• New Physics: Sae Mulli
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• v.68 no.12
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• pp.1347-1355
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• 2018

This study aimed at investigating the physics curriculum implemented in science core schools. Thus, the researchers analyzed the science curriculum articulated in the annual reports of science core schools and interviewed some teachers in the schools to identify the features of the physics curriculum. The research findings were as follows: First, with respect to the teaching units by subjects, general science had the largest proportion, as much as 6.7 hours in average, and physics I and II were 4.2 and 4.4 hours, respectively, which were similar to other subjects such as chemistry, life science, and earth science. Second, most of schools opened the courses of physics I and II with two hours for two semesters. Fourteen schools taught physics I as an intensive unit whereas nine schools taught physics II intensively. In the case of specialized subjects, the most frequent one was independent research, and advanced physics was taught in 7 schools whereas physics experiments were done in 34 schools. Based on the findings, this study gives some implications about how to organize the physics curriculum in science core schools according to the 2015 revised science curriculum.

• The Mathematical Education
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• v.42 no.2
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• pp.87-109
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• 2003

This paper aims to review the overall development of constructivist approaches in science education research from two different perspectives, that is a summary of the past development in science education in general and a report of the outline of a recent research project on students' physics misconceptions in particular. In the summary of the past development of constructivist science education the introduction of constructivism as well as its psychological and philosophical backgrounds are briefly reported. Then main findings of the researches of constructivist approach are discussed in terms of the features of students' misconceptions, of the ways of effective conceptual change, of the implications toward school science education, and of the criticisms given to the constructivist approach. In the report of a recent development in addition to its background necessity and implications, the research structure and the format of the data analysis of the study on the map of students' physics misconceptions are presented. It is particularly emphasized that the practical informations and suggestions for actual teaching of school science, such as the database(DB) of students' misconceptions and teaching guides, are of most practical and effective values in order to maximize the advantage of the constructivist approach to science education.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.389-401
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• 2010

This research investigated recognitions on outside and inside electrodes in an electric circuit supplied by a galvanic cell, through survey and interview of teachers studying in Departments of Physics Education and Chemistry Education at H University Graduate School. Physics majors' designations on outside or inside parts of electrodes in a galvanic cell were different from Chemistry majors'. Teachers who had majored in physics had difficulties on the inside electrode of a galvanic cell, while teachers who had majored in chemistry had difficulties on the outside electrode. Reasonings for designations of electrodes were attributed to direction of electric current in case of physics teachers and redox in case of chemistry teachers, respectively, which are strongly dependent on backgrounds performed in their undergraduate course.

• Journal of Korean Vacuum Science & Technology
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• v.6 no.1
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• pp.46-50
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• 2002

C-SiC films with different content of SiC on stainless steel substrate were prepared with ion beam mixing. It was found that hydrogen concentrations in C-SiC coatings was higher than that in stainless steel after H$\^$+/ ion implantation followed by thermal annealing. Infrared (IR) transmission measurement was used to study the mechanism of hydrogen retention by C-SiC films. The vibrational features in the range between 400 and 3200 cm$\^$-1/ in IR transmission spectra show the Si-CH$_3$, Si-CH$_2$, Si-H, CH$_2$and CH$_3$bonds, which are responsible for retaining hydrogen.

• Journal of Engineering Education Research
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• v.15 no.3
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• pp.3-11
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• 2012

This paper discusses the effect that classroom demonstrations have on students' conceptual understanding in concepts in introductory physics. We used the same conceptual survey to probe the students' understanding on certain concepts before and after taking the course. We introduce Hake's , which is used to evaluate the effect of various kind of teaching methods, suggested by physics education research groups, on conceptual understanding of students who took the class. The effect of physics class using demonstration turned to be better than the traditional lecture, higher for students who graduated from science schools with higher prior knowledge and demonstration experience. Authors suggest to use to probe concepts which need more attention.

• Journal of Engineering Education Research
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• v.26 no.6
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• pp.40-50
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• 2023

This study is to examine the validity of assessing basic-level proficiency in physics among incoming engineering freshmen through item analysis and standard setting. For empirical analysis, we examined the physics subject taken by the freshman class of 2021 at K University, considering its significance for engineering students. In this study, we initially performed item analysis utilizing both classical test theory and item response theory. Subsequently, leveraging the item and test information, we employed a modified Angoff method and the Bookmark method for standard setting. Consequently, the difficulty level initially set during item development was found to be higher than the actual performance level exhibited by the students. This study highlights a discernible disparity between the expected university standard and the real proficiency level of incoming freshmen in terms of basic academic ability in physics. Based on these research findings, a comprehensive discussion on the fundamental academic competence of engineering students was conducted, underscoring the necessity for formulating a tailored learning approach leveraging the outcomes from the basic ability test.

• Proceedings of the Korean Society of Medical Physics Conference
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• 2002.09a
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• pp.497-500
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• 2002

The objectives of the International Organization for Medical Physics (IOMP) are to organize international cooperation in medical physics, to contribute to the advancement of medical physics in all its aspects, especially in developing countries; and to encourage and advise on the formation of national organizations of medical physics in those countries that lack such organizations. The objectives of the Asian-Oceania Federation of Medical Physics (AFOMP) are to advance medical physics in our geographic region, especially in those countries that do not yet have national organizations of medical physics. We must focus on the development of AFOMP in science, professional relations, education and training in our geographic areas and to seek funding and support from the IOMP for these activities. Since its formation in 2000, the Asian-Oceania Federation of Medical Physics (AFOMP) has been participating actively in IOMP. Our goal now should be to gain more influence by placing members on various committees of IOMP as well as preparing members for leadership roles at the upper levels. AFOMP is already on the world map of medical physics with the upcoming two world congresses - Sydney and Seoul.

• Proceedings of the Korean Vacuum Society Conference
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• 2007.08a
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• pp.383-383
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• 2007

• Proceedings of the Korean Magnestics Society Conference
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• 2007.05a
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• pp.190.1-190.1
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• 2007

• Proceedings of the Korean Vacuum Society Conference
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• 2007.02a
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• pp.65-65
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• 2007