4 research outputs found
μ£Όμ¬ν ν°λλ§ νλ―Έκ²½μ μ΄μ©ν μνΌνμ μ±μ₯λ κ³ μ¨ μ΄μ λ체 λ°λ§μ νλ©΄ μ°κ΅¬
νμλ
Όλ¬Έ (λ°μ¬)-- μμΈλνκ΅ λνμ : μμ°κ³Όνλν 물리·μ²λ¬ΈνλΆ, 2018. 8. κΉκΈ°ν.μκ³ μ¨λ μ΄νμμ μ§λ₯ μ νμ΄ μμΌλ©°, μκΈ°μ₯μ λ°μ΄λ΄λ λ
νΉν νμμΌλ‘ λνλλ μ΄μ λνμμ κ·Έ λ°κ²¬ μ΄λ μμ§λ¬Όμ§λ¬Όλ¦¬ λΆμΌμμ κ°μ₯ νλ°ν μ°κ΅¬λλ λΆμΌμ΄λ€. λ§μ μ΄μ λμ λΉλ°μ΄ BCSμ΄λ‘ μ λ―Έμμ μΈ μ κ·ΌμΌλ‘ νλ¦¬κ² λμμ§λ§, μ΅κ·Ό λ°κ²¬λ ꡬ리μ°νλ¬Ό λ° μ² κΈ°λ° μ΄μ λ체μ κ°μ κ³ μ¨ μ΄μ λ체λ μλ‘μ΄ μ΄μ λ κΈ°μ μ μ€λͺ
μ νμλ‘ νλ€. μ΄ μ°κ΅¬μμλ κ³ μ¨ μ΄μ λ체 μ΄ν΄λ₯Ό λνκΈ° μν΄, μ μ¨ μ£Όμ¬ν ν°λλ§ νλ―Έκ²½μ ν΅ν΄μ μνΌνμ μ±μ₯λ κ³ μ¨ μ΄μ λ체 λ°λ§μ μ°κ΅¬λ₯Ό μ€μνμλ€. λ°λ§μ μνΌνμ μ±μ₯μ μν΄μ μ΄ μ°κ΅¬μμλ λΆμμ μνΌνμ κΈ°λ²κ³Ό νμ€ λ μ΄μ μ¦μ°©λ²μ μ΄μ©νμ¬ λ°λ§μ μ±μ₯ν μ μλ μ₯λΉλ₯Ό μ μνμκ³ , κ·Έ κ΅¬μ± λ° λμμΈμ κ³ λ €μ¬νλ€μ μλ‘νμλ€. κ·Έλ¦¬κ³ μ±μ₯ν λ°λ§μ μΈ‘μ μ μ§κ³΅ λ΄λΆμμ μ€μν μ μλλ‘ μ£Όμ¬ν ν°λλ§ νλ―Έκ²½κ³Ό λ μ΄μ λΆμμ μνΌνμ μ₯λΉλ₯Ό κ²°ν©νμ¬ μ¬λ¬ μ’
λ₯μ μ΄μ λ체 λ°λ§μ μ±μ₯μν€κ³ μΈ‘μ ν μ μμλ€.
