• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.321-331
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• 2023

This study aimed to develop an engineering design-based science education program for high school students and to investigate its effects on students' science-related attitudes and engineering design abilities. "Creating healthy shoes for maintaining proper posture program" was developed as an activity to come up with creative solutions using the methodology of an engineering design process to solve problems in daily life. The creating healthy shoes for maintaining proper posture program consisted of the following five stages: "defining the problem," "ingathering information related to the problem," "generating the solution," "implementing the best solution," and "evaluating the solution & reflecting." As a result of applying this engineering design-based science education program, it improved the high school students' science-related attitudes and engineering design abilities. Therefore, the program developed in this study has a positive effect on enhancing high school students' science-related attitudes and engineering design abilities. These findings imply that the continuous operation and expansion of activities incorporating an engineering design process in science education are necessary as a teaching and learning strategy for cultivating future science talents.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.16-26
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• 2022

This study was to investigate what pre-service teachers pay attention to when designing science lessons. As a result of analyzing the responses of pre-service teachers, it is analyzed that pre-service teachers are designing science lessons with emphasis on science inquiry, considering students' interest, level, and treatment of misconceptions, and closely related to daily life. In particular, it was found that elementary school pre-service teachers made a lot of comments on science class design that emphasizes experimentation and inquiry, so it was found that emphasizing inquiry was recognized as an important point in science lesson design. It is very positive that pre-service teachers recognize important aspects of science education, such as emphasizing inquiry. In addition, it is suggested that the opportunities for class design and demonstration through collaboration with teachers and colleagues should be increased for pre-service teachers' professional development of teachers.

• Journal of The Korean Association For Science Education
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• v.37 no.5
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• pp.835-846
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• 2017

The purpose of this study is to investigate the perceptions of scientifically gifted middle school students about their engineering design process according to gender and talent division. The instrument in surveying their perceptions about the engineering design process consists of 24 items (Likert 5 point type) five domains: problem definition, information collection and utilization, idea generation, inquiry performance, and teamwork (communication, cooperation, leadership). A total of 102 scientifically gifted students participated in the survey, according to gender (69 males and 33 females) and talent divisions (physics, biological sciences, software, mathematics, space-geological sciences, and chemistry). They had a high level of awareness of their engineering design ability. It is necessary to develop a customized gifted-education program so that their talent in their field of interest can be fully displayed according to the gender and talent division. In addition, the teaching and learning methods and strategies of the engineering design program for the scientifically gifted middle school students should be established to fully reflect the practical needs of the talented.

• Journal of Science Education
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• v.33 no.2
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• pp.271-289
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• 2009

The purpose of the research was to analyze the characteristics and the process elements which appeared to the process of designing experiment for biologists and gifted students in science. Four biologists and thirty-two gifted students were participated in this study. The findings indicated that (a) the researcher figured out the process elements could constructed in fifteen elements such as confirming questions, arrange materials, consideration for experimental subjects, searching variables, eliminating variables, selecting variables, planning operation of variables, planning control environmental variables, planning control biological variables, planning the methods of observation and assessment, planning the methods of collecting data, planning the interpretation of data, planning the repetition of experiments, planning the repetition of assessment, safety regulations as well. The biologists concentrated in the particular process elements related with variables, since the science-gifted students concerned the performance whole process elements themselves without deeper consideration, (b) the characteristics of biologists and science-gifted students in the process of designing experiment were as follows; 1) biologists and students showed the process elements which include the domain specific process skills as well, 2) biologists accurately conducted the designing experiments processes with repetition of specific process, since students designed experiments conventionally, and 3) biologists possessed the domain specific skills and know-how about their experiments, but students did not. The results show that the programs of designing experiment activity should be constructed with the process elements which were concentrated by biologists, should provide feedbacks to design experiment more accurately, and should be developed with concern of the process skills and know-hows of biologists.

• Journal of the Korean Society of Earth Science Education
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• v.11 no.2
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• pp.90-106
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• 2018

The purpose of this study is to examine the effect of the backward design reflecting the process-focused assessment on science learning achievement and science learning motivation in elementary science class. The process-focused assessment to support the growth and development of learners and the backward design that seeks a learner's complete understanding can be of great help to science learning. The results of study are as follows. First, we conducted the backward design reflecting the process-focused assessment centering on 'Earth and Moon's movement' unit, and reflecting various process-focused assessment to help achieve achievement standards. Second, as a result of science learning achievement test and science learning motivation test, there were statistically significant differences in the experimental group. It is expected that the process-focused assessment reflecting the characteristics of science subject will be utilized in the school field in conjunction with the backward design.

