• Title/Summary/Keyword: scientific research process

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Study of the Production Techniques Used in the Goryeo-period Gilt-Bronze Case for Acupuncture in the Collection of the Royal Museums of Art and History, Belgium (벨기에 왕립예술역사박물관 소장 고려시대 금동침통의 과학적 보존처리를 통한 제작기법 연구)

  • Lee, Jaesung;Park, Younghwan
    • Conservation Science in Museum
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    • v.27
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    • pp.147-164
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    • 2022
  • Over 200,000 Korean cultural heritage items are currently located abroad. They have made their way to 22 countries under different circumstances and with unique backgrounds. While some of them continue to contribute to promoting Korean culture around the world, others cannot be exhibited due to damage or poor condition. In view of these circumstances, the Overseas Korean Cultural Heritage Foundation (OKCHF) has since 2013 provided museums and art galleries abroad with support for the conservation, restoration, and utilization of the Korean cultural heritage items that they house. As a part of these efforts and on the occasion of the 120th anniversary of the diplomatic relationship between the Republic of Korea and the Kingdom of Belgium in 2021, a gilt-bronze case for acupuncture needles dating to the Goryeo period (918-1392) from the collection of the Royal Museums of Art and History (RMAH), Belgium was brought to Korea for conservation treatment. The primary purpose of this conservation treatment was to restore the original form of the relic and slow to the degree possible the progress of corrosion. The conservation treatment of the gilt-bronze case followed the fundamental order of conservation treatment: removal of corrosive substances, stabilization, and reinforcement. Since this was the first case of restoring metallic cultural properties under the abovementioned support program by the OKCHF, special methodologies distinct from those available in overseas institutions were required. Diverse scientific methods (e.g., X-ray inspection, CT scanning, 3D microscopy) were applied to identify the metalcraft techniques used in the Goryeo period. The analysis found that several designs, including lotus and scrollwork, were exquisitely engraved on the surface of the case by making dots using a round-edged chisel. A bronze plate engraved with designs was rolled into a cylindrical form. The ends were overlapped by 2 to 3 centimeters and then attached to each other by silver soldering. The overlapping ends were welded flat with nearly no gaps. As the final process in the production, the case was lavishly gilt with gold powder using amalgam gilding. The conservation treatment of the gilt-bronze case for acupunctural needles in the RMAH collection restored the original form of the relic and arrested further corrosion. Above all, it revived the historic and academic value of the overseas Korean cultural heritage through scientific analysis.

A Destructive Method in the Connection of the Algorithm and Design in the Digital media - Centered on the Rapid Prototyping Systems of Product Design - (디지털미디어 환경(環境)에서 디자인 특성(特性)에 관한 연구(硏究) - 실내제품(室內製品) 디자인을 중심으로 -)

