• 한국의학물리학회지:의학물리
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• 제31권3호
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• pp.81-98
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• 2020

This review aims to provide a brief, comprehensive overview of advanced technologies of nuclear medicine physics, with a focus on recent developments from both hardware and software perspectives. Developments in image acquisition/reconstruction, especially the time-of-flight and point spread function, have potential advantages in the image signal-to-noise ratio and spatial resolution. Modern detector materials and devices (including lutetium oxyorthosilicate, cadmium zinc tellurium, and silicon photomultiplier) as well as modern nuclear medicine imaging systems (including positron emission tomography [PET]/computerized tomography [CT], whole-body PET, PET/magnetic resonance [MR], and digital PET) enable not only high-quality digital image acquisition, but also subsequent image processing, including image reconstruction and post-reconstruction methods. Moreover, theranostics in nuclear medicine extend the usefulness of nuclear medicine physics far more than quantitative image-based diagnosis, playing a key role in personalized/precision medicine by raising the importance of internal radiation dosimetry in nuclear medicine. Now that deep-learning-based image processing can be incorporated in nuclear medicine image acquisition/processing, the aforementioned fields of nuclear medicine physics face the new era of Industry 4.0. Ongoing technological developments in nuclear medicine physics are leading to enhanced image quality and decreased radiation exposure as well as quantitative and personalized healthcare.

• International Journal of Contents
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• 제13권4호
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• pp.1-11
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• 2017

This paper studies the effect of flipping the classroom in undergraduate physics classes using English as the medium of instruction (EMI). Data on student use of learning strategies, course satisfaction level and perceptions of the flipped classes were collected through a survey including close-ended and open-ended questions. The sample size was 71 students in flipped classes, with 60 students in non-flipped classes used as a control group (total N=131). It was found that students in the flipped classes showed greater intrinsic goal orientation (p<.05), control of learning beliefs (p<.05), and use of critical thinking (p<.01) than those in the non-flipped classes. While the survey highlighted problems of student engagement with the pre-class activities, students who had previous experience with online classes committed more time to pre-class, suggesting that engagement may improve with exposure to blended learning. It is concluded that the flipped classroom helps students develop their identities as self-directed learners, but that more support is necessary for weaker students in the EMI context. Implications are drawn for the content design of flipped EMI classrooms.

• 전기전자학회논문지
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• 제20권1호
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• pp.94-102
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• 2016

본 논문에서는 기계학습 알고리즘을 이용하여 다중물리(Multi-physics) 시뮬레이션의 반복 횟수를 획기적으로 줄일 수 있는 다중물리해석 예측 방법을 제안한다. 기존의 다중물리해석 시뮬레이션의 경우 소요되는 시간과 노력을 줄이기 위해 시뮬레이션 자체에 대한 방법과 환경 개선에 초점이 맞추어져 있으나 본 논문에서는 다중물리 시뮬레이션 결과를 기계학습 알고리즘으로 학습하여 추가적인 시뮬레이션을 수행하지 않고 학습된 기계학습 알고리즘을 사용하여 수십분에서 수시간에 걸리는 다중 물리 해석과 유사한 결과를 수초 내에 예측할 수 있음을 보였다. 기계학습 알고리즘 간의 성능을 비교하여 다중물리해석에 적합한 기계학습 알고리즘을 확인하였으며 가장 우수한 성능을 보인 가우시안 프로세스 회귀(Gaussian Process Regression)의 경우 100개 이하의 학습 샘플만으로도 우수한 예측 결과를 얻어낼 수 있음을 확인하였다. 제안하는 방식을 통해 시뮬레이션을 하고자 하는 모델의 형상이나 재질이 변경될 경우 기존의 시뮬레이션 결과로 학습된 알고리즘이 있다면 시뮬레이션을 반복 수행하기 전에 알고리즘을 이용하여 결과를 예측할 수 있어 시뮬레이션의 반복 횟수를 줄일 수 있을 것으로 기대한다.

• 과학교육연구지
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• 제44권1호
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• pp.74-83
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• 2020

