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김인수,문종철,Kim, In-Soo,Moon, Jong-Cheol 한국전기기술인협회 1997 電力技術人 Vol.173 No.1
향후 최대전력 부족예상으로 수요관리 대상기기 확대보급이 불가피할 것으로 예상되므로 주요 대상기기 중심으로 수요관리 프로그램의 본격적인 시행에 앞서 그동안 외국의 자료나 메이커들의 공급사양에만 의존한 채 예측되어 오던 수요관리 효과를 현장실측을 통해 보다 정밀하게 분석한다.
문종철,이기종 全北大學校 科學敎育硏究所 1990 과학과 과학교육 논문지 Vol.15 No.-
In this study it was surveyed students misconception about force and motion, and it was examined the reason why the students have such misconception. I want to present desirable teaching method, with help of the following analyses. Using questionaire method, I have surveyed 182 students from elementary school, middle school and high school. I have following conclusions. First, important misconceptions of students in Mechanics are various. 1. The direction of motion is the same as that of force. 2. The internal force is exhausted by movement. 3. Every moving object has force. Objects happen to have bigger force in proportion as speed. 4. Objects tend to move toward direction of big force. 5. Energy is force. Second, though seniors have had much more learning, there are few differences between juniors and seniors in the way of thinking. Third, students have much more Impetus ways and Aristoteles ways of thinking than Newtonian thought. On the basis of those analyses, I present these teaching methods about force and motion. 1. Make students realize their own preconceptions. 2. Provide them a new question in which students can't solve with their preconception. 3. Make students realize their errors. 4. Teach them new conceptions and help them to adjust these new conceptions. 5. Make them realize that these conceptions can explain musch more phenomena. 6. Make students feel that their intellectual capacity has been growing. By doing so, you can help your students to develop their own selfassurance and ability.