• 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 the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.125-144
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• 2018

The purpose of this study is to analyze the astronomical thinking level of elementary, middle, and high school students using ordered multiple choice items. For this purpose, we constructed a questionnaire comprising three items about spatial thinking and system thinking. This survey was conducted and applied to 1,066 students in the 5th grade, 8th grade, and 11th grade in 12 schools located in Gangwon Province. The collected student response data were analyzed by applying inferential statistics of classical test theory and Rasch model. The results of the analysis were as follows; First, in the level of spatial thinking, students were able to grasp the spatial location and orientation of the celestial body, but were not able to convert the celestial motion of two-dimensional plane into three-dimensional plane, and it was revealed that there is no statistically significant difference in the spatial thinking of students among grade levels. Second, in the level of system thinking, students were able to identify the components and relationship between components of the celestial motion system, but could not identify the patterns of the system, and it was revealed that there was statistically significant difference among the system thinking of students in different grade levels, unlike in spatial thinking. Third, the astronomical thinking expressed in certain context (content) was very similar regardless of grade level, Through this, we could confirm the context-dependency or content-dependency of the astronomical thinking of students. It is expected that the results of this study can be used as basic data for exploring ways to enhance astronomical thinking level in school science classes.

• Journal of the Korean earth science society
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• v.36 no.6
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• pp.591-608
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• 2015

The purpose of this study was to analyze system thinking revealed in science teachers' teaching practices of middle school astronomy classes. Astronomy lessons were video-taped from four eighth grade science teachers. The video recordings were all transcribed and analyzed by employing a framework for systems thinking analysis after modifying an existing frame of hierarchial structure used in relevant previous studies. In addition, four participants were interviewed in order to uncover their orientation toward teaching using video stimulated recall method. Findings are as follows: All participating teachers were not able to employ the four levels of system thinking appropriately and only utilized the low level of systems thinking. They also demonstrated teacher-centered practices for employing system thinking despite their student-centered orientation toward teaching. The main reason for these results may be that teachers focused more on spatial thinking, than on system thinking as well as the lack of teacher's knowledge about the content and formative assessment of non-earth science teachers. Implications on how to effectively employ the system thinking in astronomy class are discussed in this paper.

• Journal of the Korean earth science society
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• v.39 no.1
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• pp.103-116
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• 2018

The purpose of this study was to explore $6^{th}$ graders learning progression for lunar phase change focusing astronomical systems thinking. By analyzing the results of previous studies, we developed the constructed-response items, set up the hypothetical learning progressions, and developed the item analysis framework based on the hypothetical learning progressions. Before and after the instruction on the lunar phase change, we collected test data using the constructed-response items. The results of the assessment were used to validate the hypothetical learning progression. Through this, we were able to explore the learning progression of the earth-moon system in a bottom-up. As a result of the study, elementary students seemed to have difficulty in the transformation between the earth-based perspective and the space-based perspective. In addition, based on the elementary school students' learning progression on lunar phase change, we concluded that the concept of the lunar phase change was a bit difficult for elementary students to learn in elementary science curriculum.

• Journal of The Korean Association For Science Education
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• v.34 no.8
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• pp.703-718
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• 2014

This study sought to investigate learning progressions for astronomical systems which synthesized the motion and structure of Earth, Earth-Moon system, solar system, and the universe. For this purpose we developed ordered multiple-choice items, applied them to elementary and middle school students, and provided validity evidence based on the consequence of assessment for interpretation of learning progressions. The study was conducted according to construct modeling approach. The results showed that the OMCs were appropriate for investigating learning progressions on astronomical systems, i.e., based on item fit analysis, students' responses to items were consistent with the measurement of Rasch model. Wright map analysis also represented that the assessment items were very effective in examining students' hypothetical pathways of development of understanding astronomical systems. At the lower anchor of the learning progression, while students perceived the change of location and direction of celestial bodies with only two-dimensional earth-based view, they failed to connect the locations of celestial bodies with Earth-Moon system model, and they could recognized simple patterns of planets in the solar system and milky way. At the intermediate levels, students interpreted celestial motion using the model of Earth rotation and revolution, Earth-Moon system, and solar system with space-based view, and they could also relate the elements of astronomical structures with the models. At the upper anchor, students showed the perspective change between space-based view and earth-based view, and applied it to celestial motion of astronomical systems, and they understood the correlation among sub-elements of astronomical systems and applied it to the system model.

