• Proceedings of the Korean Society of Computer Information Conference
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• 2012.07a
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• pp.285-286
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• 2012

실험의 주된 목적은 가설의 검증에 있다. 그 중에서도 화학 실험은 다른 실험보다 위험도가 높을뿐더러 소모성 약품이 많고 실험을 할 장소도 마련되어야 하며 실험할 기구 또한 준비가 제대로 되어 있어야 한다. 또 미세한 실수라든지 실험하는 과정이나 방법을 약간만 다르게 해도 결과가 얼마든지 다르게 나올 수 있는 실험이 바로 화학실험이다. 그렇기 때문에 화학 실험에 있어서 충분히 과정과 방법을 숙지해 실험에 임해야 한다. 본 논문에서는 화학 실험 중에서 중화 반응 실험의 과정과 방법을 미리 시뮬레이션을 통해 숙지할 수 있는 프로그램을 제안한다.

• Journal of The Korean Association For Science Education
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• v.31 no.8
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• pp.1077-1091
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• 2011

The purpose of this study was to examine the effects of argumentation-based general chemistry laboratory on preservice science teachers' chemistry concepts understanding and writing. Five topics about argumentation-based general chemistry laboratory activities were developed using Science Writing Heuristic (SWH) approach. Summary Writing Test, and Chemistry Concepts Test were developed as tools to examine the effects of this approach. Both Argumentation-based general chemistry laboratory activities and traditional general chemistry laboratory activities were implemented for the experimental group (23 students), and traditional general chemistry laboratory activities were implemented for the comparative group (16 students). Results of this study indicated that there were significant differences in both groups' chemistry concepts understanding and summary writing. The experimental group showed significantly higher mean score than comparative group in chemistry concepts understanding and summary writing. In the analysis of the sub-component of Summary Writing, there were no significant difference between both groups in 'Big Idea.' However, the experimental group gained significantly higher mean score in 'argumentation,' 'understanding of science concepts,' and 'rhetoric structure.' The results showed that argumentation-based general chemistry laboratory programs were effective in achieving chemistry concepts understanding and writing in general chemistry laboratory.

• Journal of the Korean Chemical Society
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• v.60 no.4
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• pp.276-285
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• 2016

This study aimed to examine preservice science teachers' modeling ability and how it has changed in argument-based chemistry laboratory investigations. The participants for this study were twenty-one freshman students from teachers’ college and they carried out six topics of argument-based chemistry laboratory investigation. Students’ written modeling samples were collected and analyzed to investigate preservice science teacher's modeling ability and changes in it. The results of this study showed that preservice science teacher's modeling ability has improved and progressed through argument-based chemistry laboratory investigations.

• Proceedings of the Korean Information Science Society Conference
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• 1999.10b
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• pp.119-121
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• 1999

화학관련 지식계층구조를 기반으로 기 구축된 인공화학실험실의 시스템 구조를 바탕으로 한, 전기실험 관련 인공과학실험실은 초.중.고 수준의 교과과정에 한정해서 기초 직류(直流)회로실험, 자기력(磁氣力)에 관련한 자기장(磁氣場)의 실험, 화학지식을 이용한 화학전지실험을 모의할 수 있는 시스템으로 개선 발전되어 왔다. 본 논문에서는 기존의 추론 모델을 개선/변경하여, 회로에 대한 해석 주체를 구성하고 있는 각 소자(素子)들 중심으로 좀 더 현실세계에 부합되는 시스템으로 확장함으로 해서 관련 지식 추가와 함께 직류 실험에 추가적으로 교류(交流)회로실험이 가능하도록 그 실험 범위를 확대한다.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.157-165
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• 2000

The Science Gifted Education Center of Chongju National University of Education used the chemical experiments for selecting gifted children in the area of science. There are two kinds of experiments, 'the observing the dissolution of cube sugar (Exp1)' and the guessing the concentration of solutions (Exp2)'. Students basic skills of observation, problem recognition and the ability using the models were verified through Exp1. Exp2 was used to verify the practical problem solving skill of children. Besides, the affective facts of the interests, adhesive power of the problems were evaluated through the teacher abservation. The evaluation using experiments turned out to be valuable for the identification of the gifted children who have the creativity, originality, and fluency in the field of science.