• The Science & Technology
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• v.33 no.1 s.368
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• pp.18-21
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• 2000

우리나라에서도 연평균 19회의 지진이 발생하고 있으며 78년에 일어난 홍성지진은 건물에 균열이 가는 피해를 입었다. 지진에 무감했던 우리나라는 88년 처음으로 내진설계기준을 건축법에 도입했고 96년엔 5층 이상 공동주택에도 적용, 실시했다. 내진설계는 2가지 개념으로 나누는데 면진구조설계는 구조물의 고유주기를 길게 하는 것으로 당산철교 등에 적용했고 제진구조설계는 건물의 흔들림을 컨트롤 제어하는 설계로 인천국제공항 22층 관제탑 시공에 적용하였다.

• Proceedings of the Korean Society of Propulsion Engineers Conference
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• 1999.10a
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• pp.5-5
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• 1999

3단형 과학로켓(KSR-III)의 기본형 및 응용형에 공통으로 사용되는 주엔진은 액체산소를 산화제로, 케로신을 연료로 사용하는 액체추진기관이다. 엔진 기본설계를 통하여 로켓 임무 요구사항에 부합되도록 엔진 각 부분의 기본제원을 설정하였고, 엔진의 형상을 결정하였다. 설계된 엔진의 성능검증 작업은 분사시험용 엔진, 축소형 엔진, 엔지니어링 모델 및 비행시험모델의 설계/제작/시험을 통하여 순차적으로 수행할 계획이다. 본 연구는 3단형 과학로켓 엔진의 기본설계 및 성능검증 계획에 관한 것이다.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.208-227
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• 2013

The purpose of this study is to analyze secondary science teachers' planning process for an integrated science lesson. For this study, relevant references were collected from various sources, including literatures, previous studies regarding integrated science education, and individual studies. Two teachers (one from middle school and the other from high school) participated and 'the five-step instructional design' was adopted from former studies in this subject. The teachers were asked to develop an instructional plan based on 'the design' provided. While the consultation provided a framework for an instructional plan, the teachers were asked to take a leading role in terms of selecting the chapter to be taught; analyzing the course structure; and making detailed teaching plans. In the course of consultations, discussions, records, and analysis were organized into a journal. Based on the journal, the aspects of the planning process, including difficulties and problems faced by teachers, were analyzed in-depth. From the study, it could be observed that both high school and middle school teachers face various difficulties in preparing for the integrated science lesson. Among other things, the teachers emphasized the difficulties in the stages of selecting the topic, collecting the relevant information, and restructuring and organizing the lecture contents.

• Bulletin of the Korean Space Science Society
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• 2003.10a
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• pp.59-59
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• 2003

과학위성 1호는 고도 685 km 태양동기궤도에서 운용되는 소형인공위성으로 지구 그림자에 의한 주기적인 온도변화, 태양과 지구로부터의 자외선복사, 진공환경과 같은 가혹한 우주환경에서 정상적으로 임무를 수행해야 한다. 이러한 가혹한 우주환경에서 위성 각 시스템의 온도를 허용범위 내에서 조절하고 구조적인 열변형을 최소화하기 위하여 열제어 시스템이 필요하며, 위성개발과정에서 상세한 열설계 요구조건을 도출하고 반영하여 과학위성 1호의 열제어 시스템을 설계하였다. 열제어 시스템은 위성의 내\ulcorner외부에서 위성외부로부터의 열유입을 최소화하고 위성내부에서 발생한 열을 효과적으로 방출하는 역할을 한다. 열제어 시스템의 성능을 검증하기 위하여 다양한 임무와 궤도를 고려한 궤도열해석이 수행되었으며, 주기적인 온도변화와 진공환경을 모사하는 열진공시험을 통하여 예상되는 우주환경에서 위성 각 시스템의 정상동작 여부가 검증되었다. 본 연구는 과학위성 1호의 열설계 결과와 효과적인 열설계를 위한 궤도열해석 과정 그리고 위성 시스템의 신뢰성 검증을 위한 열진공시험결과를 다룬다.

• Journal of Science Education
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• v.45 no.3
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• pp.364-378
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• 2021

This study explores the perception of Engineering Design of teachers who have long experience in the Integrated STEAM education. The teachers participating in this study were 12 elementary and secondary teachers with more than five years of experience in the Integrated STEAM Education. The study conducted semi-structured interviews. Interview questions focused on experiences of Integrated STEAM Education and recognition of Engineering Design, whether or not to reflect the curriculum of Engineering Design, and actual cases of Integrated STEAM Education with Engineering Design. As a result of this study, the teachers who participated in this study recognized that 'identification and coexistence of concepts for science, technology, and engineering' about Engineering Design, 'Creative design is possible when creativity is added to Engineering Design', 'Engineering Design is to analyze the economic feasibility and utility of the output created through the creative design process', 'Engineering Design is only for students who choose a career in science and engineering'. Based on this research, We need to establish and present correct concepts for science, technology, and engineering, and make an effort to include Engineering Design for solving scientific problems in the curriculum. In addition, we will have to develop and spread the Integrated STEAM Education program including Engineering Design and apply it in the field. Through this, we will have to find concrete action plans to improve the perception of science and engineering Integrated STEAM programs and Engineering Design among novice teachers and preservice teachers.