• Journal of The Korean Association For Science Education
• /
• v.30 no.2
• /
• pp.218-233
• /
• 2010

The purpose of this study was to explore science teacher's epistemological understanding of science and science teaching and learning, from the perspective of inquiry as the process of scientific knowledge building. Three science teachers participated in this study. The data were collected from individual in-depth interviews and classroom videotaping. The results show a case involving coherent and consistent data. It showed that the teacher's epistemological understanding of science and science teaching and learning consisted of five categories: scientists doing science with scientific thinking; scientific thinking as the process of knowing; science learner in the learning process of scientific thinking; science teacher as a man/woman with good understandings of science; and teaching and learning as the process of knowing science. Based on the results, discussions and implications about science education and science teacher education were presented.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2015.05a
• /
• pp.264-264
• /
• 2015

최근 기후변화는 우리 삶에 다양한 영향을 미치고 있으며, 이에 따른 수문순환 변화 역시 자명하게 받아들이고 있다. 이에 따라 수자원 취약성 평가 및 대책에 관한 연구는 다양하게 진행되고 있는 실정이다. 하지만 국내의 경우 전체 유역에 대한 수자원 취약성 평가 연구는 부족한 실정이다. 따라서 본 연구에서는 국내 총 12 수계인 한강, 안성천, 금강, 삽교천, 영산강, 섬진강, 탐진강, 만경강, 동진강, 낙동강, 태화강, 형산강 유역에 대한 수자원 취약성 평가를 실시하였다. 평가 방법으로는 장기간에 걸친 다양한 토양의 특징, 토지이용, 관리상태의 변화에 따른 크고 복잡한 유역의 유출량을 추정하기 위해 개발된 SWAT(Soil and Water Assessment Tool) 모형을 이용하여 수문 모형을 구축하였고, 유출 관련 매개변수 최적화 작업은 SWAT-CUP 모형을 이용하였다. 최적화된 매개변수의 적용을 통해 각 유역별 유출량을 산정하였다. 그 결과 2009년과 2011년은 한강, 낙동강, 금강, 영산강순 이였으며, 2010년은 낙동강, 한강, 금강, 영산강순 이였다. 면적별 유출량인 비유량(specific discharge)을 산정한 결과, 2009년에는 영산강, 낙동강, 금강, 한강순 이며, 2010년에는 영산강, 금강, 낙동강, 한강순 이였으며, 2011년에는 금강, 한강, 영산강, 낙동강 순을 보였다. 또한, 인구당 유출량 산정 결과 2009년에는 영산강, 금강, 낙동강, 한강순 이며, 2010년에는 영산강, 금강, 낙동강, 한강순 이며, 2011년에는 영산강, 금강, 낙동강, 한강순 이었다. 이를 바탕으로 국내 총 12 수계에 대한 수자원 취약성을 산정해보았다. 대응변수는 이수의 수요 및 공급적인 측면에서 구분하였으며, 사회/경제, 물 이용, 환경, SWAT으로 구성하였습니다. 수자원 취약성 평가를 위해 다기준의사결정기법(MCDM, Multi-Criteria Decision Making) 중 하나인 TOPSIS(Technique for Order of Preference by Similarity to Ideal Solution)기법을 사용하였다. 산정 결과 삽교천, 동진강, 형산강, 안성천, 섬진강, 만경강, 낙동강, 영산강, 태화강, 금강, 한강, 탐진강 순 이였다. 본 연구 결과는 향후 다중 공간에 구축한 고해상도 모형을 통해 국내 수문상황 진단 및 고해상도 미래 수문 시나리오 생산을 통한 수자원 관리에도 활용될 전망이며, 기후변화 취약성 평가를 위한 지표 개발에 이용될 예정이다.