  • Kim Seok-Hwa
    • Journal of Science of Art and Design
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    • v.5
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    • pp.87-129
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    • 2003
  • The purpose of this thesis is to propose a new concept of design of the 21st century, on the basis of the study on the general signification of the structures and the signs of industrial product design, by examining the difference between modern and post-modern design, which is expected to lead the users to different design practice and interpretation of it. The starting point of this study is the different styles and patterns of 'Gestalt' in the post-modern design of the late 20th century from modern design - the factor of determination in industrial product design. That is to say, unlike functional and rational styles of modern product design, the late 20th century is based upon the pluralism characterized by complexity, synthetic and decorativeness. So far, most of the previous studies on design seem to have excluded visual aspects and usability, focused only on effective communication of design phenomena. These partial studies on design, blinded by phenomenal aspects, have resulted in failure to discover a principle of fundamental system. However, design varies according to the times; and the transformation of design is reflected in Design Pragnanz to constitute a new text of design. Therefore, it can be argued that Design Pragnanz serves as an essential factor under influence of the significance of text. In this thesis, therefore, I delve into analysis of the 20th century product design, in the light of Gestalt theory and Design Pragnanz, which have been functioning as the principle of the past design. For this study, I attempted to discover the fundamental elements in modern and post-modern designs, and to examine the formal structure of product design, the users' aesthetic preference and its semantics, from the integrative viewpoint. Also, with reference to history and theory of design my emphasis is more on fundamental visual phenomena than on structural analysis or process of visualization in product design, in order to examine the formal properties of modern and post-modern designs. Firstly, In Chapter 1, 'Issues and Background of the Study', I investigated the Gestalt theory and Design Pragnanz, on the premise of formal distinction between modern and post-modern designs. These theories are founded upon the discussion on visual perception of Gestalt in Germany in 1910's, in pursuit of the principle of perception centered around visual perception of human beings. In Chapter 2, I dealt with functionalism of modern design, as an advance preparation for the further study on the product design of the late 20th century. First of all, in Chapter 2-1, I examined the tendency of modern design focused on functionalism, which can be exemplified by the famous statement 'Form follows function'. Excluding all unessential elements in design - for example, decoration, this tendency has attained the position of the international style based on the spirit of Bauhause - universality and regularity - in search of geometric order, standardization and rationalization. In Chapter 2-2, I investigated the anthropological viewpoint that modern design started representing culture in a symbolic way including overall aspects of the society - politics, economics and ethics, and its criticism on functionalist design that aesthetic value is missing in exchange of excessive simplicity in style. Moreover, I examined the pluralist phenomena in post-modern design such as kitsch, eclecticism, reactionism, hi-tech and digital design, breaking away from functionalist purism of modern design. In Chapter 3, I analyzed Gestalt Pragnanz in design in a practical way, against the background of design trends. To begin with, I selected mass product design among those for the 20th century products as a target of analysis, highlighting representative styles in each category of the products. For this analysis, I adopted the theory of J. M Lehnhardt, who gradated in percentage the aesthetic and semantic levels of Pragnantz in design expression, and that of J. K. Grutter, who expressed it in a formula of M = O : C. I also employed eight units of dichotomies, according to the G. D. Birkhoff's aesthetic criteria, for the purpose of scientific classification of the degree of order and complexity in design; and I analyzed phenomenal aspects of design form represented in each unit. For Chapter 4, I executed a questionnaire about semiological phenomena of Design Pragnanz with 28 units of antonymous adjectives, based upon the research in the previous chapter. Then, I analyzed the process of signification of Design Pragnanz, founded on this research. Furthermore, the interpretation of the analysis served as an explanation to preference, through systematic analysis of Gestalt and Design Pragnanz in product design of the late 20th century. In Chapter 5, I determined the position of Design Pragnanz by integrating the analyses of Gestalt and Pragnanz in modern and post-modern designs In this process, 1 revealed the difference of each Design Pragnanz in formal respect, in order to suggest a vision of the future as a result, which will provide systemic and structural stimulation to current design.

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How the Science Gifted Connect and Integrate Science Concepts in the Process of Problem Finding (과학영재들이 문제발견 과정에서 나타내는 과학개념 연결방식과 융합적 사고의 특징)

  • Park, Mi-jin;Seo, Hae-Ae
    • Journal of Science Education
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    • v.42 no.2
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    • pp.256-271
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    • 2018
  • The study aimed to investigate how the science gifted connect and integrate science concepts in the process of problem finding. Research subject was sampled from 228 applicants for a science gifted education center affiliated with a university in 2015. A creative problem solving test (CPST) in science, which administered as an admission process, was utilized as a reference to sample two groups. Sixty-seven students from top 30% in test scores were selected for the upper group and 64 students from bottom 30% in test scores were selected for the lower group. The CPST, which was developed by researchers, included one item about how to connect two science concepts among eight science concepts, sound, electricity, weight, temperature, respiration, photosynthesis, weather, and earthquake extracted from elementary science curriculum. As results, there were differences in choosing two concepts among four science major areas. The ways of connecting science concepts were characterized by three categories, relation-based, similarity-based, and dissimilarity-based. In addition, relation-based was characterized by attributes, means, influences, predictions, and causes; similarity-based was by attributes, objects, scientific principles, and phenomena, and dissimilarity-based was by parallel, resource, and deletion. There were significant (p<.000) differences in ways of connecting science concepts between the upper and the lower groups. The upper group students preferred connecting science concepts of inter-science subjects while the lower group students preferred connecting science concepts of intra-science subject. The upper group students showed a tendency to connect the science concepts based on similarity. In contrast, the lower group students frequently showed ways of connecting the science concepts based on dissimilarity. In particular, they simply parallelled science concepts.

