정하였으며, KSLV-II 발사체의 성능을 적용하여 설계하였다. 임무 설계 시 태양, 지구, 달의 섭동력을 고려한 N체 운동 방정식을 탐사선에 적용하였으며, 지구의 비대칭 중력장, 태양 복사압, 달의 J2 섭동에 의한 영향도 고려하였다. JPL의 정밀 천체력인 DE405를 사용하였고, 상용 소프트웨어인 SNOPT(Spares Nonlinear OPTimizer)를 이용하여 비행 궤적의 최적해를 도출하였다. 임무 설계 결과를 통해, 대전 지상국의 가시성을 고려한 TLI 및 LOI 기동의 크기에 의한 임무설계의 분석을 수행하였다. 또한 최적화된 달 탐사 임무의 단계별 기동의 크기와 지구-달 천이 궤적의 형상 및 다양한 임무 요소들의 해석을 도출하였다.

• Journal of the Korean earth science society
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• v.25 no.5
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• pp.348-363
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• 2004

The purpose of this study was to classify types of preconception about the motion of the moon held by middle school students and find out how the lesson applying cognitive conflict instructional model changes their conceptual view of the motion of the moon. A quantitative study was first conducted with 48 ninth graders and then followed by a qualitative study. In the qualitative study, male and female students were organized into groups of five and ten respectively. Students were instructed to observe the motion of the moon about for a month and at the same time were taught via the cognitive conflict instructional model for three class periods. Data were collected from interviews and a questionnaire evaluating the degree of concept development that each student showed. A majority of students were found to hold misconceptions formed from elementary school programs on the motion of the moon. Further, students showed lack of scientific ability to interpret the phenomena of the moon. This study showed that the cognitive conflict instructional model was effective for students to make progress regarding their conceptual views of the motion of the moon. However, it was observed that misconceptions by students may possibly occur when two dimensional figures or miniatures were used.

• Journal of the Korean earth science society
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• v.22 no.5
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• pp.339-349
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• 2001

The aim of this study is to explore effective teaching strategies through an investigation of the problem-solving abilities and reasons for the unsuccessful problem solving of pre-service teachers. The participants of the study were 60 pre-service teachers who were expected to teach earth science in elementary school (40) and secondary school (20). The participants had taken a course in astronomy before they took part in the present study. The instruments for the study were a paper-and-pencil test and interviews. The results demonstrated that the pre-service teachers' abilities to solve problems were low. The pre-service teachers of the elementary school were inferior to those of the secondary school in their problem solving abilities. The causes for the unsuccessful problem solving were identified as follows: (1) lack of prerequisite knowledge to understand the motions of the moon and the planets, (2) failure to represent problems based on solution principles, (3) failure to apply the knowledge acquired in one setting to another, different setting, (4) frames of reference the frameworks for everyday life situation and for earth science problem situation, and (5) rote-memorization of facts rather than understanding the cause-and-effect relationships. The above causes for unsuccessful problem solving seemed to be related to the characteristics of novice problem solvers in general and of the tasks about the motions of the moon and the planets. Suggestions are made to enhance pre-service teachers' problem solving abilities based on the result of the study.

• Journal of the Korean Society for Aeronautical & Space Sciences
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• v.38 no.7
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• pp.684-692
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• 2010

Based on the planar restricted three body problem formulation, optimized trajectories for the Earth-Moon transfer are obtained. Mixed impulsive and continuous thrust are assumed to be used, respectively, during the Earth departure and Earth-Moon transfer/Moon capture phases. The continuous, dynamic trajectory optimization problem is reformulated in the form of discrete optimization problem by using the method of direct transcription and collocation, and then is solved using the nonlinear programming software. Representative results show that the shape of optimized trajectory near the Earth departure and the Moon capture phases is dependent upon the relative weight between the impulsive and the continuous thrust.