νμ€ λ μ΄μ μ¦μ°© κΈ°λ²μ μ΄μ©ν μ½λ°νΈ λνλ λ°λ₯¨-μ² -λΉμ κ³ μ¨ μ΄μ λ νν©λ¬Ό λ°λ§μμλ 2β2Γ2β2 R45Β° νλ©΄ μ¬κ΅¬μ±μ΄ λνλ¬μΌλ©°, λ°λ₯¨ λ μ΄μ΄μ μν μ΄μ λ κ°μ κ°λ¦Ό ν¨κ³Όλ₯Ό νμΈνμλ€. κ·Έλ¦¬κ³ μ΄μ λ κ° κ·Όμ²μμ μ ν λ°λ νλμ κ΄μ°°νμλ€. λ λ€λ₯Έ μ² κΈ°λ° κ³ μ¨ μ΄μ λμ²΄μΈ λ¦¬ν¬-μ² -λΉμ νν©λ¬Ό λ°λ§μ μ΅μ΄λ‘ νμ€ λ μ΄μ μ¦μ°© κΈ°λ²μ μ΄μ©ν΄μ μ±μ₯μμΌ°λ€. μ±μ₯ 쑰건 λ° μ±μ₯μ μ΅μ νλ μ£Όμ¬ν ν°λλ§ νλ―Έκ²½κ³Ό λ°μ¬ κ³ μλμ§ μ μμ νμ λ²μ ν΅ν΄μ μ€μλμλ€. κ·Έλ¦¬κ³ μ±μ₯ μ€λ¨ κΈ°λ²μ ν΅ν΄μ λ°λ§μ νμ§μ ν₯μμν€κ³ , μ μΈ΅ ꡬ쑰μ μ±μ₯μ λ κ°κΉκ² νμλ€.Chapter 1. Introduction
1.1 Overview
1.2 Conventional Superconductor
1.3 Unconventional Superconductor
1.4 Thin Film Superconductor
1.5 Scope of the Thesis
Chapter 2. Film Growth and Surface Analysis
2.1 Film Growth
2.1.1 Growth Modes
2.1.2 Growth Kinetics
2.1.3 Growth Models
2.2 Molecular Beam Epitaxy
2.3 Pulsed Laser Deposition
2.4 Reflection High Energy Electron Diffraction
2.5 Low Energy Electron Diffraction
2.6 Scanning Tunneling Microscopy
Chapter 3. Design and Construction of Laser-MBE Combined with STM System
3.1 Introduction
3.2 Laser-MBE
3.3 Scanning Tunneling Microscopy
3.4 Laser-MBE Combined with STM
3.5 Vacuum Sample Transfer
Chapter 4. Pulsed Laser Deposition Growth of Co doped BaFe2As2 on SrTiO3(100)
4.1 Introduction
4.2 Structural Properties of BaFe2As2
4.3 Growth Condition of Ba(Fe1-xCox)2As2 on SrTiO3(100)
4.4 Surface Studies of Ba(Fe1-xCox)2As2 on SrTiO3(100)
4.4.1 Surface Reconstruction
4.4.2 Surface Features
4.5 Electronic Structures of Ba(Fe1-xCox)2As2 on SrTiO3
4.6 Transport Measurement
4.7 Initial Stage of Ba(Fe1-xCox)2As2 Growth
Chapter 5. Pulsed Laser Deposition Growth of LiFeAs on SrTiO3(100)
5.1 Introduction
5.2 Structural Properties of LiFeAs
5.3 Growth Conditions of LiFeAs on SrTiO3(100)
5.4 Surface Studies of LiFeAs on SrTiO3(100)
5.5 Growth interruption
Chapter 6. ConclusionDocto
체κ³μ λΉμ μ¬μ©μ μν μμ λͺ¨νμ κ°λ° λ° ν¨κ³Ό μ°κ΅¬ : μ€νκ΅ 2νλ μ `ννλ³ν` κ΄λ ¨ κ°λ μ μ€μ¬μΌλ‘
νμλ
Όλ¬Έ(μμ¬)--μμΈλνκ΅ λνμ :κ³Όνκ΅μ‘κ³Ό ννμ 곡,1997.Maste
μ¦μΈλ©΄μ± μ λμ λμ λ°©μμ κ΄ν μ°κ΅¬
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Όλ¬Έ(μμ¬) --μμΈλνκ΅ λνμ :λ²νκ³Ό,2010.2.Maste
High School Students' Views on the Relationship Between Science/Technology and Society, and on the Nature of Science
Among the three dimensions of scientific literacy, 'the relationship between science/technology and society' and the nature of science' have been less emphasized than the acquisition of scientific concepts'. The purpose of this study was to investigate high school students' views on these less emphasized dimensions. Ninety eight 11th-grade students were selected from the science track of two academic high schools, 98 from the nonscience track of the same two schools, and 90 from a science high school. In order to compare students' views, 16 items (8 items for each dimension) were selected from the VOSTS (Views on Science-Technology-Society), and administered in the middle of the second semester. The results indicated that there were no significant differences in students' views on the relationship between science/technology and society. However, in the item concerning 'the influence of science/technology on everyday life', science high school students had more positive views. Concerning the nature of science, science high school students' views were generally more epistemologic and realistic, whereas academic high school students' views were more naive and influenced by logical positivism. This trend was notable particularly in the item concerning 'the values in construction of scientific knowledge' and 'the nature of models'. Sciencism-naive realism, credulous experimentalism, blind idealism, and excessive rationalism-were representatives of these naive views. Educational implications are discussed.μ΄ λ
Όλ¬Έμ 1996λ
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