• Journal of Korean Elementary Science Education
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• v.35 no.4
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• pp.389-405
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• 2016

The purpose of this study was to analyze elementary school teachers' understanding, certainty, and familiarity with 13 key concepts of wave physics that are presented in textbook and teacher's guidebook. 123 elementary school teachers answered concept tests and questionnaires. In the results to these tests and questionnaires, teachers demonstrated a high level of understanding and high certainty in understanding with regard to the concepts of sound generation, effect of medium on wave, timbre, wavelength, and trough and crest of wave. For the topics of sound velocity, wave reflection and wave transmission, teachers demonstrated a high level of understanding but low certainty in understanding. With regard to sound propagation, teachers demonstrated a low level of understanding and an improperly high certainty in that low understanding. Teachers lacked knowledge, i.e., displayed a low level of understanding and low certainty in sound strength, sound frequency, constructive interference and destructive interference. In constructive and destructive interference, the teachers also displayed a low level of familiarity. We analyzed the differences in teacher's understanding, certainty, and familiarity according to teacher demographics defined by the teacher's gender, teaching experience with concepts of sound, career, curriculum track while in high school, and major in university. There were no significant differences in understanding, certainty, or familiarity as defined by gender, teaching experience, and career. However, these displays of knowledge were affected by the teacher's curriculum track in high school and their major. These results suggest that the teacher's understanding of, familiarity with, and certainty in wave physics concepts are more influenced by their learning experience than by their teaching experience. Therefore, we suggest additional learning opportunities for teachers (such as teacher training programs) in order to improve teacher knowledge and correct teacher misconceptions in wave physics.

• The Journal of Engineering Geology
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• v.5 no.2
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• pp.215-231
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• 1995

The key concepts of seismic moment tensor are introduced in a 'physicist - oriented' style. The theory and application of seismic moment tensor which have been developed since the 1970s have become one of the most important branches in modern seismology. The description of earthquake sources in the modern seismology have led to much deeper understanding of the physics of indigenous earthquakes as well as various kinds of artificial seismic events, such as underground explosions, mining rockbursts, and reservoir induced tremors. Furthermore, with the development of digital seismological observation, some concepts, which were not included in 'classical' seismology, or not so important in 'classical' seismology, has become more and more important. It seems that it has been the time to have a new look at the fundamentals of seismology as a branch of applied physics, especially the part dealing with the physics of earthquake sources. Also in this field it may be important to clarify some fundamental concepts which, unexpectedly, have caused confusions even among professionals.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.910-922
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• 2009

The purpose of the study was to investigate the professional level of the Korean non-physics major middle-school science teachers in 'force and motion' content knowledge. For the study, nine science teachers who majored in chemistry, biology, or earth science were sampled from middle-schools in a big city in Korea. The physics concept test-tool (subjective type), which the authors developed, were administered, and then followed by in-depth interviews. The research findings are as follows: Firstly, non-physics major science teachers' correct answer rate in physics knowledge test of secondary school level was not so high that they may have difficulty in teaching correct concepts in physics to middle-school students. Secondly, some teachers show that they can not apply some physics concepts from one to another situation. That means that they may have difficulty in teaching physics conceptual application in various situations to students.

• Journal of The Korean Association For Science Education
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• v.6 no.2
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• pp.1-7
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• 1986

The summary of the distinguishing features of the program(developed In this research) 1. For the high school physics 1, total of 67 kinds of physical concepts. 31 of physical low. 84 of equations. 23 of units, and 191 of new sample problems were imputed (in the data file) 2. Physical concepts, lows, equations, and units could be studied by chapter 3. Among 191 of sample problems, the user can choose his own set of problems according to chapters and difficulties. 4. The content, a set of problems chosen, and a result for test will be printed for a hard copy. 5. An extra effect was done to use same character for physical quantities as in a text book.

• Journal of applied mathematics & informatics
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• v.42 no.3
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• pp.499-510
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• 2024

We introduce the concepts of right join-dense, right meet-dense, left join-dense and left meet-dense induced by bi-partially ordered sets on complete generalized residuated lattices. We investigate properties of these concepts and give an example related to them.

