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로렌츠 변환의 두 가지 접근 방법의 교육적 의미 비교 -대수적 방법과 기하적 방법-
권재술 ( Jae Sool Kwon ),박동규 ( Dong Gue Park ) 한국교원대학교 과학교육연구소 2013 청람과학교육연구논총 Vol.19 No.1
Lorentz transform would be definitely the mathematical core in the special theory of relativity. There are two common approaches for the Lorentz transform; the one is the algebraic approach and the other is the geometric approach using so-called Minkowski diagram. Both approaches are based on the invariance of velocity of light and the principle of relativity that all the law of physics are supposed to be equal to every observer. Even though the two approaches are considered to be identical conceptually, there are significant differences in the difficulty for students arriving the formula, the usefulness of the formula, and even the influence on education. In this study, the two approaches were introduced briefly and examined the differences and the implications on teaching Lorentz transformation in practice.
권재술 ( Jae Sool Kwon ) 한국교원대학교 과학교육연구소 2012 청람과학교육연구논총 Vol.18 No.1
The present korean public education seemed to be at a crisis. In this article, the author tried to identify the reasons of the crisis and to suggest his own ideas to overcome the present crisis. The factors related to the present public education crisis are not simple. The most of public and education specialists find the reason or the crisis at the lack of creativity education. However, the author suggested the origin of the crisis is not because of the lack of creativity education but the lack of discipline basic education in public schools. Therefore, in this article the author insisted that “Back to the Basic” is the only solution to overcome the crisis and suggested various reasons for the assertion.
인지갈등 전략을 이용한 과학 개념변화에서 학습자 특성의 효과
권난주 ( Nan Joo Kwon ),권재술 ( Jae Sool Kwon ) 한국과학교육학회 2004 한국과학교육학회지 Vol.24 No.2
Cognitive conflict plays a very important role towards conceptual change in science education. Many research were conducted on the topic, but they were limited and failed to determine the effectiveness of cognitive conflict strategies for conceptual change on science instruction. It is worth noting that the levels of cognitive conflict varied the same given situation. Besides, the conceptual change resulted in different forms, despite the same level of cognitive conflict. Assuming that one explanation could be found in the learners` characteristics, this study investigated the cognitive conflict and scientific conceptual change by learners` characteristics of middle school students. A proper understanding of the cognitive conflict will help science teachers to apply effectively the strategies towards science conceptual instruction. In this study, learners` characteristics are `intelligence`, `cognitive level`, `general grade of science subject`, `cognitive style`, `personality`, and `attitudes related to science`. The results says; the intensity of cognitive conflict correlated with students` personality (reflectiveness) and attitudes related to science, and conceptual change correlated with intelligence and cognitive level.