Estimation of Ecological Carrying Capacity for Oyster Culture by Ecological Indicator in Geoje-Hansan Bay (생태지표를 이용한 거제한산만 굴양식장의 생태학적 수용능력 산정)

  • Lee, Won-Chan;Cho, Yoon-Sik;Hong, Sok-Jin;Kim, Hyung-Chul;Kim, Jeong-Bae;Lee, Suk-Mo
    • Journal of the Korean Society of Marine Environment & Safety
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    • v.17 no.4
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    • pp.315-322
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    • 2011
  • The importance of aquafarming is increasing all over the world, however the coastal environment in the semi-closed inner bay has been aggravated due to the long term production and the high stocking density. For the sustainable aquafarming, there is a requirement for a eco-friendly fishery management by the estimation of ecological carrying capacity. The model development and application is still in the initial step, because it has to consider the whole ecosystem and all culture activities. As an alternative, there is a requirement for ecological indicator to assess the ecological performance. This study tried the estimation of ecological carrying capacity using ecological indicator. The production and the facility of the oyster farms was 4,935M/T, $49ind./m^3$ in Geoje-Hansan Bay(2008). Filtration pressure indicator was 0.203 which could provide a guidance on the present level of culture development. According to the environmental characteristics and the present oyster farms in Geoje-Hansan Bay, the newly assessed filtration pressure for the acceptable ecological carrying capacity was 0.102. Consequently, ecological carrying capacity in Geoje-Hansan Bay was 2,480M/T, $25ind./m^3$ and this represents the level of culture that can be introduced into Geoje-Hansan Bay without leading to significant changes to ecological process, species, populations or communities. Our study utilized the ecological indicator to estimate ecological carrying capacity of oyster farming for sustainable productivity and this could be the scientific basis for the eco-friendly fishery management.

Techniques and Traditional Knowledge of the Korean Onggi Potter (옹기장인의 옹기제작기술과 전통지식)

  • Kim, Jae-Ho
    • Korean Journal of Heritage: History & Science
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    • v.48 no.2
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    • pp.142-157
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    • 2015
  • This study examines how traditional knowledge functions in the specific techniques to make pottery in terms of the traditional knowledge on the pottery techniques of Onggi potters. It focuses on how traditional pottery manufacturing skills are categorized and what aspects are observed with regard to the techniques. The pottery manufacturing process is divided into the preparation step of raw material, the molding step of pottery, and the final plasticity step. Each step involves unique traditional knowledge. The preparation step mainly comprises the knowledge on different kinds of mud. The knowledge is about the colors and properties of mud, the information on the regional distribution of quality mud, and the techniques to optimize mud for pottery manufacturing. The molding step mainly involves the structure and shape of spinning wheels, the techniques to accumulate mud, ways to use different kinds of tools, the techniques to dry processed pottery. The plasticity step involves the knowledge on kilns and the scheme to build kilns, the skills to stack pottery inside of the kilns, the knowledge on firewood and efficient ways of wood burning, the discrimination of different kinds of fire and the techniques to stoke the kilns. These different kinds of knowledge may be roughly divided into three categories : the preparation of raw material, molding, and plasticity. They are closely connected with one another, which is because it becomes difficult to manufacture quality pottery even with only one incorrect factor. The contents of knowledge involved in the manufacturing process of pottery focused are mainly about raw material, color, shape, distribution aspect, fusion point, durability, physical property, etc, which are all about science. They are rather obtained through the experimental learning process of apprenticeship, not through the official education. It is not easy to categorize the knowledge involved. Most of the knowledge can be understood in the category of ethnoscience. In terms of the UNESCO world heritage of intangible cultural assets, the knowledge is mainly about 'the knowledge on nature and universe'. Unique knowledge and skills are, however, identified in the molding step. They can be referred to 'body techniques', which unify the physical stance of potters, tools they employ, and the conceived pottery. Potters themselves find it difficult to articulate the knowledge. In case stated, it cannot be easily understood without the experience and knowledge on the field. From the preparation of raw material to the complete products, the techniques and traditional knowledge involved in the process of manufacturing pottery are closely connected, employing numerous categories and levels. Such an aspect can be referred to as a 'techniques chain'. Here the techniques mean not only the scientific techniques but also, in addition to the skills, the knowledge of various techniques and levels including habitual, unconscious behaviors of potters.

Watt, Who is he? (와트, 그는 누구인가?)

