• 한국초전도학회:학술대회논문집
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• v.11
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• pp.19-19
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• 2001

• International Journal of Advanced Culture Technology
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• v.11 no.4
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• pp.263-272
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• 2023

We investigated and analyzed students' perceptions of their choice of science subjects in the high school credit system and the reasons for their choice. To achieve this, the selection of science subjects was investigated for the second year of S high school over the past three years. Students selected an average of 1.54 science subjects, and it was found that the rate of selection of science subjects was gradually increasing by year. Students chose high in the order of life science I, earth science I, chemistry I, physics I, etc. in the science subject group. Students who wish to enter the natural and engineering fields chose life science I, chemistry I, physics I, etc., while, students who wish to enter the humanities society chose society and culture, life science I, ethics and thought, etc. On the other hand, the reason for choosing science subjects was 'related to college admission', followed by 'aptitude and interest', 'career and real life help', etc. physics I, chemistry I, etc., were high in the subjects selected according to the 'related to college admission'. The subjects selected according to 'aptitude and interest' were high in life science I, earth science I, etc. Physics I, chemistry I, etc. are recognized as subjects necessary for college entrance, and life science I, earth science I, etc., are found to be related to their interests and aptitudes.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.677-688
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• 2001

The purposes of this study are to investigate the school science high achievers' achievements in enrichment physics, logical thinking level, and to analyze the relationship between logical thinking level and the achievement in enrichment physics of high achievers in science. The subjects were 357th and 8th graders who achieved highly in school science. To assess their achievements in enrichment physics, we developed a new test consisting of descriptive problems which were based on middle school curriculum. Those problems require one or two steps of thinking process, not simple knowledge of science. To assess logical thinking level, we used the instrument called GALT(Group Assessment of Logical Thinking) developed by Roadranka et al. The results showed that the school science high achievers' average achievement in enrichment physics was low, 56.3 out of 150, which indicated that they had not done much of enrichment learning beyond middle school science curriculum. Just only 54% of the school science high achievers are in formal logical thinking level. From the analysis of relationship between their logical thinking level and the achievement in enrichment physics, the value of the correlation coefficient was 0.174, which means that they are not almost correlated. Therefore, it is not desirable to judge science gifted children just from achievement in school science or enrichment physics, so both(logical thinking and the achievement in enrichment physics) tests should be taken for selecting gifted student.

• Journal of the Korean Physical Society
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• v.73 no.10
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• pp.1502-1505
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• 2018

We present a design for hybrid circular Bragg gratings (hCBGs) for efficiently extracting single-photons emitted by InAs quantum dots (QDs) embedded in GaAs. Finite-difference time-domain simulations show that a very high photon collection efficiency (PCE) up to 96% over a 50 nm bandwidth and pronounced Purcell factors up to 19 at cavity resonance are obtained. We also systematically investigate the geometry parameters, including the $SiO_2$ thickness, grating period, gap width and the central disk radius, to improve the device performances. Finally, the PCEs and the Purcell factors of QDs located at different positions of the hCBG are studied, and the results show great robustness against uncertainties in the location of the QD.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.519-526
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• 2018

The purpose of this study is to analyze the Korean high-school physics teachers' difficulties in teaching textbook physics inquiries. For this purpose, 63 high school physics teachers completed a questionnaire. We asked teachers to evaluate the degree of difficulty in teaching textbook physics inquiries. Additionally, we asked physics teachers to select the two most difficult inquiries to teach and to express their reasons for these selections. The main results are as follows: First, the degree of difficulty for all the inquiry is 2.79, indicating a little easy level of difficulty. The two most difficult inquiries are 'Meissner effect experiment' and 'Investigation of diode characteristics using $Cu_2O$ plate and ZnO powder.' Second, the difficulty reasons to teach physics inquiry was presented in the order of 'environment domain,' 'textbook domain,' 'student domain,' and 'teacher domain.' In particular, the biggest reasons for difficulty for teachers are 'preparation of experimental apparatus' and 'safety.' There are many opinions related to 'problem of the experiment itself' in 'textbook domain' and 'lack of ability to manipulate' in 'student domain.' Based on the results of this study, we added a discussion to activate the high school physics textbook inquiries.

• Nuclear Engineering and Technology
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• v.55 no.6
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• pp.2298-2304
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• 2023

Titanium alloys are expected to become one of the candidate materials for nuclear-powered spacecraft due to their excellent overall performance. Nevertheless, atomistic mechanisms of the defect accumulation and evolution of the materials due to long-term exposure to irradiation remain scarcely understood by far. Here we investigate the heavy irradiation damage in a-titanium with a dose as high as 4.0 canonical displacements per atom (cDPA) using atomistic simulations of Frenkel pair accumulation. Results show that the content of surviving defects increases sharply before 0.04 cDPA and then decreases slowly to stabilize, exhibiting a strong correlation with the system energy. Under the current simulation conditions, the defect clustering fraction may be not directly dependent on the irradiation dose. Compared to vacancies, interstitials are more likely to form clusters, which may further cause the formation of 1/3<1210> interstitial-type dislocation loops extended along the (1010) plane. This study provides an important insight into the understanding of the irradiation damage behaviors for titanium.

• Journal of Gifted/Talented Education
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• v.12 no.4
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• pp.46-71
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• 2002

The purpose of this study was to develope a high school level physics curriculum for the gifted in science. The research method for this study was Delphi Survey, which is appropriate for social agreement of experts in a certain area. For the Delphi survey, 11 experts of gifted education in physics field, who consist of 4 physics professors, 3 physics education professors, and 2 science high school teachers, and 2 experts in other institutes, were sampled intendedly. In first survey, free description questions about objectives, contents, teaching methods, and achievement test methods were asked, and their answers were analyzed by frequency. And then, frequent answers were adopted and elaborated. In second survey, they were asked to write numbers according to priority(degree of agreement) for the adopted and elaborated answers in each area. Finally, by analyzing the results of second survey, the physics curriculum for the gifted was developed.

• The Bulletin of The Korean Astronomical Society
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• v.32 no.1
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• pp.99.2-99.2
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• 2007

• 한국초전도학회:학술대회논문집
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• 2009.07a
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• pp.44-44
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• 2009

• The Bulletin of The Korean Astronomical Society
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• v.33 no.2
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• pp.51.1-51.1
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• 2008