• Applied Chemistry for Engineering
• /
• v.32 no.3
• /
• pp.277-282
• /
• 2021

Two hydrophobic imidazolium based ionic liquids including 1-benzyl-3-butylimidazolium hexafluorophosphate [BzBIM]PF₆ and 1-pentyl-3-butylimidazolium hexafluorophosphate [PBIM]PF₆ having the same anion and different cation parts were synthesized. The structural composition of these ionic liquids were confirmed with Fourier-transform infrared spectroscopy (FT-IR) and proton nuclear magnetic resonance (¹H-NMR). Their physiochemical properties such as viscosity, ionic conductivity and thermal stability alongside electrochemical potential window range for both ionic liquid electrolytes were characterized and compared to each other. The overall results revealed that [BzBIM]PF₆ has higher thermal and electrochemical stabilities and viscosity than that of [PBIM]PF₆ probably due to the presence of benzyl ring in the imidazolium cation providing strong intermolecular π-π interactions.

• Journal of The Korean Association For Science Education
• /
• v.34 no.5
• /
• pp.479-490
• /
• 2014

The purpose of this study is to develop an argument-based modeling strategy, utilizing writing and argumentation for communication in science education. We need to support students and teachers who have difficulty in modeling in science education, this strategy focuses on development of four kinds of factors as follows: First, awareness of problems, recognizing in association with problems by observing several problematic situations. Second is science concept structuralization suggesting enough science concepts by organization for scientific explanation. The third is claim-evidence appropriateness that suggests appropriate representation as evidence for assertions. Last, the use of various representations and multimodal representations that converts and integrates these representations in evidence suggestion. For the development of these four factors, this study organized three stages. 'Recognition process' for understanding of multimodal representations, and 'Interpretation process' for understanding of activity according to multimodal representations, 'Application process' for understanding of modeling through argumentation. This application process has been done with eight stages of 'Asking questions or problems - Planning experiment - Investigation through observation on experiment - Analyzing and interpreting data - Constructing pre-model - Presenting model - Expressing model using multimodal representations - Evaluating model - Revising model'. After this application process, students could have opportunity to form scientific knowledge by making their own model as scientific explanation system for the phenomenon of the natural world they observed during a series of courses of modeling.

• Journal of The Korean Association For Science Education
• /
• v.40 no.1
• /
• pp.89-96
• /
• 2020

This study explores the characteristics and ways to improve the area of science education in secondary teacher employment test (hereafter, TET). We investigated ways to differentiate second-phase science education tests from those of the first phase in the TET, and ways to improve practical tests such as designing instructional plans, teaching demonstrations, in-depth interviews, and science experiment tests. Major findings of the study include increasing the proportion of teaching demonstration while maintaining the test of designing instructional plans, which have a different focus from the paper-based exam in the first phase of the TET. Teaching demonstration tests, applying the credit of student-teaching to the TET, assessing teaching expertise in real classroom contexts focusing on subject teaching expertise, etc. along with science experiment tests, making the science experiment test compulsory for all municipal offices of education, and the necessity of evaluating the experimental design and teaching of scientific inquiry. Based on these results, developing and implementing tests such as teaching demonstrations, in-depth interviews, etc. at the local municipal education offices, introducing the apprentice teacher system, and introducing graduate schools of education were suggested.

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.619-628
• /
• 2015

The purpose of this study is to find out the effects of the diagnostic and formative assessment on elementary science classes. For this purpose, we developed the diagnostic and formative assessment test and provided them to students before giving them the equivalent and learning achievement tests. The results are described as follows: First, for the science class that took the diagnostic assessment; the test provided help in improving the students' learning achievement. Second, for the science class that took the formative assessment; the test did not provide help in improving the students' learning achievement and in improving their openness to learning opportunity only to self-directed learning attitudes. Third, for the science class that were given both the diagnostic and formative assessment test; the tests provided help in improving the students' learning achievement. It also helped in improving their openness to learning opportunity, initiative for learning, and passion for learning except in problem-solving skills on self-directed learning attitude. Therefore, I recommend the utilization of the diagnostic and formative assessment tests be provided to students in order to improve learning achievement and self-directed learning attitudes in science classes.