  • Choi, Jun-Seop;Yu, Jae-Young;Im, Mee-Ga
    • 대한공업교육학회지
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    • v.42 no.2
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    • pp.108-122
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    • 2017
  • This research paper is to examine James Watt who led the 1st industrial revolution successfully. His great work was called monumental achievement in the human history of civilization. Here, we looked over the Watts' educational environment during his infant, juvenile, and adolescence period and also, his learning attitude about his own field through literature review. The basic infra of soft and hard wares for the industrial revolution through the process of R & D on new developing steam engine resulted from the very industrial revolution and its R & D environment were to be investigated. The useful information and knowledge from this process of the research are able to give an appropriate educational guidance to bring up the development of creativity in schooling systems. And also a lesson from the past could be used to provide the desirable direction for the 4th industrial revolution which is just begun to start now. The main results from this study are as follows; First, Watts' parents positively guided him onto the technology of manual field because they recognized their son was interested in technology field. The parents' attitude stimulated and guided his sons' self-development, had been equal to the aims of education. Second, Watt made a chance of making friendships with professors of Glasgow University. He spontaneously had done self-directed learning for getting knowledge and technology, and thus he became an expert of practical engineer and theorist. Third, the Lunar society, which was jumping over one's social position in their society of the 18th century through new thinking way, leading new ages had been very good R & D social infra for Watt to open and connect new advanced level of science and technology in his age. This society provided a study environment fields for their members to exchange their ideas of scientific curiosity and freely inquiry, technology informations. They had discussed and understood the issues to be occurred in their own fields and accumulated necessary knowledge for problem-solving, respectively. Such as this R & D system environment will be also considered in the modern research group. Fourth, the entrepreneur such as Boulton, who understand technology and grasp its value in future, is needed. The system of 'grue of management' will support the researcher with financial support, which is necessary in R & D. And the researcher like Watt who takes pleasure in technology itself and study eagerly in his field without financial problems, that is, 'grue of technical expert' is essential when leading to success in the industrial revolution.

Comparison of Science Gifted and Ordinary Elementary School Students with Regard to the Concept of Groundwater (초등학교 과학영재학생과 일반학생의 지하수에 대한 개념 비교)

  • Lee, Hyong-Jae;Park, Sang-Tae
    • Journal of Gifted/Talented Education
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    • v.22 no.4
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    • pp.855-874
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    • 2012
  • This research aimed to obtain basic data for elementary school students to form proper concepts by comparing the science gifted students and the ordinary students of elementary school with regard to the groundwater concept, formation process, existence forms, and movement. The research subjects were 65 fifth and sixth graders of the elementary school students and the spatial ability test was conducted on the subjects, and 4 science gifted students and 8 ordinary students chosen from the subjects were analyzed using half-structured interview data and ground water drawing drawn by the students. The conclusion derived in accordance with the research purpose is summarized as follows. It was found that there were no great differences in the answers to the question asking what groundwater is between the science gifted elementary school students with high spatial ability and the ordinary elementary school students with moderate spatial ability. The ordinary students with low spatial ability tended to regard groundwater as the concept of water and sewage. In the concept of the formation process of groundwater, the science gifted elementary school students with high spatial ability explained it by citing diverse surface water such as rainfall, river water, lake, and waterfall, and the ordinary elementary school students with moderate spatial ability all mentioned only rainfall and river water and could not explain diverse spatial factors. The ordinary elementary school students with low spatial ability mentioned rainfall and river water and perceived that groundwater was formed artificially. In the concept regarding the existence form of groundwater, the ordinary elementary school students with low spatial ability could not think of space perception that small pore space exists in earth or soil in the ground. The science gifted elementary school students with high spatial ability knew that groundwater exists in pore space with regarding groundwater movement, the ordinary elementary school students with low spatial ability thought that there was no groundwater movement and that it could be moved only by artificial facilities. There were differences in the perception of pore space and in the perception of existence and non-existence of groundwater movement accordingly, but for most of the elementary school students, the concept of groundwater was formed differently from the scientific concept. It is considered that most of the elementary school students formed erroneous concept about groundwater and could not connect ground water under the surface of the earth with the substances forming its surroundings with regard to the concept of groundwater.

Science Teachers' Awareness of the Criteria for Minimum Achievement Standards in Science to Support Basic Skills (기초학력 보장을 위한 과학과 최소한의 성취기준에 대한 과학 교사들의 인식)