본 연구는 공학대학 학생들의 물리학에 대한 자발적인 학습이 이뤄지지 않는 이유를 탐색하기 위해 물리학습동기를 측정하였다. 본 연구에서는 Glynn 등이 개발한 Science Motivation Questionnaire II(SMQ II)을 물리학습 상황으로 수정한 Physics Motivation Questionnaire(PMQ)을 이용하여 서울에 위치하는 C대학의 공학계열 1학년 학생 374명을 대상으로 물리학습동기를 측정하였다. PMQ는 intrinsic motivation, career motivation, self-determination, self-efficacy, grade motivation의 5요인으로 구성되며 총 25개 리커트 척도문항의 검사도구이다. PMQ는 탐색적요인분석(EFA)를 통해 5가지 요인이 공학계열 대학생들의 물리학습동기를 측정하는데 있어 구조적으로 타당함을 확인하였다. 또한 라쉬(Rasch)모델 분석을 활용하여 문항적합도(MNSQ)를 확인하였다. 측정결과, 물리학습동기의 요인 중에서는 성적동기가 평균 4.18로 가장 높게 나타났으며, 그 다음으로 직업동기가 평균 3.75으로 높은 수준으로 나타났다. 그리고 내재동기는 평균 3.42, 자기효능감은 평균 3.38, 자기결정력는 평균 3.32로 나타났다. 이와 같은 연구 결과를 통해 공학대학 학생들의 과학학습 동기는, 점수 및 직업과 관련된 외적 동기가 높게 나타나는 특성이 있음을 확인할 수 있었다. 따라서 공학계열 학생들 물리학습에 대한 숙달목표지향을 가지고 내적 동기를 높일 수 이도록 하는 교수-학습 전략의 개발에 노력해야 할 것이다.

• 한국과학교육학회지
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• 제32권8호
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• pp.1295-1317
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• 2012

There has been disagreement on the importance of definitions in science education. Yager (1983) believes that one crisis in science education was due to the considerable emphasis upon the learning of definitions. Hobson (2004) disagrees with physics textbooks that do not provide general definition on energy. Some textbooks explain that "there is no completely satisfactory definition of energy" or they can only "struggle to define it." In general, imprecise definitions in textbooks (Bauman, 1992) and inaccuracies in definition provided by teachers (Galili & Lehavi, 2006) may cause alternative conceptions. Besides, there are at least four challenges in defining physical concepts: precision, circularity, context and completeness in knowledge. These definitional problems that have been discussed in The Feynman Lectures, may impede the learning of physical concepts. A meta-study approach is employed to examine about five hundreds journal papers that may discuss definitions in physics, problems in defining physical concepts and how they may result in alternative conceptions. These journal papers are mainly selected from journals such as American Journal of Physics, International Journal of Science Education, Journal of Research in Science Teaching, Physics Education, The Physics Teachers, and so on. There are also comparisons of definitions with definitions from textbooks, Dictionaries of Physics, and English Dictionaries. To understand the nature of alternative conception, Lee et al. (2010) have suggested a theoretical framework to describe the learning issues by synthesizing cognitive psychology and science education approaches. Taking it a step further, this study incorporates the challenges in semantics and epistemology, proposes that there are at least four variants of alternative conceptions. We may coin the term, 'alternative definitions', to refer to the commonly available definitions, which have these four problems in defining physics concepts. Based on this study, alternative definitions may result in at least four variants of alternative conceptions. Note that these four definitional problems or challenges in definitions cannot be easily resolved. Educators should be cognizant of the four variants of alternative conceptions which can arise from alternative definitions. The concepts of alternative definitions can be useful and possibly generalized to science education and beyond.

• 한국과학교육학회지
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• 제28권7호
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• pp.730-748
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• 2008

Students often have tenacious physics misconceptions and many studies were conducted on engendering conceptual change. Correspondingly, there is much literature on alternative assessment and its role in student learning. This is a comparison study on using alternative assessments to improve common students' misconceptions in GCE Advanced Level Physics. This research also aims to affirm alternative assessment as a valid tool for learning and promote its use. This study involved two classes with 24 students each. For four weeks, electromagnetism was taught to students using the same classroom pedagogies but with different assignments. The control group completeda standard drill-and-practice assignment while the experimental group finished an alternative assessment. From the preliminary results, students who undertook the alternative assessment and the traditional assessment both improved, however, the treatment group did not perform statistically significantly better than the control group. The reasons will be discussed and commented and it is expected to have significant improvement on rectifying misconceptionsupon next batch of experimentation groups.

• 한국과학교육학회지
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• 제28권4호
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• pp.302-315
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• 2008

원운동은 물리수업에서 중요한 주제 중 하나이다. 특히, 등속 원운동은 우리나라 중등 교육과정에서 반드시 다루는 핵심 내용이다. 학생들은 원운동 학습 시 많은 어려움을 겪으며, 수업 후에도 이러한 어려움들이 잘 해소되지 않아서 다양한 교수 학습 방법이 적용되어 왔다. 그러나 학생들은 수업 전에 이미 가지고 있는 원운동에 대한 선개념을 수업 후에도 지속시킬 뿐 아니라, 원운동 학습 자체에 대한 어려움을 많이 제기하고 있다. 이에 본 연구에서는 원운동 학습 어려움 해소를 위해 통합적 정신모형 이론에 기반한 4M 순환학습 수업모형과 전략을 토대로 수업자료를 개발하였다. 그리고 이를 인천 소재 실업계 고등학생 53명을 대상으로 수업을 실시하여 기초 물리개념과 원운동 정신모형의 변화를 알아보았다. 분석 결과, 학생들의 기초 물리개념과 원운동 정신모형의 Correctness, Coherence, Completeness가 모두 향상되었음을 확인하였다.

