• 한국자기학회:학술대회 개요집
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• 한국자기학회 2008년도 Asian Magnetics Conference
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• pp.282.1-282.1
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• 2008

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2008년도 Asian Magnetics Conference
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• pp.19-19
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• 2008

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2008년도 Asian Magnetics Conference
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• pp.20-20
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• 2008

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2008년도 Asian Magnetics Conference
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• pp.171.1-171.1
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• 2008

• 한국초등과학교육학회지:초등과학교육
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• 제23권3호
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• pp.199-207
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• 2004

Elementary science curriculum is designed to be closely-related magnetism with electricity in a physics domain and this paper explored whether elementary school students have recognized of relationships between them and whether there are any trends in the degree of recognition by grades. The elementary students of 3rd to 6th grade (total 154 persons) in a school in a local city participated in the experiment. Two forms of questionnaire were administrated to each grades. In the first questionnaire about magnetism, students were asked to rank the physics terms as the degree of proximity into magnetism and to write briefly the reason. In the second questionnaire about electricity, students were asked to do the same routine. The closer to the central term in the diagram, the lower score were given and the terms were classified as closely related to magnetism, electricity and the rest. Calculated the response frequency and averaged by the ranked terms, it was examined that the scores of proximity in how students closely rated conception to magnetism and electricity. The result said that the upper grades students showed the degree of proximity with magnetism and electricity as closely. Therefore, the sequence of comprehension of magnetism and electricity concept, which was found in the elementary school curriculum, seems to be found in the elementary students＇ recognitions by grades.

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2008년도 Asian Magnetics Conference
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• pp.55.1-55.1
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• 2008

• 한국초등과학교육학회지:초등과학교육
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• 제24권5호특별호
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• pp.620-626
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• 2005

In this study, we conducted a comparative study to investigate the curriculums on electricity and magnetism between in Korean and in Ontario elementary schools in Canada with respect to connectivity and difference among course materials with grades. We compared textbooks that contain the contents about electricity and magnetism, and connectivity in curriculums that were relevant to the science content system in each country. We report the following differences in the curriculums on electricity and magnetism in each country. First, it turns out that science is taught from the first grade in Ontario, while it is taught from the third grade in Korea. Second, Ontario covers electricity and magnetism only in science curriculum, while Korea covers the same topics both in the science and practical arts curriculum. Third, while the curriculum in Korea introduces 'a magnet' in the third grade, 'electricity' in the fourth and the fifth grade, and 'an electromagnet' in the sixth grade, while the curriculum in Ontario covers the concept of energy from the first grade. As the grades go up, the contents of electricity and magnetism tend to be more deepen. It also emphasizes enhancing students' ability that they can communicate what they learn about technology with others, and that they can apply their knowledge to other fields as well. Based on this study of the Ontario curriculum, we suggest that it is necessary for us to n Science curriculum from the first grade, so that the students can learn science from the early grade, without a need to run another subject, like practical arts. We also found that the Korean curriculum has an interesting structure for the young students to learn to apply their knowledge to the real life immediately, based on an idea that the topic of 'Manipulating the electric appliances' in practical arts curriculum moves to the Science.

• 한국과학교육학회지
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• 제23권1호
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• pp.86-99
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• 2003

현대의 전기문명을 향유하고 이를 바탕으로 과학기술력의 강국이 되기 위하여 우리나라는 학교 교육에서 얼마나 이에 대한 노력을 하고 있는지 궁금하다. 이에 대하여 알아보기 위한 한 방법으로 본 연구에서는 전기와 자기에 관련된 내용을 학교에서 얼마나 많이 언제 가르치고 있는지를 우리나라와 세계 주요 국가들과의 전기와 자기에 관한 교육과정을 비교하여 알아보았다. 국제비교에 선정된 국가는 일본, 대만, 미국, 영국, 싱가포르 등으로 선진국이거나 우리나라와 과학기술력에서 경쟁이 되는 국가들로 하였다. 비교는 각 국의 교육과정에 기술된 전기와 자기에 관한 내용을 간단한 용어로 표현하여 학습주제를 선정하고, 이 학습주제들을 각 학교 급별로 얼마나 많이 다루고 있는지 국가 간 비교를 하였다. 우리나라의 경우 중학교와 고등학교 1학년에서 전기와 자기에 관하여 아주 적은 량의 학습을 시키다 고등학교 선택과정에서 갑자기 많은 학습을 시키는 것으로 나타났으며, 우리나라는 트랜지스터 등 전자소자 및 전자 회로 교육에 대하여 소홀히 하는 것으로 나타났다.

• Journal of Magnetics
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• 제13권4호
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• pp.140-143
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• 2008

The magnetic and structural properties of transition metal (Mn, Fe, Co) monolayers on Ta(001) surfaces are investigated theoretically by using the first principles full-potential linearized augmented plane wave method. Mn and Fe monolayers become ferromagnetic on Ta(001) surfaces while Co monolayers becomes non-magnetic. The paramagnetism of Co monolayers is explained by the Stoner theory of magnetism. The magnetic coupling of a transition metal overlayer with a substrate is ascribed to the orbital hybridization between the s and d orbitals of the transition metal.

• Journal of Magnetics
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• 제16권4호
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• pp.413-416
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• 2011

An array of FeCo nanotubes has been successfully fabricated in the pores of porous anodic aluminum oxide (AAO) templates by wetting templates method. The morphology and structure of the nanotube array were characterized by scanning electron microscopy, transmission electron microscopy and x-ray diffraction. The average diameter of the nanotubes was about 200 nm, and the length was more than 10 ${\mu}m$. Vibrating sample magnetometer and superconducting quantum interference device were used to investigate the magnetic properties of the nanotube array. Interaction between the nanotubes has been found to be demagnetizing as expected and the switching field distribution is broad.