• Journal of the Korean Chemical Society
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• v.63 no.6
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• pp.459-472
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• 2019

The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers' chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers' perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher's recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers' were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.

• Proceedings of the Korean Institute of Surface Engineering Conference
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• 2015.11a
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• pp.319-319
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• 2015

본 연구에서는 강재의 부식 방지를 목적으로 기존의 도장 방식법에 비해 내식성 및 내구성을 향상시키기 위해 아크 용사코팅법을 적용하였다. 실험은 실제 환경을 고려하여 캐비테이션 환경 하에서 다양한 전기화학적 실험을 동시에 병행하여 캐비테이션-부식 복합손상 거동을 분석하고자 하였다.

• Proceedings of the Korean Nuclear Society Conference
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• 1996.05d
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• pp.157-162
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• 1996

Poly(vinyl alcohol)(PVA)-poly(methacrylic acid)(PMAA) 계의 방사능 고정화에 대한 일련의 실험을 수행하였다. 전위차 적정 데이터와 FT-IR spectra 를 해석하여 PVA-PMAA 계의 화학적 특성을 설명하였다. 인위적으로 오염시킨 모래에 대한 침출실험 결과, $^{241}$Am, $^{154,155}$ Eu, $^{144}$ Ce의 전이 계수가 $^{l34,137}$ Cs 에 비해 높은 것으로 나타났다. 실험에 사용된 고분자 용액중, PVA-PMAA 계는 전체 방사능의 85% 이상을 차지하는 Cs 의 고정화에 효과적이었다.

• Proceedings of the Korean Institute of Surface Engineering Conference
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• 2018.06a
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• pp.112-112
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• 2018

알루미늄 합금은 내구성과 내식성이 우수한 경량 재료이다. 그 중 Al-Mg계 5083 Al 합금은 가공성 및 용접성이 우수하여 선체 재료로 널리 이용되고 있다. 이는 선체 중량의 경량화로 인해, 연료비 절감과 빠른 선속 등 다양한 이점을 지니기 때문이다. 그러나 선박의 고속화에 따라 선체에 가해지는 유체충격이 증가하고, 압력 저하에 기인하여 캐비테이션-침식 손상이 증가할 뿐만 아니라, 염소이온이 존재하는 해수환경에서는 침식과 부식의 시너지효과로 인하여 재료의 손상이 더욱 가속화된다. 이에 대한 다양한 방지책들이 제안되고 있으나, 강한 충격압을 동반한 캐비테이션 침식-부식 복합 손상 환경에서는 다소 한계가 있다. 따라서 본 연구에서는 알루미늄 5083에 대하여 캐비테이션 환경 하에서 일정 전위를 인가하며 침식-부식 손상이 최소화 되는 전위 구간을 규명하고자 하였다. 먼저, 분극 실험을 선행하여 재료의 전기화학적 거동을 파악 한 후 적용 전위구간을 선정하여, 해당 전위를 인가한 상태에서 캐비테이션 실험을 실시하였다. 전기화학적 분극실험과 캐비테이션-전기화학 복합 실험은 $25^{\circ}C$의 해수 하에서 실시하였으며, 시험편의 노출면적은 $3.24cm^2$으로 하였다. 분극 실험은 개로전위로부터 +3 V까지 2 mV/s의 분극속도로 전위를 인가하였고, 기준전극으로 Ag/AgCl, 대극으로 백금전극을 사용하였다. 캐비테이션-전기화학 복합 실험은 정전위를 인가한 상태에서 대향형 진동법으로 진동수 20 kHz, 진폭 $30{\mu}m$ 진동을 20분간 가하였으며, 혼팁과 시험편 사이의 거리는 1 mm로 일정하게 유지하였다. 실험 후 표면 손상의 정량적 분석을 위해 인가된 전위별 전류밀도를 비교하고, 무게감소량을 측정하였으며, 손상경향 파악을 위하여 3D광학현미경과 주사전자현미경(SEM)을 통해 표면을 분석하였다.

• Proceedings of the Korean Institute of Surface Engineering Conference
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• 2016.11a
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• pp.143-143
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• 2016

알루미늄 합금은 내구성과 내식성이 우수할 뿐만 아니라 다양한 표면개질을 통해 그 표면 특성을 더욱 향상시킬 수 있다. 특히 Al-Mg계 5083-H321 Al 합금의 경우 가공성 및 용접성이 우수하여 선체 재료로 널리 이용되는데, 이는 선체중량의 경량화가 가능하여 연료비 절감과 빠른 선속 등 다양한 이점을 지니기 때문이다. 그러나 선속의 고속화에 따라 선체에 가해지는 유체충격이 증가하고 정압 저하에 기인하여 캐비테이션-침식 손상이 증가할 뿐만 아니라 해수환경 특성 상염소이온의 존재로 부식이 가속화되는 등 침식 및 부식의 시너지효과로 손상은 크게 증가한다. 이에 대한 방지대책으로 다양한 표면개질 기법이 제안되고 있으나 강한 충격압이 동반된 캐비테이션 침식-부식 복합 손상 환경에서는 표면처리만으로는 불가능할 수 있다. 따라서 본 연구에서는 양극산화된 5083-H321을 대상으로 캐비테이션 환경 하에서 일정 전위를 인가하여 침식-부식 손상이 최소화되는 최적전위를 규명하고자 한다. 이를 위해 먼저 분극 실험을 통해 재료의 전기화학적 거동을 바탕으로 임의의 전위를 선정하고 해당 전위를 인가한 상태에서 캐비테이션 실험을 실시하였다. 이때 분극실험과 캐비테이션-전기화학 복합실험 모두 $25^{\circ}C$의 해수에서 실시하였으며, 전기화학적 분극실험은 유효면적이 $3.24cm^2$인 시편에 2 mV/s의 분극속도로 0 ~ -3 V 까지 인가하였고, Ag/AgCl 기준전극과 백금대극을 사용하였다. 캐비테이션-전기화학 복합 실험은 정전위를 인가한 상태에서 $30{\mu}m$의 진폭으로 20분간 실시하였으며, 혼팁과 시험편 사이의 거리는 1 mm로 일정하게 유지하였다. 실험 후 표면 손상의 정량적 분석을 위해 인가된 전위별 전류밀도를 비교하고, 무게감소량을 측정하였으며, 손상특성 분석을 위해 3D현미경과 주사전자현미경(SEM)을 통해 표면을 분석하였다.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.931-941
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• 2011

