• Journal of the Semiconductor & Display Technology
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• v.14 no.1
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• pp.61-65
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• 2015

We have fabricated poly(3,4-ethylenedioxythiophene) : poly(4-styrenesulfonate) (PEDOT : PSS) thin films using a slotdie coater for the applications of OLED lightings. It is demonstrated that the properties of slot-die coated PEDOT : PSS films are comparable with those of spin-coated ones. Namely, the average and peak-to-peak roughness of the slot-die coated 50-nm-thick PEDOT : PSS film are measured to be as low as 0.247 nm and 1.3 nm, respectively. Moreover, we have obtained excellent thickness uniformity (~1.91%). With the slot-die coated PEDOT : PSS films, we have fabricated green phosphorescent OLED devices. For comparison, we have also fabricated OLED devices with spin-coated PEDOT : PSS films. Both show almost no discrepancy in device performance. The power efficiency (25.4 lm/W) and emission uniformity (77%) of OLEDs with slot-die coated PEDOT : PSS films are shown to be slightly lower than those (27.3 lm/W, 80%) of OLEDs with spin-coated PEDOT : PSS films at the luminance of 1,000nit, increasing the feasibility of using a slot-die coating process for the fabrication of large-area OLED lighting sources at a competitive price.

• (The)Korea Educational Review
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• v.23 no.1
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• pp.183-204
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• 2017

Since the development of Smart technology and the advent of various Smart media, a learning environment for individual learners and the school has been changing. In the stream of changing learning environments, in 2011, the government announced SMART education strategies, introducing the term officially, "SMART education." With the governments' efforts to develop and implement SMART education in school, many policies has been enacted and many research has been conducted and increased gradually. However, as policies of SMART education have initiated in situation where there is no clear understanding in regard of SMART education, many researchers and teachers confused of SMART education and its identity and attributes, even though it has been 6 years since the concept was introduced. Unfortunately, SMART education has been implemented as one type of instructional methodology as utilizing Smart technology. Thus, in this research, we tried to build theoretical foundation of SMART education through analyzing former research on SMART education to define the attributes of SMART education. To examine how SMART education has been implemented in terms of its attributes, also, we analyzed research that conducted instructional design and implementation on SMART education in actual learning environments. As the results of former research analysis, the attributes of SMART education include Information and Communication Technology, open learning environment, self-directed learning, customized learning, and social learning. In majority of research, SMART education focused on utilizing Smart technology and media in teaching and learning environments but self-directed, and customized learning were less adapted in SMART learning environments. In the following research, how to improve educational benefits of SMART education through adapting original attributes of SMART education need to be examined.

• Journal of Engineering Education Research
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• v.20 no.6
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• pp.43-51
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• 2017

As the need for entrepreneurship to create new values and innovate in the rapidly changing social environment is emerging, education for entrepreneurial is emerging in university education. The purpose of this study is to understand the current status of entrepreneurship education and to derive the priority of education based on actual indicators of importance-performance. For this study, we surveyed 227 female college students in E Woman's University by using the Importance-Performance Analysis (IPA) method for entrepreneurship factors. The result showed that the means of importance of all factors and sub-factors of entrepreneurship were higher than the means of performance of them, and the difference was statistically significant except for the determination. In addition, the results of the IPA matrix analysis showed that the factors that needed urgent improvement in self-confidence, future-orientation, active/innovative activities, and proactivity. Based on the results of this study, the implications of the development of entrepreneurship curriculum for college students in engineering field were discussed. This study is meaningful that it provided practical basic information of curriculum design leading to the manifestation of entrepreneurship of women in engineering field by analyzing entrepreneurship of female engineering students and deriving priority factors of educational treatment.

• Journal of Microbiology and Biotechnology
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• v.28 no.3
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• pp.432-438
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• 2018

Microalgae hold promise as a renewable energy source for the production of biofuel, as they can convert light energy into chemical energy through photosynthesis. However, cost-efficient harvest of microalgae remains a major challenge to commercial-scale algal biofuel production. We first investigated the potential of electrolytic water as a flocculant for harvesting Tetraselmis sp. Alkaline electrolyzed water (AEW) is produced at the cathode through water electrolysis. It contains mineral ions such as $Na^+$, $K^+$, $Ca^{2+}$, and $Mg^{2+}$ that can act as flocculants. The flocculation activity with AEW was evaluated via culture density, AEW concentration, medium pH, settling time, and ionic strength analyses. The flocculation efficiency was 88.7% at 20% AEW (pH 8, 10 min) with a biomass concentration of 2 g/l. The initial biomass concentration and medium pH had significant influences on the flocculation activity of AEW. A viability test of flocculated microalgal cells was conducted using Evans blue stain, and the cells appeared intact. Furthermore, the growth rate of Tetraselmis sp. in recycled flocculation medium was similar to the growth rate in fresh F/2 medium. Our results suggested that AEW flocculation could be a very useful and affordable methodology for fresh biomass harvesting with environmentally friendly easy operation in part of the algal biofuel production process.

