• Journal of The Korean Association For Science Education
• /
• v.34 no.8
• /
• pp.755-765
• /
• 2014

The convergence and consilience in education (hereafter, interdisciplinary education) is receiving great attention from societies. This study aims to investigate the works of scientists and artists who have intended to combine science with the arts in the modern era, to take into account the socio-philosophical setbacks during the period, and to suggest pedagogical implications of science education as interdisciplinary education. The concept of interdisciplinary education stems from Plato's thought, idea, as a comprehensive and invariant truth. The renaissance, full of enrichment about scientific achievement, was based on Neo-Platonism pursuing holistic-synthetic approach. During the time, scientists presented in this study tried to find comprehensive principles and borrow useful method from the arts. In such a context, scientists not only made use of the arts for expression of scientific knowledge, but also drew conclusion by analogical reasoning between science and the arts. Artists, as well, relied upon anatomy and optics especially, to elaborate linear perspective and even developed their own scientific knowledge through personal experience. Hence, contemporary science education should encourage students to hold a holistic viewpoint about science and the arts, articulate explicit goals and outcomes as interdisciplinary education, implement meta-disciplinary instruction about science and the arts, and develop assessment framework for collaborative learning. There may be good examples for inter-disciplinary education as listed: illustrating scientific ideas through the arts and vice versa, organizing collaborative works and evaluations criteria for them, and stressing problem solving on a daily basis.

• Journal of Astronomy and Space Sciences
• /
• v.20 no.1
• /
• pp.21-28
• /
• 2003

In case that we independently obtain orbital informations about the low earth satellites of foreign countries using radar systems, we develop the orbit determination algorithm for this purpose using a SGP4 model with an analytical orbit model and the extended Kalman filter with a real-time processing method. When the state vector is Keplerian orbital elements, singularity problems happen to compute partial derivative with respect to inclination and eccentricity orbit elements. To cope with this problem, we set state vector osculating to mean equinox and true equator cartesian elements with coordinate transformation. The state transition matrix and the covariance matrix are numerically computed using a SGP4 model. Observational measurements are the type of azimuth, elevation and range, filter process to each measurement in a lump. After analyzing performance of the developed orbit determination algorithm using TOPEX/POSEIDON POE(precision 0.bit Ephemeris), its position error has about 1 km. To be similar to performance of NORAD system that has up to 3km position accuracy during 7 days need to radar system performance that have accuracy within 0.1 degree for azimuth and elevation and 50m for range.

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

• Publications of The Korean Astronomical Society
• /
• v.30 no.2
• /
• pp.665-669
• /
• 2015

The Kepler mission has shown that small planets are extremely common. It is likely that nearly every star in the sky hosts at least one rocky planet. We just need to look hard enough-but this requires vast amounts of telescope time. MINERVA (MINiature Exoplanet Radial Velocity Array) is a dedicated exoplanet observatory with the primary goal of discovering rocky, Earth-like planets orbiting in the habitable zone of bright, nearby stars. The MINERVA team is a collaboration among UNSW Australia, Harvard-Smithsonian Center for Astrophysics, Penn State University, University of Montana, and the California Institute of Technology. The four-telescope MINERVA array will be sited at the F.L. Whipple Observatory on Mt Hopkins in Arizona, USA. Full science operations will begin in mid-2015 with all four telescopes and a stabilised spectrograph capable of high-precision Doppler velocity measurements. We will observe ~100 of the nearest, brightest, Sun-like stars every night for at least five years. Detailed simulations of the target list and survey strategy lead us to expect $15{\pm}4$ new low-mass planets.

• Journal of Space Technology and Applications
• /
• v.1 no.2
• /
• pp.217-240
• /
• 2021

Upon the human exploration era of the Moon, this paper introduces lunar topography and geologic fundamentals to space scientists. The origin of scientific terminology for the lunar topography was briefly summarized, and the extension of the current Korean terminology is suggested. Specifically, we suggest the most representative lunar topography that are useful to laymen as 1 ocean (Oceanus Procellarum), 10 maria (Mare Imbrium, Mare Serenitatis, Mare Tranuillitatis, Mare Nectaris, Mare Fecundatis, Mare Crisium, Mare Vaporium, Mare Cognitum, Mare Humorum, Mare Nubium), 6 great craters (Tyco, Copernicus, Kepler, Aristachus, Stebinus, Langrenus). We also suggest Korean terms for highland, maria, mountains, crater, rille, rima, graben, dome, lava tube, wrinkle ridge, trench, rupes, and regolith. In addition, we introduce the standard model for the lunar interior and typical rocks. According to the standard model on the basis of historical impact events, the lunar geological eras are classified as Pre-Nectarian, Nectarian, Imbrian, Erathostenesian, and Copernican in chronologic order. Finally, we summarize the latest discovery records on the water on the Moon, and introduce the concept of water extraction from the lunar soil, which is to be developed by the Korea Institute of Geoscience and Mineral Resources (KIGAM).

• Journal of The Korean Association For Science Education
• /
• v.27 no.5
• /
• pp.456-464
• /
• 2007

The aims of this research are to analyze the representations and conceptual sequence of eye vision in Korean science textbooks and to suggest a contents construct about eye vision where the conceptual sequence is considered. Research method was literature review, and the literatures that were used for analysis were the 7th Korean science curriculum which was revised in 1997, and the science and physics textbooks developed based on the 7th Korean science curriculum. The research results are as follows: 1) Although the science curriculum seems to have no problem on sequence in the eye vision concepts, the science and physics textbooks based on the curriculum reveal problems on the sequence in the eye vision concepts; 2) Some Korean science textbooks explain retinal image formation according to the Alhazen's idea, except in inverse image; 3) Some Korean science textbooks explain about the reasons of near- and far-sightedness without consistency between the textbooks for 7th and 8th grade students; 4) A few Korean science textbooks give an inappropriate explanation about the principle of eye sight correction by eye glasses; 5) According to the analysis result, the concepts related to eye vision should be presented in the order of explanation about light refraction phenomena, image formation process by convex lens, structure of human eye and retinal image formation process, correction of eye sight using lens.