• Journal of the Korean earth science society
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• v.25 no.8
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• pp.656-662
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• 2004

The purposes of this study was to analyze the knowledge sources and of high school students' responses on tasks in scientific context and tasks in everyday context, and was to investigate the relationship between the consistency of responses and cognitive style. One hundred fifteen students participated in study. The students were asked to solve ten paris of problems about several concepts of circulation of atmosphere and water. Each pair of the problems consisted of two questions which were about the same concept but were about different context. That is to say, one questions related to scientific context and the other related to everyday context. Every questions included one subquestion in other to investigate the students' sources of knowledge. The students' responses on two questions in each problem were analyzed in order to compare the sources of knowledge and examine the influence of task context. The results of the study can be summarized as follows: First, students' knowledge sources varied by task contexts. That is to say, the students selected 'Science activities in school' as main source in questions related scientific context and chose 'Experience in daily life' as main source in questions related to everyday context. Second, inconsistency score on all paris of problem was significantly higher than consistency score (p<.01). This result indicated students' responses were much dependent on context. third, field-dependent students were more dependent on context, considering higher inconsistency score than field-dependent ones.

• Journal of the Korean Society of Earth Science Education
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• v.7 no.1
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• pp.75-90
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• 2014

The purpose of this study was to explore the characteristics of STEAM program developed and implemented by two docents and its educational impact for the use of natural history museum. Two docents developed this program with the help of science educators who ran five times of workshop during five months. The STEAM program implemented in the natural history museum demonstrated the following characteristics. The exhibitions in museum were reached by visitors only for learning science concepts (S) out of five components in STEAM. The other components, T (technology) and E (engineering), were delivered through lectures in the room, not exhibition hall. M (Mathematics)was achieved by guessing the animal's size, or calculating the walking or running speed with the clue of foot prints. The three phases of STEAM program (presentation of context, creatively design the investigation, and emotional touch) were explicitly implemented but partially successful. Two docents participating in this study responded that they formed new or extended the understandings about STEAM education, but they had the difficulties in implementing STEAM program for various type of visitors. All visitors who participated in this study displayed the favorable responses in educational impact by STEAM program in natural history museum. The heavier emphasis on E and T of STEAM program is recommended through community-based learning. In addition, educator professional program through which docents can bridge theory into practice is suggested for revitalization of STEAM education.

• Journal of Korean Society of Forest Science
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• v.76 no.4
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• pp.348-356
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• 1987

A new simple method to estimate the earth quantity which is basic data for making the plan of mountain forest road is tried to develop as one of ways to reduce time cost of plan making. The zero-line surveying method, the concept of 2/3 road width in cut-away part and of same quantity between cut-away and fill-up earth which are the backgrounds to develop this method is introduced and explaned also it's theoritical propriety. Under the precondition which have to apply above concepts for constructing the mountain forest road the exchange table for estimating the earth quantity is made like table 3 and 4 through being calculated by a trigonometric function. Table 3 can be used to estimate the earth quantity on the cut-away road-width according to slope of terrain and different road-width, and table 4 can be applied to calculate the quantity of cut-away earth when to know the road-width of cut-away. When using these tables the performance of field surveying and office work for road plan will be highly increased.

• Geophysics and Geophysical Exploration
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• v.14 no.2
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• pp.133-139
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• 2011

The largest terms in the solid Earth body tide calculation are second degree spherical harmonic components due to the moon or the sun, and they compose about 98 percent of total contribution. Each degree harmonics of the tidal perturbation should be evaluated through multiplication with distinct Love numbers or their combinations. Correct evaluation of these terms in gravity tide is considered with re-calculated Love numbers. Frequency dependence of Love numbers for spherical harmonic tide upon the order number is discussed. Tidal displacement and tidally induced deviation of the vertical are also evaluated. Essential concepts underlying the body tide calculation are briefly summarized.

• Journal of the Korean earth science society
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• v.34 no.5
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• pp.435-449
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• 2013

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

• Journal of the Korean earth science society
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• v.33 no.1
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• pp.11-31
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• 2012

Kaula's theory of satellite orbit and Kepler's law are re-visited. All the mathematical steps of derivation are thoroughly shown including the ones, which had been omitted in Kaula's original publication. Particularly in evaluations of the 15 independent Lagrange brackets, simplicity and clarity are attained by using orthogonal property of transformation matrix. Explanations of important physical concepts are included as well in the midway of derivation. One conceptual blunder of Kaula's is corrected.

• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.89-101
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• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.2
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• pp.213-223
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• 2012

This study explored practicing elementary school teacher's beliefs of scientific inquiry and scientific inquiry teaching methods. Defining teacher's beliefs as a broad construct, we tried to examine the teachers' understandings about the scientific inquiry and scientific inquiry teaching method. This study drew on interview data from 10 elementary teachers in busan and changwon area of korea. Conclusions of this study include; First, we found that elementary teacher's beliefs of inquiry were represented variously. And they considered that inquiry is the important goal of science education. They though that the goal of science education is development of Scientific inquiry skills, Scientific thinking skills, development of Creativity and problem solving ability, increasing interest about science, understanding of the basic concepts of science and apply of real-life. second, most of the teachers though that Scientific inquiry is scientists activities, they defined 'the process of creation of new knowledge', 'the process of deriving theory', 'solving process of intellectual curiosity', 'Problem-solving process'. third, they considered that teaching method of scientific inquiry is open inquiry activities. however, they thought that there are many difficulties to actually apply. Understanding teachers' beliefs has implications for both the enactment of inquiry teaching in the classroom as well as the uptake of new teaching behaviors during professional development, with enhanced outcomes for engaging students in Science.

• Journal of Astronomy and Space Sciences
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• v.37 no.1
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• pp.51-60
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• 2020

This study designs and analyzes satellite formation flying concepts for the Small scale magNetospheric and Ionospheric Plasma Experiments (SNIPE) mission, that will observe the near-Earth space environment using four nanosats. To meet the requirements to achieve the scientific objectives of the SNIPE mission, three formation flying concepts are analyzed: a cross-shape formation, a square-shape formation, and a cross-track formation. Of the three formation flying scenarios, the cross-track formation scenario is selected as the final scenario for the SNIPE mission. The result of this study suggests a relative orbit control scenario for formation maintenance and reconfiguration, and the initial relative orbits of the four nanosats meeting the formation requirements and thrust limitations of the SNIPE mission. The formation flying scenario is validated by calculating the accumulated total thrust required for the four nanosats. If the cross-track formation scenario presented in this study is applied to the SNIPE mission, it is expected that the mission will be successfully accomplished.

• Proceedings of the Korean Society For Composite Materials Conference
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• 2002.05a
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• pp.77-80
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• 2002

Thermal analysis has been performed to evaluate the thermal effect on composite antenna (Ka-band) structure in space environment. The concepts of thermal control are also presented to maintain the antenna components within respective temperature limits. A steady-state algorithm of I-DEAS' thermal analysis software was utilized to predict both maximum and minimum temperature, maximum gradient temperature, and temperature distribution on each antenna component.