• 한국IT서비스학회:학술대회논문집
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• 2007.11a
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• pp.382-385
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• 2007

최근 들어 TCP/IP(인터넷 프로토콜)기반 역추적의 기술적 한계를 이용해 각종 명의(계정)도용 사건을 비롯해 금융피싱 사고들이 부쩍 늘고 있다. 이 때문에 천문학적인 경제 및 사회적 손실이 초래되고 있음은 물론, 사이버상의 각종 행위에 대한 제약과 발전을 가로막고 있다. 이와 같은 난제를 해결하고 기업 혹은 기관의 보안시스템을 참화하기 위해 실시간 역추적 기술이 등장했다. 과거 정보보호시스템의 가치는 비용 절감, 강력한 보안기술 도입 차원의 맹목적 시도, 구축에 따른 구축 난이도에 초점이 맞추어져 있었다. 하지만 최근에는 정보보호 투자성과 평가에 대해 더욱 설득력 있고 과학적인 결과를 원하고 있으며, 단순한 재무적 시스템 효과보다는 종합적인 비즈니스 효과에 대한 ROI 평가를 중요시하고 있다. 이 논문에서는 역추적 기술의 필요성과 배경에 대하여 살펴보고, 흔히 많이 사용하는 방식인 재무 관점의 비용 효과(Cost-Benefit) 기법을 통해 역추적 기술 개발의 투자수익률(ROI)을 분석할 수 있는 기준을 도출해 본다.

• Journal of The Korean Association For Science Education
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• v.34 no.4
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• pp.393-406
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• 2014

Pedagogical Content Knowledge (PCK) is intrinsically domain/topic-specific knowledge for teachers' expertise. On the basis of this idea about PCK, we investigated in-service science teachers' topic-specific PCK on the unit of stars and universe in terms of teachers' knowledge and practices. We observed four middle school science teachers' classes for eighth graders, and took the videos of the classes. The topics of the classes covered constellation, annual parallax and the distance of stars, and the expansion of the universe. We also examined the teachers' pedagogical thinking through video stimulated recall interviews. In addition, we developed a protocol to analyze the levels of participant teachers' PCK and the characteristics revealed in their classes on each topic. Results of the study showed that the participant teachers' level of PCK varied across the topics of classes and the sub-components of PCK. We also identified teaching orientations played key roles in shaping overall characteristics of their PCK. Moreover, astronomical thinking such as spatial thinking and system thinking, was not appropriately embedded as the specific practices into the astronomical concepts in their instructions. We discussed the implications on the progressions of teachers' PCK in terms of their professional development.

• Proceedings of the KIEE Conference
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• 2007.07a
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• pp.681-682
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• 2007

본 논문에서는 지중전력설비의 안전한 운용을 위하여 무선네트워크기술을 적용한 감시시스템을 개발하기 위하여 WiMAX 기술을 적용하기로 하였다. 지중전력설비는 환경친화적 도시설비의 추구로 전체 전력설비중에서 비중이 꾸준히 늘어나는 추세이다. 노후화되어가는 전력설비는 사고의 위험성이 증대되고 있다. 하지만 노후화된 전력설비를 교체하는 비용은 천문학적이므로, 교체보다는 안전하게 유지보수하는 방법이 훨씬 경제적일 것이다. 지중전력설비는 지상설비만큼이나 광범위한 거리에 걸쳐서 시설되어 있다. 그러므로 노후한 설비를 유지보수하기 위하여 유선네트워크를 사용하는 방법보다는 경제적으로 무선네트워크를 사용하는 방법이 유리하다. 무선네트워크 기술은 종류에 따라서 여러가지 장단점을 가지고 있으며, 지중설비 감시에 최적인 기술을 채택하는 것이 중요하다. WiMAX 기술를 적용하여 지중전력설비 감시에 사용하여 기존에 설치한 유선네트워크에 영향을 주지않으면서, 신규로 추가되는 센서네트워크 시스템을 쉽게 통합 관리할 수 있는 시스템을 설계하기로 한다.

• Journal of The Korean Association For Science Education
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• v.36 no.4
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• pp.629-641
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• 2016

Understanding of how teachers change instruction can help predict what kind of educational materials is supportive or appropriate. On the basis of this idea, we explored elementary teachers' PCK progression on specific topics of astronomy: planet size and distance in solar system. To identify the development of PCK over time, we utilized learning progression (LP) as a conceptual framework. The progression of teacher PCK can also be illustrated as the hypothetical pathway from novice to expert like LP. Eight 5th grade elementary teachers participated in this study. We observed participating teachers' astronomy classes with the same topic. In order to document topic-specific PCK of participating teachers, we developed an analytic protocol consisting of four categories: knowledge of curriculum, knowledge of teaching strategies, knowledge of assessment, and astronomical thinking practice. In addition, we monitored the changes in the four participating teachers' PCK for two years in order to validate the evidences of the PCK progression. Participating teachers in this study took some intervention by attending a four-week pre-meeting with the researchers to profile an adaptive instruction. Through this research, we profiled four and five different levels of PCK progressions in three knowledge components (curriculum, teaching strategies, student assessment) and one astronomical thinking practice (systems thinking), respectively. Participating teachers demonstrated various levels and pathways in each component of PCK. This study released the empirical evidences in fostering instructional scaffolding, which is appropriate to the level of PCK of science teachers on specific topic.