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Magnetic Anisotropy Constant의 決定可能性에 대하여
金炳業 대구교육대학교 1968 論文集 Vol.4 No.-
The magnetic anisotropy is one of the characteristics of the ferromagnetism and exerts much influences upon the magnetic domain, the structure and the magnetization process of the ferromagnetism. Efforts were made here to find out any possibility of determining the anisotropy constant decided by the magnetic anisotropy through the determinations of the ferromagnetic resonance, magnetization curve or reversible magnetic susceptibility. When a try is given by the method of the ferromagnetic resonance, the anisotropy constant can be determined, (1) by determining the gyromagnetic ratio (g factor) and field intensity in the hexagonal crystal system, and (2) by the difference between two resonance fields in the cubic crystal system. As the works required for the saturation magnetization of the ferromagnetism represent the changed amount of the anisotropy energy, the anisotropy constant can be got by determining the works by the magnetization curve. When the magnetization reaches saturation in the reversible process of magnetization, only the rotation magnetization happens. At this time when the magnetization comes up nearly to the direction of field, the anisotropy constant can be possibly got by determining its magnetic susceptibility.
金炳業 大邱敎育大學校 科學敎育硏究所 1981 과학·수학교육연구 Vol.6 No.-
The purpose of this study is to investigate the retention and transfer of scientific knowledge which the third, fourth, fifth grade children had learned in their prior second and third grade period. The following results were discovered by this investigation. ① The higher children's grade, the more retaining and transferring the scientific knowledge. ② The urban children had retained more than the rural children. ③ In their retaining and transferring of the knowledge, there were no significant difference in the sexual distinction. ④ In the transfer ok knowledge, there was no difference in their regional distinction. Generally the retention of the scientific knowledge which the children had learned in their prior grades was higer than expected. But the transfer of this knowledge was weak. Especially it is noticeable that the urban children who has attained superiority in the retention of the knowledge has no advantage over the rural children.
美國 初等科學敎育 改革運動에 對한 考察 : ESS와 SCIS의 硏究에 대하여
金炳業 대구교육대학교 1967 論文集 Vol.3 No.-
After the second World War, a new movement was initiated in the United Statesto reform science education. Instigated by PSSC, the reform movement began in the secondary school at the beginning and has nowdays prompted the elementary school to undertake an overall reorganization of its science program. The typical outcome of these efforts are ESS and SCIS. It was progressive educators who advocated the life·centered approach, dennouncing the subject-centered approach. However, the life-centered approach was unable to make any substantial improvement on science education. The current reform movement was primarily motivated through criticism of the life-centered approach, but it does not necessarily indicate degradation to the subject-centered approach. ESS and SCIS are intended as educational attempts programmed toward the understanding of natural science. They are pursuing to grasp the fundamentals conducive to the understanding of science. Although ESS and SCIS differ in their guidelines that the former relies on children's self-discovery procedure while the latter endeavors to stress on the acquirement of fundamentals and concept formation, they share their view in common in dennouncing both the subject-centered and life-centered approaches, which has brought up quite a new outlook in science education.