• Journal of the Korean Chemical Society
• /
• v.66 no.3
• /
• pp.228-242
• /
• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

• Journal of the Korean Chemical Society
• /
• v.64 no.5
• /
• pp.267-276
• /
• 2020

This study analyzed the level of chemistry teachers' cognition related to two types of acid-base models taught in secondary schools. For the purpose, a questionnaire was developed to identify teachers' cognitions based on previous studies that analyzed the 'Ignorance' of each model. The questionnaire consisted of two items, one related to acid and base reactions and one related to acid and base dissociation, which suggested inconsistencies between the two models. The subjects were 15 chemistry teachers, and as a result, teachers' cognitions were analyzed at four levels. The four levels are: if they don't know the two models, if they only understand one model, if they understand the two models, and perceived the 'Ignorance' of one model, and if they understand the two models and perceived the 'Ignorance' of the two models. The largest proportion of teachers understood the two models and perceived the 'Ignorance' of one model. However, the proportion of understanding the two models and perceiving the 'Ignorance' of the two models was very small. Through this, we argued that efforts to increase the level of chemistry teachers' cognition of the model and 'Ignorance' were necessary.

• Journal of the Korean Chemical Society
• /
• v.65 no.5
• /
• pp.358-369
• /
• 2021

In this study, the contents of the electron transfer model presented in the 4 chemistry I and the 4 chemistry II textbooks of 2009 revised curriculum and 9 chemistry I textbooks and 6 chemistry II textbooks of 2015 revised curriculum were analyzed in the viewpoint of model's Ignorance. In addition, 3 questions were developed to find out whether 24 pre-service teachers were perceived of the Ignorance of the electron transfer model. As a result, Most textbooks explain the redox reaction of covalent bond substances, which is an inconsistent context of the electron transfer model, with mixing oxidation number change and electron transfer or with electron transfer. In addition, the change to the development and use of the model emphasized in the 2015 revised curriculum was not clearly revealed in the curriculum comparison. Most pre-service teachers incompletely perceived or did not perceive Ignorance of the electron transfer model. Only 1 pre-service teacher perceived Ignorance of the model. In conclusion, the textbook description needs to be improved so that Ignorance of the model is revealed when the textbook describes the inconsistent situation of the electron transfer model. And through the education for pre-service teachers, it is necessary to provide an opportunity for pre-service teachers to perceive Ignorance of the electron transfer model.

• The Journal of Korean Institute of Communications and Information Sciences
• /
• v.31 no.12B
• /
• pp.1112-1121
• /
• 2006

This Paper deals with the model of fixed-mobile interconnection. Specifically, how interconnection charge and originating price are determined when there is customer ignorance about terminating network or the price. This paper shows that the terminating charge with customer ignorance is higher than without that, and therefore the retail price becomes higher. This paper discusses the several methods to prevent the increase of the retail price and suggests the scheme to regulate the retail price and interconnection charge, simultaneously.

• Journal of the Korean Chemical Society
• /
• v.64 no.3
• /
• pp.175-188
• /
• 2020

The purpose of this study was to analyze chemistry textbooks and teachers' guidebooks from the perspective of 'Ignorance', one of the important features of model. This is because the emphasis is on developing modeling capabilities for students in the 2015 Revised Curriculum. For this, Arrhenius model and Brønsted-Lowry model were selected as acid and base models in neutralization reaction which are important contents in chemistry curriculum. The analysis criteria of this study were extracted by analyzing previous studies and four general chemistry textbooks dealing with 'Ignorance' related to acid and base neutralization reaction. Based on the analysis criteria, we analyzed nine chemistry I textbooks and teacher's guides and six chemistry II textbooks and teacher's guides of the 2015 revised curriculum. In addition, we analyzed contents of four chemistry I textbooks and teacher's guides and three chemistry II textbooks and teacher's guides in the 2009 revised curriculum for comparison according to revised curriculums. We analyzed the contents related to the concept of 'neutralization reaction', 'neutrality', 'quantitative relation of neutralization reaction', 'degree of ionization', and 'ionization constant'. Based on the results of this study, we proposed a way to present 'Ignorance' of the models in teachers' guidebooks that chemistry teachers can understand 'Ignorance' of model and teach modeling capabilities for students.