  • Eun-Jeong Yu;Taegyoung Lee
    • Journal of The Korean Association For Science Education
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    • v.43 no.3
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    • pp.265-276
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    • 2023
  • The purpose of this study was to develop a plan to ensure that students lacking basic science skills acquire the minimum needed science learning ability while completing the common curriculum. We surveyed 27 elementary and secondary science teachers with experience in research and teaching related to basic skills support to investigate their perceptions of the criteria for minimum achievement standards using Consensual Qualitative Research (CQR) and Analytic Hierarchy Process (AHP). The results indicated that the science teachers tended to describe low achievers as lacking science learning competency, accumulating a science learning deficit, and lacking prerequisite knowledge. However, there were some differences in the characteristics that the elementary and secondary teachers paid attention to in students with insufficient science and basic academic skills. Specifically, the secondary teachers demonstrated greater sensitivity towards low learning motivation and difficulties in using scientific symbols, whereas the elementary teachers were more sensitive towards students' attitudes towards science or lack of experience. Furthermore, it has been observed that the prioritization of items, categorized by school level, differs in terms of setting minimum achievement standards to ensure basic skill support. This implies the need to develop minimum achievement standards considering various variables based on the school level. As there are diverse opinions among science teachers, depending on their expertise, regarding the factors to be considered when developing these standards to guarantee science and basic skill support. Based on the findings of the study, policy support is required to enhance teachers' professionalism in developing students' basic skills while considering the individual context and diversity of low achievers. Additionally, it is crucial to establish a shared vision for students lacking basic skills to reduce the gap between national policy and the practices of science teachers in ensuring support for basic skills.

Qualitative Inquiry on Ways to Improve Science Instruction and Assessment for Raising High School Students' Positive Experiences on Science (고등학생의 과학긍정경험 향상을 위한 교수학습 및 평가 개선 방안에 대한 질적 탐구)

  • Kwak, Youngsun;Shin, Youngjoon;Kang, Hunsik;Lee, Sunghee;Lee, Il;Lee, Soo-Young;Ha, Jihoon
    • Journal of The Korean Association For Science Education
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    • v.40 no.3
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    • pp.337-346
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    • 2020
  • In this study, we investigated the characteristics of students participating in Science Core high schools classes and their relevance to Positive Experiences on Science (hereinafter, PES), and factors causing PES, presented by the students of Science Core high schools. A total of 20 students and five teachers in four regions across the country participated in the in-depth interview, which were conducted with the focus group of students first, and then in-depth interviews with teachers. Based on the interview results, we explored teaching and learning experiences helpful to the PES, assessment experiences resulting in the PES, and ways to support Science Core high schools to enhance their PES. Students and teachers of Science Core high schools argued that students' participation will increase only if they engage in classes while drawing attention within the range that students can understand, students' PES such as scientific interest can be improved through experiments in which students choose topics or design their own exploration process, science competencies such as science problem solving ability and scientific thinking ability should be developed through exploratory experiment activities that fit the nature of science, etc. In addition, regarding ways to improve and support Science Core high schools to enhance PES, securing science class hours, restructuring the contents of science elective courses, and necessity of maintaining Science Core high schools are suggested. Based on the research results of science high school students' PES, ways to improve the PES of general high school students are discussed.

Relationship between Science Education Researchers' Views on Science Educational Theories for Pre-service Science Teachers and the Examination for Appointing Secondary School Science Teachers (예비과학교사에게 필요한 과학교육학 이론에 대한 과학교육 연구자들의 의견과 중등과학교사임용시험의 연관성)

  • Lee, Bongwoo;Shim, Kew-Cheol;Shin, Myeong-Kyeong;Kim, Jonghee;Choi, Jaehyeok;Park, Eunmi;Yoon, Jihyun;Kwon, Yongju;Kim, Yong-Jin
    • Journal of The Korean Association For Science Education
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    • v.33 no.4
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    • pp.826-839
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    • 2013
  • The purpose of this study is to examine science education researchers' views on what and how much science educational theories would be needed for pre-service science teachers, and to investigate the relationship between their views and the Examination for Appointing Secondary School Science Teachers(EASST). For this study, the views of science education professors on science education theories have been analyzed in terms of their priorities for contributing to the improvement of science teacher competency and literacy. Their views have been compared with proportions of questions related to science education theories of the EASST in terms of what kinds of science education theories have been used for solving each item. As results of this study show, they have perceived that more essential things are needed for the improvement of science teacher competency and literacy including science inquiry process, methods of experimental equipments and tools, laboratory safety, misconception of students, discussion, writing, evaluation of scientific knowledges, and evaluation of scientific inquiry ability other than science philosophy, changes of science curricula, science curricula of foreign countries, Bruner's instructional theory, Karplus's Learning Cycle model, generative learning model, discovery learning model, and Klopfer's taxonomy of educational objectives. There is a higher proportion of questions related to science curriculum and Ausubel's learning theory in the EASST. They are hardly correlated with science education professors' selections of science educational theories for EASST questions. This study advocates the needs of exploring a new method of narrowing down the gap between science educators' opinions and questions of ESSAT in terms of science educaiton theories.