• Journal of The Korean Association For Science Education
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• v.34 no.7
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• pp.693-701
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• 2014

Based on social cognitive theory, self-efficacy in the context of learning has been steadily emphasized as an indicator of students' motivation and performance. The premise for developing such an instrument was that a specific measure of Physics self-efficacy was deemed to be an important predictor of the change processes necessary to improve students' physics understanding. In this study we described the process of developing and validating an instrument to measure students' beliefs in their abilities to perform essential tasks in physics and then investigated high school students' self-efficacy about physics learning and performance. Validity and reliability of PSEI were tested using various statistical techniques including the Cronbach alpha coefficient, exploratory factor analysis. The result of factor analysis supported the contention that the Physics Self-Efficacy Inventory (PSEI) was a multidimensional construct consisting of at least four dimensions: understanding and application of Physics concepts, achievement motivation, confidence for physics laboratory, confidence for Mathematics. The result showed that Kroean high schools students have low Physics self-efficacy for the all four dimensions. Therefore, researchers should focus on development of students' Physics self-efficacy. In addition, the instrument may lead to further understanding of student behavior, which in turn can facilitate the development of strategies that may increase students' aspiration to understand and study Physics. More specifically, by using the PSEI as a pre- and post-test indicator, instructors can gain insight into whether students' confidence levels increase as they engage in learning Physics, and, in addition, what type of teaching strategies are most effective in building deeper understanding of Physics concepts.where they freely exchanged opinions and feedback for constructing better collective ideas.

• Proceedings of the Acoustical Society of Korea Conference
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• autumn
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• pp.223-226
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• 2001

Acoustic pressure transmission coefficient and phase velocity are measured as the functions of water porosity and air porosity in sand sediment slabs with water- and air-filled pores. Pores in the sand sediment slab we modeled as the structure of circular cylindrical tube shape filled with water and air. The first kind(fast) wave and second kind (slow) wave, identified by Biot, in the solid and fluid mixed medium are affected by the presence of water and air pores. Acoustic characteristics of such porous medium in water are also theoretically investigated in terms of the modified Biot-Attenborough (MBA) model, which uses the separate treatment of viscosity effect and thermal effect in non-rigid porous medium with water- and air-filed pores. The information on the fast waves introduces new concepts of the generalized tortuosity factor and dynamic shape factor.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.472-486
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• 1995

The purpose of this study was to classify the types of scientific concepts by theoretical concepts and empirical concepts in physics, and to create cognitive conflict in students with logical statements and demonstrations, and to investigate conceptual changes. It seems that mechanics has much to do with the empirical concepts, and electromagnetics has much to do with the theoretical concepts. The condition of the instrument is intellegible, plausible, fruitful, and able to state and demonstrate. The instrument appropriate for these conditions was developed, which consisted of 6 items in mechanics and 6 items in electromagnetics, and conceptual changes were investigated. Structured interviews were conducted with 32 high school students to create cognitive conflict. We have elicited their ideas three times : pretest, posttest and delayed posttest. As the results of this study, demonstration method was more effective for conceptual change than logical argument method. In case of content areas, the misconceptions on mechanics concepts were changed more easily than those on electromagnetics concepts. In addition, the results of the study showed that the more cognitive conflict, the more the conceptual change was occurred.

• Journal of Engineering Education Research
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• v.23 no.6
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• pp.68-76
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• 2020

This study presents a teaching model to increase the participation and interest, and to improve their understanding of physical concepts of first-year engineering students taking physics(2) course at a three-year college. In the class, a team task solution based on teamwork and a peer learning method through questions and answers between participants in each team were applied so that learners could actively participate in the class to discuss and present. We examined how the activities of each team affected students' interest in subjects, motivation to learn, and the degree of understanding of physical concepts. In the team activity, students were able to actively participate through emotional sharing between learners and free questions and explanations, and it was confirmed that academic achievement was improved by comparing the final exam evaluation results with the evaluation results of the previous three years.

• Bulletin of the Korean Chemical Society
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• v.33 no.3
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• pp.941-952
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• 2012

In the present contribution the Encounter Theory (ET) (the prototype of the classical Collision Theory in rarefied gases) concepts for widely occurring diffusion assisted irreversible bulk reactions A + A ${\rightarrow}$ C and A + B ${\rightarrow}$ C in liquid solutions examined by the authors in the literature are analyzed and compared with each other for these different types of reactions. It is shown that for a particular case of equal initial concentrations $[A]_0=[B]_0$ in the reaction A + B ${\rightarrow}$ C, when the kinetics of both reactions A + A ${\rightarrow}$ C and A + B ${\rightarrow}$ C in the framework of formal chemical kinetics and ET are the same, the accumulation of macroscopic correlations breaking the concepts of independent encounters and leading to the Generalized Encounter Theory (GET) are drastically different. The influence of the force interaction and the decay of nonstable reactants on the time behavior the macroscopic correlations is also briefly discussed.