• Journal of The Korean Association For Science Education
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• v.36 no.6
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• pp.815-833
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• 2016

This study investigated children's (grade 3 to 9) responses to assessment items on energy as a cross-cutting concept in order to get basic information for a learning progression. The assessment consisted of 8 ordered multiple-choice items at the contexts of electric circuit, mechanical energy of falling objects, phase change of matter, dissolution, biological phenomena of a lizard, food chain, radiative equilibrium between Sun and Earth, and the system of water cycling. Children's responses to each item were analyzed with using cross-tabulations in terms of grades and item option levels and Wright map and Differential item functioning based on Rasch modeled item response analysis. The results offered empirical evidence of children's development of understanding energy from relation between energy and its phenomena, types of energy, transfer and conversion of energy, towards conservation and equilibrium of energy for all of eight contexts. Children of each grade did not fully understand energy conservation. As grade goes up, their understandings of energy transfer and conversion were differentiated across the contexts and topics of energy. According to Rasch analysis, children had easier understanding of energy on dissolution and poorer understanding of energy on water cycling than that on other contexts. It was discussed and suggested that the results of this study help us organize science topics with regard to energy when developing new national science curriculum.

• Journal of the Korean Solar Energy Society
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• v.31 no.5
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• pp.105-112
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• 2011

The purpose of this study was to analyze and compare the management group' and the teaching group' perception of energy education in Korea. For this purpose, this study carried out a questionnaire survey at schools participating in the energy saving policy. The data was collected from six managers and 171 teachers in middle schools. First, the results indicated that both the management group and teachers have a considerable interest in teaching energy saving practice. How ever the management group showed more preference toward teacher-leading courses, such as lecture, compared to the teachers Second, both the management group and teachers tended to take extracurricular activities. Third, the manager group mostly got energy educational resource from the teacher training program, textbook and teacher's companion. However the teachers mostly did from the mass media. Fourth, compared to the teachers, the managers preferred to allot more budgets to school facilities than to activities related to educating students related to energy. Fifth, the management group pointed out curriculum-making and more budget as the necessity to enhance energy education but the teaching groups did students' interest. Sixth, both the management group and teachers emphasis on the need of energy education.

• Journal of Science Education
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• v.43 no.3
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• pp.284-299
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• 2019

The purpose of this study is to investigate elementary school students' conceptions about the energy represented in the integrated theme 'Energy and life' of the 2015 revised science curriculum. The instruments were developed to grasp students' understanding about 'the concepts of energy,' 'forms of energy,' 'conversion of energy,' and 'energy use of plants and animals.' The surveys were conducted on 92 elementary school students in Seoul. The students' answers were analyzed by descriptive statistics, clouds and semantic network analysis. The results are as follows: 'Electricity' and 'electric energy' were most frequently mentioned as the associated concepts to energy and forms of energy, respectively. Also, the daily use of energy was mixed to the use in science. According to conceptual hierarchy, understanding of energy conversion was dependent on the understanding of energy forms. Although students have basic concepts about the energy use of plants and animals, they had some misconceptions and lack of understanding. The educational implications were discussed to teach 'Energy and Life' as integrated theme in new elementary school curriculum.

• Journal of The Korean Association For Science Education
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• v.24 no.3
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• pp.499-518
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• 2004

This study focused on research that illustrates the important interplay between learners' epistemological beliefs about science knowledge, physics textbook knowledge and knowing physics in the classroom. Also this study investigated learners' conceptual changes on the value of mechanical energy. To explore these topics, six sophomores were chosen as participants. Three categories were introduced to classify how participants' understanding of the nature of science knowledge, physics textbook knowledge has been linked with epistemological beliefs of knowing physics. The three categories were (1)receiving physics knowledge as authority, (2)receiving physics knowledge as the perception of teacher's role and (3)understanding physics knowledge as the perception that science knowledge is a product of a variety of human ideas. These categories were also concerned with construction of individual conceptions of mechanical energy. The participants who understood physics knowledge as the perception that science knowledge is a product of a variety of human ideas naturally used metacognitive strategy in classroom compared to other participants. And they had scientific conceptions about the value of mechanical energy. Others who were passive in classroom had unscientific conceptions about the value of mechanical energy due to definition of energy and epistemological beliefs about the nature of science knowledge. In the process of their conceptual changes on the value of mechanical energy, it was important to understand an instrumental aspect of scientific knowledge and to think about the relation between formulae and physical phenomena.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.381-384
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• 2022

이 연구의 목적은 에너지신산업 분야 디지털 혁신공유대학 온라인 교육과정을 수강한 학생들을 대상으로 교육과정에 대한 만족도 및 인식을 조사하고, 학습자의 수업만족도와 핵심역량 간의 관계를 분석하는 것이다. 이러한 목적을 달성하기 위하여 에너지신산업 분야 디지털 혁신공유대학 교육과정을 수강한 학생들의 교육과정 만족도 조사 결과를 양적, 질적 방법으로 분석하고, 분석 결과를 토대로 혁신공유대학 교육과정 설계 및 개발 방향과 시사점을 제시하였다. 이 연구 결과는 향후 디지털 혁신공유대학 교육과정 질 관리 환류 체계를 마련하고, 지속적인 교육과정 질 관리 시스템 구축을 위한 토대가 될 것으로 기대한다.