• International Journal of Advanced Culture Technology
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• v.7 no.1
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• pp.43-48
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• 2019

The purpose of the study was to examine early childhood teachers' content knowledge of economic education. The subjects, 60 early childhood teachers, were asked to draw concept maps about early childhood economic education. Their concept maps were analyzed in terms of superordinate and subordinate concepts by contents and frequencies. The results were as follows. First, 248 superordinate concepts were shown, and they were categorized into nine representative terms: 'Scarcity and Choice,' 'Decision Making,' 'Monetary Value,' 'Production,' 'Consumption,' 'Distribution,' 'Restrain,' 'Reuse,' and 'Economic Education Activity.' Second, 1,440 subordinate concepts were shown, and 'coin,' 'bill,' 'saving,' 'bank,' and 'money' were frequently shown. Third, the mean numbers of subordinate concepts per superordinate concepts showed that early childhood teachers had more knowledge about 'Consumption,' 'Monetary Value,' and 'Economic Education Activity' than other superordinate concepts. The results showed the need for early childhood teachers to have more systematic and hierarchical pedagogical content knowledge on economic education.

• International Journal of Advanced Culture Technology
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• v.11 no.2
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• pp.44-48
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• 2023

To enhance safety in dangerous situations, it is essential to provide practice-oriented safety education. However, direct experiences can be limited, and thus, metaverse-based safety education is emerging as an alternative. In this study, we analyzed the first official metaverse safety education program of the Korea Ministry of Education, mainly focusing on its title, objectives, content, and results using the Revised PRISMA framework. The program concentrates on "life safety" for "fire safety," "disaster safety" for "earthquake safety," and "first aid" for "abrasions, burns, fractures, cardiopulmonary resuscitation, and the use of AED." We classified the objectives of the entire program and its three sub-programs, and identified the knowledge, main practice tasks, and their results. The aim of this study is to promote an understanding of the main cases of national-led metaverse safety education and infer the practical safety education contents emphasized to Korean school-age students.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.455-475
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• 2018

The purpose of this study is to investigate characteristics of pre-service teachers' cognition about learning through the use of technology by employing a teacher education program in the use of technology-friendly flipped classroom. For this purpose, 45 pre-service teachers participated in the study and they completed both pre- and post-surveys including questions about Technology Adopter Category Index(TACI) and Technological Pedagogical Content Knowledge(TPACK). They were also asked to write self-reflections on mathematics softwares(Geometer's Sketch Pad(GSP), Geogebra, Cabri 3D). Results show that the teacher education program in the use of technology-friendly flipped classroom affected pre-service teachers' cognitions of TACI and TPACK, and they perceived that technology integration helped students' mathematics learning process. Findings from this study indicate that ideas about how to develop a technology-friendly teacher education program are more specified..

• Journal of The Korean Association For Science Education
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• v.15 no.1
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• pp.73-79
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• 1995

The purpose of this study was to investigate Korean secondary school students' perceptions of science and technology related social problems and STS education to ascertain the extent to which the current science programs incorporate STS themes. Students indicated that STS related problems or STS issues were given little attention in their science classes, even though they believed that studying those problems would be important. Results of the study support the contention of need for more attention to the implementation of STS themes into current Korean science education.

• Nuclear Engineering and Technology
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• v.54 no.11
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• pp.4049-4061
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• 2022

TRISO-coated particle fuel is widely used in high temperature gas cooled reactors and other advanced reactors. The performance of coated fuel particle is one of the fundamental bases of reactor safety. The failure probability of coated fuel particle should be evaluated and determined through suitable fuel performance models and methods during normal and accident condition. In order to better facilitate the design of coated particle fuel, a new TRISO fuel performance code named FRAT (Fission product Release Analysis Tool) was developed. FRAT is designed to calculate internal gas pressure, mechanical stress and failure probability of a coated fuel particle. In this paper, FRAT was introduced and benchmarked against IAEA CRP-6 benchmark cases for coated particle failure analysis. FRAT's results agree well with benchmark values, showing the correctness and satisfactory applicability. This work helps to provide a foundation for the credible application of FRAT.

• Educational Technology International
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• v.24 no.1
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• pp.53-80
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• 2023

This study investigates faculty support for quality assurance in online education, and offers suggestions for its improvement based on feedback from Instructional Design (ID) staff working at a public university in the U.S. Qualitative research using semi-structured interviews was conducted with seven ID staff in order to examine their perceptions regarding faculty support related to quality assurance in online education. The results of the data analysis indicate that four types of faculty support-quality assurance reviews using Quality Matter (QM) standards, templates, individual consultations with ongoing support, and monitoring-were offered for faculty. Faculty support for quality assurance in online education could be improved by developing specific quality assurance standards, recruiting external experts, examining learning effects, developing a quality assurance management system, and sharing documents among ID staff. This study highlights the necessity of quality assurance in online education and provides cases of faculty support in a real higher education setting.