• Communications for Statistical Applications and Methods
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• v.4 no.2
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• pp.385-392
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• 1997

실험계획분야에서의 Box의 가장 큰 업적은 Fisher에 의해 정립된 실험계획법의 기본원리들을 활용하여 공학과 화학, 물리학 등 과학분야의 실험에 적합한 실용적인 실험계획을 연구하고, 이를 화학공학의 실제문제에 적용하여 실험계획법을 통해 공학기술의 발전에 기여하게 한 사실이다. 이 논문에서는 반응표면분석과 실험계획법과 관련된 Box의 연구업적을 정리, 요약하려 한다.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.765-773
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• 2009

The purpose of this study is to identify secondary chemistry teachers' abilities to carry-out experiment lesson successfully. As far as the research method is concerned, literature reviews, analyses of abilities to carry-out experimentation from science textbooks, and a survey of science teachers' perceptions of experimental ability were employed along with the progressive discussions among the authors. In order to identify secondary chemistry teachers' abilities to carry-out experimentation, we divided the experiment lesson into three stages of preparation, conduct and arrangement, and management of lab, and added the stage of safety. Each stage is classified into sub-areas, and the sub-area consists of subordinate elements. The safety stage was included separately to emphasize the importance of the safety issue in lab and experimental activities. The secondary chemistry teachers' abilities to carry-out experimentation are the abilities to perform experiments in person, presupposing the instruction of experiment, and can be featured with the use of reagent and measuring instruments, the preparation of sample, designing experiment, correct experimental habit and skillfulness, data processing, analysis and reasoning, and management of lab and safety.

• Journal of the Korean Chemical Society
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• v.52 no.3
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• pp.303-314
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• 2008

The purpose of this study was to understand the experiment for measuring chemical reaction rate by precipitate formation and to develop experiments applying small-scale chemistry. For this study, the experimental method for measuring the effect of concentration and temperature on chemical reaction rates presented in the 10 high school science textbooks were classified by their experimental methods of confirming production. Subsequently, problems observed in carrying out the experiments for measuring chemical reaction rates by precipitate formation frequently presented in the 10 high school science textbooks were analyzed. Experiments applying small-scale chemistry were developed measuring chemical reaction rate by precipitate formation. According to the result of this study, there were some problems in the experimental method of precipitate formation for measuring chemical reaction rates presented in the high school science textbooks. Those problems in the science textbook experiments were insufficient specification of mixing methods of reaction solutions, obscurity of knowing when the character letter X disappeared, time delay in collecting the experimental data, formation of hazardous sulfur dioxide, uneasiness of fixing water bath container, controlling the reaction temperature, and low reproducibility. Those problems were solved by developing experiments applying smallscale chemistry. Presenting the procedure of mixing reaction solutions on the A4 reaction paper sheet made the experimental procedure clearly, using well plates and stem pipette shortened the reaction time and made it possible to continuously collect the experimental data. Furthermore, the quantity of hazardous sulfur dioxide was reduced 1/7 times and the time when the character letter X disappeared could be observed clearly. Since experiments for measuring the effect of concentration and temperature on chemical reaction rates could be performed in 30 minutes, the developing experiments applying SSC would help students understand the scientific concepts on the effect of concentration and temperature on chemical reaction rates with enough time for experimental data analysis and discussion.

• Journal of the Korean Chemical Society
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• v.57 no.6
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• pp.813-820
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• 2013

The purpose of this study was to examine the impact of the reading framework on college students' reflective thinking in argumentation-based general chemistry laboratory. A total of 17 first grade college students taking general chemistry laboratory participated in this study, with 7 in the treatment group and the other 10 in the comparative group. For two semesters, a total of 10 argumentation-based general chemistry laboratory programs were applied. The result was shown that the lessons using the reading framework were effective in enhancing the students' reflective thinking. As the study progressed, the treatment group showed more changes toward the high level of reflective thinking than those of the comparative group.

• Journal of the Korean Chemical Society
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• v.50 no.6
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• pp.506-514
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• 2006

purpose of this work was to study the applied effects of out-of-class Chemical Experience Learning (CEL) Programs on scientific process skills and science-related attitude for middle school students. The out-of-class CEL Programs which were developed to make the funny out-of-class chemistry and the exciting science class', included the nature-friendly chemical experiments suitable for natural environment and composed of real life-centered experiences. The out-of-class CEL programs were applied to natural environment through all-day improvement activity. The science club students in D middle school in Busan were selected as the objects of the study consisting of one experiment group and one control group. The out-of-class CEL programs were applied to the experiment group and traditional class method was applied to the control group. The change of scientific process skills and science-related attitudes between two groups were compared and analyzed. And students reaction on the out-of-class CEL programs was investigated. As a result, out-of-class nature-friendly chemical experiments were improved scientific process skills and science-related attitudes of middle school students. Also, more than 70% of students in the experimental group gave positive feedbacks to the out-of-class CEL programs and increased attention, interest, and degree of self-participation in science.