• Journal of the Korean Chemical Society
• /
• v.65 no.1
• /
• pp.37-47
• /
• 2021

In this study, the model cognition level of high school science-gifted students about the two types of acid-base models taught in secondary schools was analyzed. In order to find out the model cognition level of students, 12 items were developed based on the acid-base reaction and the dissociation reaction of acids and bases. The subjects of the study were 95 students of two science-gifted schools. As a result of the questionnaire analysis, model cognition levels were analyzed 6 levels in the context of consistency, inconsistency, and unexplainable scope of the two models. In the acid-base reaction item, the largest percentage of students cognized only understanding of the two models. In the acid-base dissociation reaction item, they understood the two models and perceived the 'Known Ignorance' that cognizes the limitations of one model. However, there was only one student who perceived the limitations of both models and all of the 'Unknown Ignorance' that the model could not explain. Through this, we argued that there is a need for educational efforts to raise the model cognition level of science-gifted students.

• Proceedings of the Korean Information Science Society Conference
• /
• 2008.06a
• /
• pp.55-59
• /
• 2008

In the field of software reuse, several methods for storage and retrieval of assets abound. However, these methods often find their limits; they fail to turn up the suitable reusable assets that satisfy the needs of a particular software system under development. Two problems are the root cause of this situation. One is the lack of accurate semantics for describing software assets. The other is the ignorance of the user query context. In such a context, this paper presents an XML-based asset representation model for describing all kinds of software asset that can be reused within software development process. The proposed model provides semantic metadata for describing assets oriented user context in order to build the foundation for semantic reasoning in the retrieval process.

• Journal of Korean Society of Industrial and Systems Engineering
• /
• v.32 no.4
• /
• pp.101-106
• /
• 2009

The unsafe act and unsafe condition is due to human error that experience 80% of safety accidents. Accordingly, one of the most important issues to reduce industrial accidents as a whole, is how to reduce the accident rate by the human error. Therefore, this paper describes the development of quantitative risk assessment (QRA) model by ergonomics for reform of safety consciousness on the semiconductor industry. Unconsciousness, disregard, ignorance, recklessness, and stress among the human factors are selected for conscious reform. Finally, the QRA model is efficiently expected to contribute towards improving continuous self-safety and health and safety culture campaign in order to prevent industrial accidents.

• Proceedings of the Korean Geotechical Society Conference
• /
• 1999.03a
• /
• pp.513-520
• /
• 1999

20 million tons of coal ash has been produced in Korea annually. This causes the environmental problems and the cost of land for ash pond. However the amount of coal ash for recycling is small because of the low level of recycling technology and the ignorance. As the coal ash has the significant engineering properties, it can be utilized as soft ground stabilizer, backfill materials and so forth. The purpose of this paper is to summarize some of the recycling methods of coal ash. One is structural backfill materials, the other is flowable fill. Optimal mixture ratio(fly ash : bottom ash) is determined for structural backfill materials and the model test is performed. The model test accompanied with physical tests were executed for identifying that the flowable fly ash can be used as fill materials such as trench back filling.

• Journal of environmental and Sanitary engineering
• /
• v.17 no.1
• /
• pp.69-74
• /
• 2002

This study explored for treatment processes by investigating the treatment efficiency and reaction mechanism through oxidation reaction using UV and $O_3$ as oxidant in compensate the wastewater containing nitrobenzene that is non biodegradable organic. Also by modeling these reactions, we try to step explanation of optimum reaction rate and reaction mechanism as the development of the computer program predictable the reaction rate by modeling the reaction. By using this model, after kinetic constant for each reaction from an experimental data is made an optimization and for hardly contribute to reaction rate in reaction kinetic equation is made an ignorance and suppose the simplified reaction mechanism, examined the propriety of computer simulation model and simplified reaction mechanism by comparing and inspecting the reaction kinetic constant and masstransfer coefficient. An investigation results for destructional treatment of nitrobenzene in the wastewater as non-biddegradable organic using UV, $O_3{\;}O_2{\;}H_2O_2-UV$ as oxidant.