• 과학교육연구지
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• 제43권1호
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• pp.173-193
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• 2019

An expert teachers' instruction can be helpful to other teachers because good teaching effectively guides students to develop meaningful learning. Feynman is an excellent physics lecturer as well as one of the greatest physicists of the 20th century who presented and explained physics with his unique teaching style based on his great store of knowledge. However, it is not easy to capture and visualize teaching because it is not only the complex phenomena interrelated to various factors with the content to be taught but also the tacit representation. In this study, the framework of knowledge & belief based on the integrated mental model theory was used as a tool to capture and visualize complex and tacit representation of Feynman's teaching of 'The theory of gravitation,' a chapter in The Feynman Lectures on Physics. Feynman's teaching was found to go beyond the transmission of physics concepts by showing that components of the framework of knowledge & belief were effectively intertwined and integrated in his teaching and the storyline was well-organized. On the basis of these discussions, the implications of Feynman's teaching analyzed within the framework of knowledge & belief for physics teacher education are derived. Finally, the characteristics of the framework of knowledge & belief as tools for the analysis of teaching are presented.

• 한국과학교육학회지
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• 제20권4호
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• pp.491-504
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• 2000

본 연구의 목적은 학생의 물리학습에서의 흥미를 다차원적인 정의적 특성이라 보고 흥미의 다차원성을 탐색하는 것이었다. 우선 이를 위해 다차원성을 고려한 흥미의 모형을 설정하였다. 첫 번째 모형은 '주제상황-활동'의 3차원 모형으로 예비조사 단계에서 주제와 상황이 의미있게 구분되지 않아 적합하지 않은 것으로 드러났다. 연구자는 이를 수정하여 두 번째 모형인 '주제-동기-활동' 모형을 설정하고, 각 차원별로 하위 범주들을 설정하여 그 결과들이 각 범주별로 묶이는지를 요인분석의 방법으로 확인하였다. 이를 위해 중학교 1학년 과학수업 중 '힘과 운동' 단원 학습에서의 학생들의 흥미를 측정하는 검사지를 개발하였다. 이 검사지는 자기보고식 선다형 설문지 형태이며, 이에 대한 학생들의 반응은 통계적으로 분석되었다. 통계적 분석 결과 흥미의 차원을 측정하는 검사지는 각 차원별로 높은 신뢰도를 보임으로(주제, 동기상황 차원별로 각각 0.886, 0.816, 0.868) 각 차원의 검사지는 서로 내적 일관성이 높은 문항들로 구성되어 있음을 확인할 수 있었고, 요인분석을 통하여 각 차원은 의미있는 하위 범주로 나뉘어짐을 확인하였다. 주제 차원은 본 연구에서 한정한 단원이 작으므로 더 구체적인 범주로 구인이 묶이지는 않았다. 다만, 그 주제가 제시되는 상황에 따라 다시 하위 차원으로 나뉠 것으로 보인다. 동기 차원에서는 내적 동기와 외적 동기로 나뉠 수 있었다. 그리고, 활동 차원은 수용적 학습 활동, 신체적 경험을 통한 학습활동, 인지적 활동을 통한 학습활동, 상호의사교환 학습활동의 네 개의 하위 범주로 나뉠 수 있었다. 연구자는 이상과 같은 연구 결과를 통하여 학생의 물리학습에서의 흥미가 주제, 동기, 활동의 3차원으로 구분하여 이해하고 측정할 수 있으며 각 차원별로 하위 차원으로 나뉘어 설명될 수 있음을 보았다.

• 한국과학교육학회지
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• 제24권4호
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• pp.687-708
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• 2004

The purpose of this study is to investigate the relationships between cognitive conflict and students' causal attributions and to find out what kinds of attributions affect successful resolution of cognitive conflict in learning physics. Twenty-nine college students who attended a base general physics course took an attribution test and a conceptual pretest related to action and reaction concept. Of these, twenty students who revealed alternative conceptions were selected. They were confronted with a discrepant demonstration and took part in the cognitive conflict level test, a posttest, and delayed posttest. Those students who experienced high levels of cognitive conflict were selected and interviewed to find out what kinds of attributions affect resolving the conflict. When confronted with the discrepant event, the students who attributed success outcomes to "effort" experienced higher levels of cognitive conflict than those to "task difficulty." However, those students who revealed high levels of cognitive conflict and attributed success outcomes to effort did not always produce conceptual change. They had different perspectives on effort and conducted different effort activities to resolve the cognitive conflict. In addition, these effort activities appeared to include their motivational beliefs, metacognitive and volitional strategies. The results of this study indicate that in order for the conflicts to lead to change, students need to have the perspective on effort implying the use of the self-regulated learning strategy and to conduct effort activities based on them. Beyond cold conceptual change, this article suggests that there is a management strategy of cognitive conflict in the classroom context.