• 한국과학교육학회지
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• 제7권1호
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• pp.41-51
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• 1987

The contents which is related to energy in current science textbooks of high school have been investigated. Based on the analysis of the results, we attempt to develop a model of energy curriculum on high school level.

• 한국과학교육학회지
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• 제31권7호
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• pp.1025-1039
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• 2011

Even though many researchers have reported that everyday contexts can arouse students' interests and improve their science learning, the connection between everyday context and physics learning is not yet clearly discussed. In our study, at first, we assumed five guidelines for helping the development of teaching materials for physics learning in everyday context. Based on these guidelines, we developed teaching materials for understanding basic optics and applied these materials to ninth grade students. From the positive responses of students and science teachers about the developed materials, we could confirm that the guidelines were reflected well in the materials. And also, it was found that students and teachers wanted to learn or teach context-based physics in future classroom learning. However, all students do not receive benefits from learning physics in everyday context. By analyzing students' actual learning processes and interviews with them, we found five potential impeding factors which could hinder students' successful learning of physics in everyday context. As a result, we suggested five recommendations for overcoming these impeding factors.

• 한국초등과학교육학회지:초등과학교육
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• 제41권2호
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• pp.217-235
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• 2022

본 연구는 차기 교육과정 개정을 앞둔 시점에서 지난 몇 차례 동안의 초등학교 물리 영역에서의 교육과정 변화를 분석하고 초등 과학 교육과정의 쟁점을 논의하기 위해 수행되었다. 이를 위해 제7차 교육과정부터 2015 개정 교육과정까지 내용 요소의 변화를 분석하고, 2015 개정 교육과정 이후 수행된 교육과정 연구들을 살펴보았다. 더불어 물리교육 전공 교수 3인이 교육과정 분석 결과에 대해 논의하였다. 연구 결과 제7차 교육과정 이후의 초등 물리 교육과정은 전반적으로 내용이 축소되거나 어려운 개념들이 삭제하거나 상위 학교급으로 이동하는 형태로 변화가 이루어졌다. 과학 교육과정 쟁점은 현 교육과정의 내용 적정성과 난이도, 수학 교과와의 연계성, 누리과정과 초등 1,2학년 통합 교육 과정과 연계문제, 성취기준 서술어 문제를 다루었다.

• 한국진공학회:학술대회논문집
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• 한국진공학회 1997년도 제12회 학술발표회 논문개요집
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• pp.90-91
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• 1997

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2016년도 자성 및 자성재료 국제학술대회
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• pp.38-38
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• 2016

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2005년도 동계학술연구발표회 및 2차 아시안포럼
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• pp.134-134
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• 2005

• 한국자기학회:학술대회 개요집
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• 한국자기학회 2005년도 동계학술연구발표회 및 2차 아시안포럼
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• pp.136-136
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• 2005

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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• pp.209-215
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• 2007

The purpose of this study was to investigate the characteristics of the contents which were presented in the physics exhibits of the following three museums; Seoul National Science Museum, National Science Museum and the Exploration Center. The main findings of this research were as follows: Firstly, it was found that 73.7% of the exhibits were composed of 'dynamic exhibits', 87.6% of the exhibits were 'active involvement type exhibits', 48.3% of the exhibits were 'interest induction type exhibits' and 42.8% of the physics exhibits were composed of exhibits related to optics. Secondly, it was found that many elementary students seemed to have difficulty in understanding and executing the activities in the physics exhibits.

• 천문학회보
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• 제43권2호
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• pp.56.1-56.1
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• 2018

Astronomy education and research can benefit from a high performance telescope that is easily accessible in campus. Such a facility allows hands-on education of observations, small research projects, test of new instruments, and time-domian study of astronomical phenomena. Recently, SNU reconstructed a 40-year old observatory (also known as 구천문대), and established the new SNU Astronomical Observatory (SAO) on that site. On 2018 March 27, the 1-m optical telescope was successfully installed at SAO. Since then, this telescope has been producing wonderful images, with the best seeing value recorded being as small as 0.85 arcsec. This poster will give an overview of the 1-m telescope, and its performance based on test observations during the 2018A semester.

• 한국초등과학교육학회지:초등과학교육
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• 제32권2호
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• pp.127-138
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• 2013

The purpose of this study was to select the basic words of physics for science education which were learned through everyday life or school education and be foundation of learning science. For this, we collected all words in the 'Wise Life' textbooks by 7th and 2007 National Curriculum, and extract the science words. As a result, there were 8,970 words in 8 textbooks of 'Wise Life', and about 18% of them, 1,585 words, were science words. There were 266 kinds of science words and most of them were biology words. And the textbooks by 2007 National Curriculum had more science words than by 7th's. Finally we selected 24 basic words of science only in the physics area by comprehensively considering difficulty, need and frequency.