• Journal of The Korean Association For Science Education
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• v.33 no.3
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• pp.664-678
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• 2013

This study aims to investigate gifted students' explanations for daily celestial motion from the Earth-based and heliocentric frames of reference. Eleven sixth-grade elementary school students were chosen for this study and data was collected through a questionnaire and an in-depth interview. The collected data was analyzed into celestial objects which are the Sun, the moon and the stars and analyzed based on the Earth-based and heliocentric perspectives again. As a result of the research, most gifted students were able to connect the Earth-based and heliocentric frames of reference with the Sun's daily apparent motion. However, they understood the daily apparent motion of the moon and the stars far less frequently compared to the Sun's motion and could not explain the Earth's rotation clearly. The result of the interview showed that the lack of understanding about the daily celestial motion was caused by inaccurate understanding of the Earth's rotation such as using memorized knowledge learned in school and guessing the answer.

• Journal of The Korean Association For Science Education
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• v.35 no.2
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• pp.179-197
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• 2015

Based on the importance of spatial thinking to understand celestial motion, this study aimed to investigate how spatial thinking was treated in astronomy classes. For this study, we analyzed four elementary teachers' science classes about the unit 'solar systems and stars' in 5th grade in terms of spatial thinking. The results showed that sharing perspectives and orientation explicitly between a teacher and students were important for students to understand celestial motion. Providing the earth-based and the space-based viewpoints simultaneously were helpful for students' understanding of celestial motion. Based on these results, this study suggested that clarifying the viewpoint and orientation, showing the earth-based and the space-based viewpoint simultaneously, and reorganizing the relative units of astronomy based on celestial motion and spatial thinking.

• Journal of the Korean earth science society
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• v.26 no.6
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• pp.461-468
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• 2005

The purpose of this study is to investigate the abilities of 6th grade students to assess the relationship between spatial capability, concept of celestial motion, and science process skills, which can help find a better teaching strategy for students in understanding the concept of celestial motion. The results are as follows. First, in terms of level of accomplishment of these three skills, male students show higher level of accomplishment than female students, but significant differences are found. Second, according to the analysis of the effect of spatial capability and concept of the movement of heavenly bodies, the former has a stronger influence on the students' cognition of celestial motion. Minor elements of spatial capability that influence the conception of celestial motion are device analogy, calculation of wood cut, and revolving light. Third, spatial capability is very influential on the level of accomplishment in science process skills. Among the minor elements of spatial capability that is influential to science process skills, calculation of wood cut is the highest, especially when various elements are interactively related to each other.

• Journal of Korean Elementary Science Education
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• v.40 no.1
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• pp.1-12
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• 2021

This study investigated pre-service elementary teachers' understanding of the planetary revolution movement of Mars and their explanatory models to show how the Sun-Earth-Mars system worked. An assessment item set using five celestial maps drawn from the Stellarium was designed to probe pre-service teachers' understanding of the prograde-retrograde motion of Mars. Among 23 participants, only four showed scientifically accurate understanding of Mars movement and drawing correct explanatory models for the planetary movement. Even the pre-service teachers who construed correctly prograde and retrograde motions of Mars showed a clockwise movement model due to their intuitive perceptions of Mars movement data from the celestial maps. Pre-service teachers with poor understanding of planetary movement also showed weak explanatory models due to their limited observation or lower spatial thinking. Although the planetary motion is not an easy topic for pre-service elementary teachers, it can be argued if the alternative approach, such as using appropriate observational data of a planet and changing the frames of reference between Earth-based view and Space-based view, is employed effectively in teaching planetary motion, pre-service teachers can reach the upper level of leaning planetary motion in terms of the planet's revolution.

• Journal of Korean Elementary Science Education
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• v.37 no.3
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• pp.309-322
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• 2018

There is no doubt that science -and, therefore, science education- is central to the lives of all (NGSS, 2013). This manuscript focuses on ideas in astronomy that are at the foundation of elementary students' understanding of the discipline: the apparent motion of the sun explaining the day / night cycle on Earth. According to prior research demonstrating that neither children nor adults hold a scientific understanding of the big ideas of astronomy (NRC, 1996), understanding of concepts may base students' progress towards more advanced understanding in the domain of astronomy. We have analyzed the logic of the domain and synthesized prior research assessing children's spatial representation from an earth- and a space based perspective to develop a set of learning trajectories that describe how students' initial ideas about apparent celestial motion as they take school science can be build upon. In this study elementary students' representations were compared by their resident context including urban and rural. This study may present a first look at the use of a learning progression framework in analyzing the structure of astronomy education. We discuss how this work may eventually lead towards the development and empirical testing of how children learn to describe and explain apparent patterns of celestial motion.

