• 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 Korean Vacuum Science & Technology
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• v.3 no.1
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• pp.59-65
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• 1999

There has been an interest to develop an efficient, compact microwave device using field-emitter-arrays (FEA)-based cathode. Toe valuate the optimum device-efficiency in a compact size, the propagation properties of the premodulated electron beam for the FEA-based cathode is studied in detail by the computer simulation using a PIC code, MAGIC. For the premodulated electron beam whose phase of the energy leads the phase of the current by $\pi$/2, the amplitude of the downstream current modulation can be kept as high as the initial modulation level. Using the beam parameters with the beam voltage of 6kV and the current of 2.0A, 30% of efficiency is predicted when the quality factor of 800 is chosen. the device length is reduced about twice compared with that of the conventional device. The design of practical planar cathode is carried out to meet the minimum diameter of the electron beam as 0.5 mm.

• 한국정보디스플레이학회:학술대회논문집
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• 2007.08a
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• pp.954-957
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• 2007

We analyzed conditions for fabricating zero-bias polymer-stabilized liquid crystal (PSLC) pi cells. A high curing voltage and a very low curing intensity are effective in fabricating the cell with a high bright state, a low dark state and therefore a steep T-V curve. However, the response time of the cell is slow. Finally, a dual-frequency PSLC pi cell with fast response time is developed. The obtained result reveals that the dual-frequency PSLC pi cell has a fast response of under 1ms.

• New Physics: Sae Mulli
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• v.68 no.11
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• pp.1231-1239
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• 2018

This study aimed at examining undergraduate students' writing about experiments related to the photoelectric effect and giving some implications for experiment education. Thus, this study analyzed 26 students' reports about three kinds of experiments: measuring Planck's constant, comparing the photocurrent and the photovoltage across the intensity of light, and comparing the photocurrent and the photovoltage across the frequency of light. In the measurements, less than 25% of the students expressed the data to the correct number of significant figures even though two-thirds of the students successfully obtained the data given in the manual. In terms of interpretation, the students were not aware of the physical meanings of the detailed parts in the graphs. Even though over 50% of the students drew a line relating photocurrent to voltage, no students compared the theoretical to the empirical data or made a judgment as to whether of not the background theory really fit the experiment. The research findings showed that insufficient knowledge and skills for physics inquiry may be an obstacle in performing the experiments well.

• Journal of Korean Elementary Science Education
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• v.28 no.3
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• pp.331-339
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• 2009

The purpose of this study is to make a list of scientific terms to decrease students' difficulties of science learning. By using inductive method, database has established from elementary school science textbooks and laboratory observation books. All terms from physics area of science textbooks and laboratory observation books at the levels of grade 3 to 6 were analyzed based on the Standard Korean Dictionary (1999) and Book of Physics Terminology (2005). As a result, we made a list of 204 scientific terms by grade level. Those were 51 words for grade 3, 55 words for grade 4, 56 words for grade 5, and 42 words for grade 6. And there were some incongruities among textbooks, the Standard Korean Dictionary and the Book of Physics Terminology.

• The Bulletin of The Korean Astronomical Society
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• v.43 no.1
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• pp.69.1-69.1
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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. This poster will give an overview of the 1-m telescope, and its performance.

• Journal of The Korean Association For Science Education
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• v.2 no.1
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• pp.16-30
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• 1980

In is a recent trend of the world to study the integrated science curriculum development. This study aims at pursuing how to integrate physics and earthscience in high school course and forming a tentative plan as to an integrated process between both the subjects. The one was compared with the other accor ding to the basic concepts and theteaching objecties. The contents of these two subjects were analysed, the overlapping parts being chosen, and so in the hierachy of the curriculum, some mistakes were found in eaching these two two subjects. It proved valid to in tegrate these two subject. A concrete scheme was offered to in tegrate these two subjects-physics and earthscience, when a tentative plan concerning, the integra ted process was made. This new plan can make the time required for teaching decrease by 5% The better study on the basic structure of the integrated concepts between these two subjects will go on further in this respect. It is necessary to train again the teachres concerned with this new subject and to put an emphasis on the elective course between physics and earthscience in the teacher's college curriculum.

• Journal of Radiation Protection and Research
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• v.13 no.1
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• pp.1-7
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• 1988

A bubble-damage polymer detector, which operation principles are based on vaporization of superheated liquid drops by interaction with radiations, is developed for neutron dosimetry. The detectors are fabricated by dispersing the superheated liquid drops of Freon12 into transparent and elastic polymer made of acylamide and glycerine. The bubbles formed by neutron irradiation are immediately visible. The neutron sensitivity of the detectors is 4-7 bubbles/10$\mu$ Sv for Am-Be neutrons.

• Journal of The Korean Association For Science Education
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• v.23 no.2
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• pp.155-164
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• 2003

The purpose of the current study was to investigate the effects of explanations about physical phenomena given in non-physics textbooks on the formation of student physical conceptions. Two classes, 39 students in each, were sampled from two middle schools in Pusan, Korea, and two kinds of test tools for investigating student conceptions were developed for the study. The first test tool(a) investigated student conceptions after reading explanations about physical phenomena in non-physics textbooks, while the second(b) investigated student conceptions after reading explanations revised by physics education experts about the same physical phenomena. The two test tools were applied to each class, and for a fair invetigation, test(a) followed by test(b) was applied to one class, while test(b) followed by test(a) was applied to the other class. The results were as follows: In both classes, the students' level of understanding from explanations revised by physics education experts was significantly (p < .01) higher than that from explanations in non-physics textbooks. As such, it is feasible that false or inappropriate explanations in non-physics textbooks can cause student misconceptions. Moreover, the improper expression of physical science concepts, improper choice of scientific terms, and incorrect grammatical structures, along with the use of unsuitable examples and improper model pictures can make it difficult for students to understand physics concepts. Furthermore, differences in the terms used in physics textbook and those used in other textbooks can also confuse students' learning.