• Journal of Astronomy and Space Sciences
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• v.22 no.3
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• pp.311-328
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• 2005

This study was to understand the components that influence preservice elementary teachers' mental models about 'astronomical phenomena' such as the Seasons of the year, and the Lunar Phases of the month. We selected university of education students among whom 23 were in the second you. The data collected from the paper-pencil test and individual interview with students. The results of this study show that the students had apparent synthetic Mental models, and that the distance theory, and occultation theory had most important effects on their Mental Models. It can be said that preservice elementary teachers' initial mental models of the' astronomical phenomenon' have their origin in their belief sets (specific theory) related to 'astronomical phenomenon', on the basis of which they can interpret their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources of their mental models for overcoming these synthetic mental models were also discussed.

• Journal of The Korean Association For Science Education
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• v.26 no.1
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• pp.68-87
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• 2006

The aim of this study was to understand the components that influence the mental models of preservice elementary teachers on the astronomical phenomena of seasons of the year and lunar phases of the month. For this, participants were selected from a university of education. Data was collected from a paper-pencil test and individual interviews with the participants. The results of this study showed that the preservice teachers had apparent synthetic mental models, and that the 'Distance Theory' and 'Occlusion Theory' had the greatest effect on their mental models. Furthermore, it was found that preservice elementary teachers' initial mental models of 'astronomical phenomenon' had their origin in personal belief sets (specific theory) related to 'astronomical phenomenon'. It was on these belief sets that they interpreted their observations and cultural information with the constraints of a naive framework of physics. The structures and possible sources for overcoming these synthetic mental models were also discussed in this paper. Lastly, implications for preservice elementary teacher education were presented.

• Journal of the Korean earth science society
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• v.29 no.2
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• pp.163-174
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• 2008

In this study, we compared textbook knowledge organization with students' mental models to contribute to a more well-designed instruction scheme. The selected science content was the cause of moon phases. We investigated 9 textbooks and 25 third-year middle school students. Patterns and features in participants' mental models were identified through cross inter-rater data analysis by 9 researchers, including in service teachers and experts in science education. According to the results, observing and modeling are the main activities engaged in when dealing with moon phases. The activities consisted of such concepts as: lunar revolution, the sun's parallel rays, the illuminated half of moon, and the relative positions of the sun, moon, and earth. Each concept involved inquiry skills such as: creating and manipulating models, utilizing the relationship between time and space, and communicating. However, the most important skills which are required for authentic scientific inquiry, namely controlling variables and formulating hypotheses, were missing. We categorized students' mental models into three types: scientific models, mixed models, and alternative models. The knowledge structure of each of the models was also discussed in this paper. Consequently, it was found that, typically, students were not given enough opportunities to strengthen the connection among ideas.

• Journal of The Korean Astronomical Society
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• v.50 no.6
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• pp.191-200
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• 2017

We analyze the time data recorded in Korean astronomical almanacs for the years from 1913 to 1945, which belong to the period in which Japan occupied Korea (1910-1945). These almanacs, published by Japanese scholars, differ from previous almanacs in terms of organization, content, and calendrical methods. In this study, we first extract twelve kinds of time data from the almanacs at the following times: solar terms, rising and setting of the Sun and Moon, transit of the Sun, phases of the Moon (i.e., new Moon, first quarter Moon, full Moon, and last quarter Moon), and eclipses of the Sun and Moon. Then, we compare the time data with that obtained from modern calculations. Even though all time data in the almanacs are tabulated in units of minutes, we calculate the data in units of seconds and determine the root mean square (RMS) deviation values for each kind of time data to estimate the accuracy of the data. Our findings are as follows: First, the kind and tabulation method of time data changes several times. For instance, solar transit time is listed only for six years from 1937 to 1942. Second, the times of two equinoxes and those of a new Moon are considerably close to midnight. Third, there are some typographical errors in the almanacs, particularly in the times of moonrise and moonset. Fourth, the contact times for lunar eclipses represent the times of the umbra and not of the penumbra, which is different from the times for solar eclipses. Finally, the RMS deviation values are approximately 0.5 min on average in all kinds of time data, even though they show slightly large differences in the times related to the Moon. In conclusion, we believe that this study is useful for investigating the time data in the almanacs of other East Asian countries that were published during the same period, such as China, Japan, and Manchuria.

• Journal of the Korean earth science society
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• v.34 no.7
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• pp.727-737
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• 2013

The purpose of this study was to investigate the middle school students' perception and their learning satisfaction in SMART learning based science instruction. Three types of modules on the solar system and lunar phases unit at the middle school level were developed and lessons on each module were taught to 207 student participants. All participants were provided with tabletPC(iPad2) with iOS5 installed, and using astronomy app Solar Walk, mirroring function, QR code, and Google Presentation, the lessons were carried out both in classroom and at home. The instrument for assessing students' perception on the SMART learning-based instruction was developed based on 4 factors including Self-directed, Motivation, Adaptiveness, and Technology Embedded, with a Likert scale from 1-5 on 20 items. The learning satisfaction survey instrument was originally from Keller's work (1987), and its test items were adapted and modified. To reveal the perception and learning satisfaction about SMART learning-based science lessons, the participants were comparatively analyzed by gender and science achievement levels. Results indicated that male students showed positive perception for the SMART learning-based instruction. Group with higher science achievement scores showed more positive perception of the SMART learning-based instruction in terms of Self-directed and Motivation factor. Also, the learning satisfaction of male students was higher than female students and group with higher academic ability more satisfied with the SMART learning-based instruction than the low group. The results provide implications for future development of programs and help set a direction of increasing the use of a SMART learning-based science in school.

• Journal of the Korean earth science society
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• v.44 no.1
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• pp.62-78
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• 2023

The purpose of this study is to analyze the field of Earth science at a science fair. For this purpose, 566 pieces of data spanning 21 years (2000 to 2020), acquired from entries in the Earth Science section on the science fair website, were analyzed using the semantic network method. As a result, geoscience topics have been actively explored in works submitted for the Earth Science section of the science fair. Fossils from the Cretaceous period of the Mesozoic Era were particularly predominant. Together with these, keywords corresponding to astronomy, space science, and atmospheric science formed a small-scale network. Astronomy and space science mainly dealt with the dynamic characteristics of asteroids, Venus, and Jupiter. Other subjects included the solar system, sunspots, and lunar phases. Atmospheric science has focused on atmospheric physics, atmospheric observation and analysis technology, atmospheric dynamics, air quality monitoring, while marine science has been limited to physical oceanography and geologic oceanography. This study, is expected to help select Earth Science topics and conduct inquiry activities in schools.