• Journal of Astronomy and Space Sciences
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• v.30 no.3
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• pp.187-192
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• 2013

Honsangui (celestial globe) which is a water-hammering method astronomical clock is recorded in "Juhaesuyong" which is Volume VI of supplement from "Damheonseo", written by Hong Dae-Yong (1731~1783). We made out the conceptual design of Hong Dae-Yong's Honsangui through the study on its structure and working mechanism. Honsangui consist of three rings and two layers, the structure of rings which correspond to outer layer is similar to his own Tongcheonui (armillary sphere) which is a kind of armillary sphere. Honsang sphere which correspond to inner layer depicts constellations and milky way and two beads hang on it as Sun and Moon respectively for realize the celestial motion. Tongcheonui is operated by the pendulum power but Honsangui is operated by water-hammering method mechanism. This Honsangui's working mechanism is the traditional way of Joseon and it was simplified the working mechanism of Shui y$\ddot{u}$n i hsiang t'ai which is a representative astronomical clock of China. This record of Honsangui is the only historical record about the water-hammering method working mechanism of Joseon Era and it provide the study of water-hammering method mechanism with a vital clue.

• Journal of Astronomy and Space Sciences
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• v.34 no.2
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• pp.171-182
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• 2017

In this study, the internal structure of a Heumgyeonggak-nu (欽敬閣漏) was designed, and the power transmission mechanism was analyzed. Heumgyeonggak-nu is an automated water clock from the Joseon Dynasty that was installed within Heumgyeonggak (欽敬閣), and it was manufactured in the $20^{th}$ year of the reign of King Sejong (1438). As descriptions of Heumgyeonggak-nu in ancient literature have mostly focused on its external shape, the study of its internal mechanism has been difficult. A detailed analysis of the literature record on Heumgyeonggak-nu (e.g., The Annals of the Joseon Dynasty) indicates that Heumgyeonggak-nu had a three-stage water clock, included a waterfall or tilting vessel (欹器) using the overflowed water, and displayed the time using a ball. In this study, the Cheonhyeong apparatus, water wheel, scoop, and various mechanism wheels were designed so that 16 fixed-type scoops could operate at a constant speed for the water wheel with a diameter of 100 cm. As the scoop can contain 1.25 l of water and the water wheel rotates 61 times a day, a total of 1,220 l of water is required. Also, the power gear wheel was designed as a 366-tooth gear, which supported the operation of the time signal gear wheel. To implement the movement of stars on the celestial sphere, the rotation ratio of the celestial gear wheel to the diurnal motion gear ring was set to 366:365. In addition, to operate the sun movement apparatus on the ecliptic, a gear device was installed on the South Pole axis. It is expected that the results of this study can be used for the manufacture and restoration of the operation model of Heumgyeonggak-nu.

• Journal of The Korean Astronomical Society
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• v.40 no.2
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• pp.49-60
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• 2007

This paper deals with the theory for rotational motion of a two-layer Earth model (an inelastic mantle and liquid core) including the dissipation in the mantle-core boundary(CMB) along with tidal effects produced by Moon and Sun. An analytical solution being derived using Hori's perturbation technique at a second order Hamiltonian. Numerical nutation series will be deduced from the theory.

• Journal of Astronomy and Space Sciences
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• v.36 no.1
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• pp.11-20
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• 2019

Being a torque free motion of the rotating Earth, Chandler wobble is the major component in the Earth's polar motion with amplitude about 0.05-0.2 arcsec and period about 430-435 days. Free core nutation, also called nearly diurnal free wobble, exists due to the elliptical core-mantle boundary in the Earth and takes almost the whole part of un-modelled variation of the Earth's pole in the celestial sphere beside precession and nutation. We hereby present a brief summary of their theories and report their recent features acquired from updated datasets (EOP C04 and ECMWF) by using Fourier transform, modelling, and wavelet analysis. Our new findings include (1) period-instability of free core nutation between 420 and 450 days as well as its large amplitude-variation, (2) re-determined Chandler period and its quality factor, (3) fast decrease in Chandler amplitude after 2010.

• 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.