• Journal of Korea Technology Innovation Society
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• v.12 no.4
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• pp.788-818
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• 2009

Renewable energy refers to solar energy, biomass energy, hydrogen energy, wind power, fuel cell, coal liquefaction and vaporization, marine energy, waste energy, and liquidity fuel made out of byproduct of geothermal heat, hydrogen and coal; it excludes energy based on coal, oil, nuclear energy and natural gas. Developed countries have recognized the importance of these energies and thus have set the mid to long term plans to develop and commercialize the technology and supported them with drastic political and financial measures. Considering the growing recognition to the field, it is necessary to analysis up-to-now achievement of the government's related projects, in the standards of type of renewable energy, management of sectional goals, and its commercialization. Korean government is chiefly following suit the USA and British policies of developing and distributing renewable energy. However, unlike Japan which is in the lead role in solar rays industry, it still lacks in state-directed support, participation of enterprises and social recognition. The research regarding renewable energy has mainly examinedthe state of supply of each technology and suitability of specific region for applying the technology. The evaluation shows that the research has been focused on supply and demand of renewable as well as general energy and solution for the enhancement of supply capacity in certain area. However, in-depth study for commercialization and the increase of capacity in industry followed by development of the technology is still inadequate. 'Cost-benefit model for each energy source' is used in analysis of technology development of renewable energy and quantitative and macro economical effects of its commercialization in order to foresee following expand in related industries and increase in added value. First, Investment on the renewable energy technology development is in direct proportion both to the product and growth, but product shows slightly higher index under the same amount of R&D investment than growth. It indicates that advance in technology greatly influences the final product, the energy growth. Moreover, while R&D investment on renewable energy product as well as the government funds included in the investment have proportionate influence on the renewable energy growth, private investment in the total amount invested has reciprocal influence. This statistic shows that research and development is mainly driven by government funds rather than private investment. Finally, while R&D investment on renewable energy growth affects proportionately, government funds and private investment shows no direct relations, which indicates that the effects of research and development on renewable energy do not affect government funds or private investment. All of the results signify that although it is important to have government policy in technology development and commercialization, private investment and active participation of enterprises are the key to the success in the industry.

• Journal of The Korean Association For Science Education
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• v.38 no.2
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• pp.135-145
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• 2018

In this study, we investigated the argumentations of group and classroom discussions in socioscientific issues (SSI) discussion classes. Twenty-seven high school students participated in the SSI discussion classes on nuclear power generation. We observed and recorded the classes and also conducted semi-structured interviews. For the analyses, we revised a previous framework that was developed to analyze dialogic argumentations in the context of SSI. The analyses of the results indicated that there were more discourse schemes in the classroom discussions than the group discussions which are related to awareness and openness to multiple perspectives, evidence based reasoning, and on-going inquiry and skepticism. And there were few discourse schemes related to moral and ethical sensitivity in the group and classroom discussions. Various grounds, data, and information were presented in the classroom discussions. Students concentrated on carrying their claims and were not able to sympathize with and accept other opinions. Therefore, there were few discourse schemes to reach consensus. In addition, they perceived classroom discussions as competitive and actively rebutted other claims or grounds. The levels of argumentation were also high in the classroom discussions. The group discussions were held in relaxed atmosphere, and they asked the opponents more for clarification or additional information and evidences. However, classroom discussions were held in serious atmosphere, and they actively queried the validity of the claims or grounds. Based on the results, some suggestions to implement SSI discussion classes were discussed.