• Journal of Engineering Education Research
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• v.13 no.6
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• pp.188-194
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• 2010

This paper deals with a teaching method in EMI(English Medium Instructor) Education for engineering major subjects which is accomplished between non-native english speaking professors and students. Goals of EMI in non-english speaking countries will be both a improvement of communication ability and understanding of the major subjects. However, when students who have a low level-english ability participate in english class, it is necessary to analyze whether they can obtain above goals or not and to study on a teaching method for them. The english classes were aimed at students at the college of engineering who have 200-420 TOEIC average score. The research was proceeded by course evaluations to three direct EMI and surveys that were performed targeting all students participated in english class. The proposed research results may lead to development of EMI for students who have a low level- english ability and give them a better understanding and interest of major subjects.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.739-756
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• 2016

The purpose of the study is to reflect on 'myself' as a teacher educator of college of education in depth and to improve my instruction through self-study with three critical collaborators. 17 pre-service science teachers and I have participated in this study of a teacher educator's course since March 2016 after the preliminary practice in 2015. The video recorded the course for 11 weeks with about 40 hours of lessons. The data source also included teacher educator's reflective journals, lecture evaluations, online boards and so on. Questionnaires were distributed and answered both at the beginning and at the end of the course and pre-service teachers wrote their reflective journals. Four of them were in the focus group interviews. During the course, the weekly group meeting of critical collaborators analyzed the emerging issues based on the lesson clips and teacher educator's reflective journals with discussion for the course innovation. Four phases were revealed in the process and for the purpose of the course such as exploration, conflicts, challenges, and changes. The results showed that first, we identified tensions among the teacher educator's multiple identities as a lecturer, a faculty member, and a researcher. Second, there were differences between goals of teacher educator and pre-service teachers in the course, and this obstructed the success of the course sometimes. Third, these practices led to explore balanced alternative views and interpretations of the problem by critical views and to expand and improve our teaching practice and thinking. In addition, the self-study with critical collaborators helped to bring conflicts and issues below my practice to light for collaborative reflection and it gave a chance to understand ourselves as teacher educators in different ways.

• 프린팅코리아
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• v.14 no.7
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• pp.94-95
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• 2014

'인쇄인 강은기 평전'은 인쇄인으로서 민주화운동의 숨은 지사로 살다 간 강은기의 삶과 사상을 엮은 책이다. 박정희 유신체제가 서슬 퍼런 시절부터 독재정권의 감시를 피해가며 각종 시국선언문과 화보집, 소식지 등을 도맡아 인쇄했던 인쇄인 강은기의 파란만장한 삶을 담아냈다.

• 전기의세계
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• v.45 no.5
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• pp.30-37
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• 1996

이 기술 논문의 목적은 플랜트 모델의 불확실성이 매개변수의 섭동으로 표현되는 제어계의 강인 안정도, 강인 제어성능, 강인 제어기 설계에 관한 최근의 연구결과들을 소개하는 것이다.

• Journal of Welding and Joining
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• v.1 no.2
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• pp.12-20
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• 1983

이 글에서는 다음의 내용을 다루었다. 1. 스테인레스 클래드강 2. 스테인레스 클래드강의 용접 및 절단 3. 용접 시공 4. 스테인레스 클래드강의 용접 시공 예

• Proceedings of the Korea Contents Association Conference
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• 2019.05a
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• pp.3-4
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• 2019

강의 수위 예측은 강 유역의 홍수 발생에 대한 방재 차원에서 아주 중요하다. 이 논문에서는 낙동강을 대상으로 수위를 예측하는 신경회로망 모델을 기반으로 홍수위에 도달하는 입력 조건을 학습에 의해 찾아내는 방법을 제시한다.

• Water for future
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• v.54 no.5
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• pp.44-52
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• 2021

• Water for future
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• v.56 no.4
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• pp.54-67
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• 2023

• Water for future
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• v.56 no.10
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• pp.21-28
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• 2023

• Journal of Engineering Education Research
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• v.9 no.3
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• pp.5-21
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• 2006

The engineer's creativity is becoming more important as high value-added products are required. In this paper, a new curriculum model for creative engineering education has been developed. This study proposes the method of applying Chem-E-Car to the chemical engineering education for students to develop creativity. The Chem-E-Car is used as a given problem to students for developing safety study, teamwork, communication skill and creativity. The PBL(problem based Learning) is used in the class. The problem in this case is to make the Chem-E-Car, a shoebox sized car powered only by chemical reactions. Four types of Chem-E-Car such as turbine, rocket, voltaic cell and fuel cell are developed through out this program. The fuel cell powered Chem-E-Car is emphasized to students as new problems with constraints. This paper shows how the students solved the problems with creativity.