• Journal of The Korean Association For Science Education
• /
• v.21 no.1
• /
• pp.30-37
• /
• 2001

The importance of integrated approach have increased gradually in science education. But most of researches on integrated science have been based on the structure of science and epistemology. The investigations of students' psychological science domains are needed for effectiveness of integrated science in science curriculum and classrooms. In this study, for exploration of elementary school students' psychological science domains and their properties, students(N=96) were asked to classify scientific words presented on textbooks in several categories. Many psychological science domains were revealed. Among them, the domains that were over 20% are 'Electricity', 'The human body', 'The earth', 'Energy', 'Plant', 'Animal', 'Environment', 'Living things', 'Weather', 'Flower'. According to the results from analysis on the words that students presented in each domains, the participants hold strongly the relationships caused by everyday experiences. For example, 'light' and 'heat' showed high frequency in 'Electricity' domain and 'The human body' domain included 'force' and 'motion' in high frequency. The most inclusive domain was 'The earth'. Not only the words on earth science but also biological and chemical words were classified in this domain. So The integration that centered with 'The earth' domain looks correspond to the elementary school students' psychological aspect.

• Korean Journal of Breeding Science
• /
• v.40 no.4
• /
• pp.447-451
• /
• 2008

'Goamibyeo', a mid-late maturing ecotype with high amylose content in kernels, was developed by the rice breeding team of National Yeongnam Agricultural Experiment Station(NYAES) in 2000 and released in 2001. This variety was derived from the three way cross of Milyang 95//Kimcheonaengmi/$2^*Ilpumbyeo$ (in 1992 summer) through the pedigree breeding method and designated as 'Milyang 168' in 1997. The heading date of 'Goamibyeo' was Aug. 18 in ordinary season with culm length of 85 cm. However, 'Goamibyeo' showed susceptible to bacterial leaf blight, stripe virus and leaf blast disease. The amylose content of 'Goamibyeo' in milled rice kernels is about 26.7% with translucent and clear in chalkness. Thus, 'Goamibyeo' is expected to be used as a source grain for rice noodle industries. The milled rice yield potential of 'Goamibyeo' is about 5.38 MT/ha in local adaptability test of three years and it would be adaptable to Yeongnam plain of Korea.

• Analytical Science and Technology
• /
• v.19 no.3
• /
• pp.255-262
• /
• 2006

In this study, we attempted to evaluate the sorptive loss of VOC upon their contact with different material surfaces including clothing pieces. For the purpose of this study, we developed a method to evaluate such loss by employing a filter holder pack in the thermal desorption line of the GC/FID system. The calibration curves of different aromatic VOCs including benzene, toluene, and xylene were made by loading them at different quantities through the analytical line. A series of experiments were conducted repetitively to draw calibration data sets for all three materials covering glass fiber, cotton, and nylon. The results were then compared in terms of both material types and of VOC types. The extent of sorptive loss increased in a highly systematic manner across different materials such as glass fiber, cotton, and nylon. The patterns of sorptive loss also increased gradually across VOC type such toward in the direction of increasing molecular weights: benzene, toluene, and xylene. According to this experimental study, it is concluded that sorptive behavior of pollutint compounds like VOC can be controlled by the combined effects of both chemical properties and material characteristics.

• Journal of Korean Elementary Science Education
• /
• v.43 no.2
• /
• pp.337-352
• /
• 2024

This study develops an informal science education program based on a creative design for the promotion of participation and action and explores the validity and effectiveness of the program. The program consists of three mini-projects, namely, The Martian: Surviving from the Mars, So Good to Have Seonjeongneung, and Designing a Sunshine Restaurant, with distinct topics focusing on the localization and contextualization of the region in which the program was implemented to encourage students' participation and action. The researchers selected three topics for each mini-project through discussions and revisions. The program is designed for 42 lessons across the three mini-projects and offers a presentation session in which students present their learnings from the program, constructed to facilitate personal contextualization. Participants included 15 elementary school students from Grades 5 and 6 who took surveys before and after the program. The pre-post surveys comprised two dimensions, 'Participation and Action' and 'Positive Experience about Science,' to examine the effectiveness of the program. At the end of the survey, we added a self-descriptive question that allows students to freely write down their feelings and thoughts. We checked the students' thoughts. The effectiveness of the program was illustrated by the largest increase in the "safe society" category, whereas there was little increase in other categories under the 'participation and Action' dimension in the Korean Science Education Standards. 'Science-related Self-concept' exhibited the largest increase, whereas the other categories displayed little increase from the 'Positive Experience about Science' dimension category.