This study aimed to examine the effects of argument-based chemistry laboratory investigations using the Science Writing Heuristic (SWH) approach on students' use and embedding of multimodal representations in summary writing. Participants of this study were thirty-nine freshman students majoring in science education at a National University in Korea. Argument-based chemistry laboratory investigations using the SWH approach were implemented for twenty-three students enrolled in one cohort, and the traditional chemistry laboratory teaching was implemented for 16 students enrolled in the other cohort. Summary writing samples were collected from students before and after the implementation. Summary writing samples produced by students were examined using an analysis framework for examining the use and embeddedness of multimodal representations. Summary writing was categorized into one of verbal mode, symbolic mode, and visual mode. With regard to the embedding of multi-modal representations, summary writing samples were analyzed in terms of 'constructing understanding,' 'integrating multiple modes,' 'providing valid claims and evidence,' and 'representing multiple modes.' Data analysis shows that the students of the SWH group were better at utilizing and embedding multimodal representations in summary writing as they provided evidence supporting their claims. This study provides important implications on pre-service science teacher education.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.290-296
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• 2012

This study analyzed the research papers published in three (2 domestic and 1 foreign) journals, in order to understand the recent trend of chemistry education research. We selected Journal of the Korean Chemical Society (JKCS) and Journal of the Korean Association for Science Education (JKASE) as the domestic journals, and Journal of Chemical Education (JCE) as a foreign journal. The papers published from 2000 to 2009 were analyzed. As the result, the chemistry education research theme focused on 'teaching method and education technology', 'learner's characteristics', and 'chemical concept and experiment' in the order of frequency. The research on 'curriculum and textbooks' was performed often in JKCS reflecting Korean social environment. The most researched chemistry education goal was the 'conceptual understanding/change' followed by 'achievement/grade' in JCE and 'experiment/inquiry skill' in JKCS, and 'attitude/interest/motivation' in JKASE. The research subjects were focused to 'middle or high school students' in JKCS, in contrast to the 'university students' in JCE. More concern to the higher education is required in the domestic research. The most frequently used research method was 'survey/ examination' followed by 'experimental research' in JCE and JKASE and 'data/material analysis' in JKCS. We discussed the implication on future chemistry education research.

• Proceedings of the Materials Research Society of Korea Conference
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• 1997.10a
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• pp.29-29
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• 1997

화학반응 또는 화학증착분야에 주로 이용해 오던 유도플라즈마를 이용하여 고밀도의 두꺼운 세라믹 침적물을 제조하였다. Yttria Stabilized Zirconia 분말을 이용하여 최적조건에서 두께 약 5mm, 이론밀도 90% 이상의 침적물을 얻었다. 실험변수는 플라즈마 가스조성, 플라즈마동력, 입자의 크기, 용사거리 등으로 하였으며, 각각의 실험조건에서 용사된 spherodized particle을 수집하여 각 실험조건에서 용융된 입자의 상태를 비교하였다. 또, 침적물의 표면을 에칭시켜 각 실험조건에서의 침적상태를 관찰 및 비교하여 각각의 실험변수가 침적물의 밀도에 미치는 영향을 관찰하였다. 실험결과 높은 밀도의 침적물을 만들기 위해서는 분말의 용융상태, 용사챔버 내부압력, 분말분사거리가 중요한 변수임을 알 수 있었다. 실험에서 얻어진 결과는 ANOVA 통계기법으로 분석하여 단일변수의 영향뿐만 아니라 이들 영향이 서로 조합하여 결과에 미치는 조합효과도 분석하였다.

• Journal of the Korean Chemical Society
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• v.56 no.1
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• pp.144-158
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• 2012

In this study, science teachers' and students' perceptions were searched on lectures and experiment of law of definite proportion in middle school science classes. For this study, the three teachers' lessons were observed and recorded, following interviews related to teachers' perceptions on the lessons and experiments. Also, We analyzed students' science scores, cognitive levels, science attitude, experimental reports, etc. According to the results, the three teachers had different focuses in the lectures. Chemistry teachers accentuated calculation of proportions and application rather than basic conceptions. But the students could not understand basic conceptions properly. The teachers spend long time to explain experimental procedures by assuming a low performance level of students in experimental classes. And the teachers had negative perceptions about error of results. The students could not understand the experiment results well, tried to manipulate data artificially, and had negative perceptions about error of results like the teachers. We suggested that these problems might be solved by changing teachers' perceptions on school science lectures and experiments.

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.