• 한국신재생에너지학회:학술대회논문집
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• 2005.06a
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• pp.569-572
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• 2005

신$\cdot$재생에너지는 환경친화적이면서 무한하게 공급되므로 지속가능한 미래 에너지원으로 각광받고 있으나 선행투자와 시장전망의 불확실성 때문에 정부 주도의 개발이 필요하다. 정부는 이러한 여건에 있는 신$\cdot$재생에너지 사업의 활성화를 위하여 공공기관 신축 건물에 대해 신$\cdot$재생에너지의 이용을 의무화하는 법령을 만들고, RPS제도를 도입하는 것을 검토하는 둥의 노력을 하고 있다. 이러한 정책수립 과정에서 국민들의 의견을 수렴하여 충분히 반영해야 신규 정책에 대한 타당성이 뒷받침되게 된다. 이에 일반 국민의 신$\cdot$재생에너지에 대한 관심과 선호도에 대한 인식을 분석하기 위해 일반 국민에게 가장 보편적으로 알려져 있거나 이용 중인 특정 신$\cdot$재생에너지의 종류를 알아보고, 아울러 가장 도움을 주거나 우리나라 여건에 적절하다고 국민들이 기대하는 종류가 무엇인지 조사하였다. 또 거주지역에 신$\cdot$재생에너지 생산기지가 건설되는 것에 대한 찬반 의견을 물어 일반 혐오시설 건설에 대한 의견과 비교하고, 응답이 각 계층별로 어떠한 양상을 띠는지 조사하였다. 이를 통해 정부의 신·재생에너지 정책에 대한 국민들의 입장과 수용여부를 분석하고자 한다. 응답자 중 대부분이 태양열과 풍력 에너지라는 용어를 경험한 것으로 드러난 반면, 소수력과 바이오매스 에너지는 생소하게 느끼고 있었다 일반적으로 친숙한 용어의 신$\cdot$재생에너지의 종류에 대해 기대를 갖고 있는 반면, 생소한 신·재생에너지에 대해서는 기대 수준이 낮은 것으로 나타나 신·재생에너지 관련 교육의 필요성을 보여주고 있다. 또 여성보다는 남성이, 그리고 신$\cdot$재생에너지에 대한 사전지식이 많을수록 거주지역에 신$\cdot$재생에너지 생산기지를 건설하는 것에 대해 호의적이었다.

• Journal of The Korean Association For Science Education
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• v.21 no.2
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• pp.342-356
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• 2001

Integrated science for high school is required in the present Korean National Sixth Curriculum and the Seventh Curriculum which will be effective in 2002. Currently, most science teachers in secondary school have concerns about teaching integrated science subjects and this continues to raise a significant problem for practical implementation of integrated science education in schools. In this paper, we discuss two reasons for these concerns that our analysis revealed: 1) Science teachers do not understand how to implement integrated science education and 2) there are insufficient teaching-learning materials supporting integrated science. Three different approaches to integration that have been suggested to overcome the problem of implementation are outlined here. They are the knowledge centered, social problem centered, and individual interest centered approaches. Reported here are the first two steps we undertook in preparation for testing the relative effectiveness of these approaches. First, we analyzed the content of the Korean Sixth and Seventh National Science Curricula, seven Korean integrated science text books, the American National Science Education Standards, and the American Association for the Advancement of Science Benchmarks looking for common themes. We identified in the analyzed materials the common themes: energy conservation, energy transformation, energy transport, energy degradation. We then used their energy related content to organize sets of concept structures, one set for each of the three approaches. These concept structures will provide the foundations for the development of integrated teaching-learning energy plans to be used in our research into the effectiveness of the approaches.

• The Magazine for Energy Service Companies
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• s.58
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• pp.42-45
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• 2009

CDM 사업은 ESCO사업에 새로운 기회로 인식돼 왔다. 청정개발체제사업(CDM Clean Development Mechanism) UN에 등록해 탄소배출권을 확보, 세계 각국에 판매하는 소득을 얻을 수 있는 새로운 기회가 ESCO 사업자들에게도 어떤 의미인지 알아보자. 2009ESCO 관리자 교육을 통해 CDM 사업과 연계 방안을 모색했던 서울사업대학교 에너지환경대학원 에너지정책학과 박중구 교수를 만나 현황과 발전 모색에 대해서 들었다.

• The Magazine for Energy Service Companies
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• s.58
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• pp.48-61
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• 2009

ESCO 관리자교육(국제세미나)에서 CCI(Clinton Climate Initivative)의 아시아 지역 매니저 크리스토퍼 실리의 발표가 있었다. 그는 CCI에서 세계 40개 도시를 무대로 진행하고 있는 빌딩 개조 프로그램에 대해서 설명했다. 이 프로그램은 ESCO에서 중요시되는 합리성과 효율성이라는 두 가지 키워드와 맞물리면서 점점 시장을 확장시켰다. 특히 아직 ESCO 사업에 대한 인식이 부족한 아시아 국가에서 사업을 진행하는 것은 불모지에서 가능성을 발견하는 과정이었을 것이다. 낙후된 빌딩에서 발생할 수 있는 에너지 손실과 이산화탄소 배출을 분석하고 이를 토대로 최적의 공정을 제시하고 있는 CCI의 사업을 크리스토퍼 실리의 발표 자료를 바탕으로 소개한다.

• Korean Architects
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• no.4 s.205
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• pp.33-56
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• 1986

본 협회에서는 범국민적 에너지절약 의식을 고취시키고 건축실무종사자들 및 각급 대학의 건축전공 학생들의 에너지절약에 대한 실무교육 및 인식제고를 통하여 참신한 아이디어를 개발함으로써 지침적 설계도서를 널리 보급코다 건설부, 동력자원부, 과학기술처 후원아래 '85년 12월 16일부터 '86년 1월 10일까지 응모작품을 받아 5차에 걸친 심사를 거쳐 당선작을 발표하였다.