• Journal of The Korean Association For Science Education
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• v.38 no.1
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• pp.27-42
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• 2018

This study aims to suggest the conceptual framework for the Nature of Technology (NOT) by examining the current researches regarding the NOT in science and technology education and to analyze the conceptions of experts in science, technology, and engineering fields based on the framework of NOT. The NOT conceptual framework developed in the study consisted of the six domains of NOT, which are 1. Technology as artifacts, 2. Technology as knowledge, 3. Technology as practice, 4. Technology as system, 5. The role of technology in society, and 6. History of technology. Also, the results of analyzing the conceptions for the 30 experts in science, technology, and engineering fields emphasize on the three domains of the 3. Technology as practice, 4. Technology as system, and 5. The role of technology in society among the 6 domains of the framework of the six domains of the NOT framework. This findings are different from the results of previous researches conducted in science and technology education for exploring the conceptions of NOT in the POV of the public and students. As such, the results show that while the public and students possess naive ideas on NOT only focusing on the technology as products and tools, experts in science, technology, and engineering fields possess the authentic views of the NOT reflecting the complex and abstract concepts of technology in terms of the perspectives of philosophy of technology.

• Journal of Engineering Education Research
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• v.13 no.4
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• pp.70-76
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• 2010

This paper tries the systematic approach to risk which is a major theme in engineering ethics utilizing science and technology studies. The types of risk can be classified as technical risk, methodological risk, epistemological risk by the degree of uncertainty. The strategies for risk management can be assorted to applied science strategy, professional consultancy strategy, post-normal science strategy. These types and strategies of risk request different kinds of expertise such as technocratic expertise, interactive expertise, democratic expertise. This paper can not only contribute to complement and extend engineering ethics education but also be linked with the goals of engineering education in general.

• Journal of Science Education
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• v.33 no.2
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• pp.207-219
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• 2009

This study aims to investigate the key common topics identified and discussed in relevant literature associated with the integrative efforts among STEM disciplines. The key methodology and pedagogy were examined and the significant benefits of using the design method for STEM education were discussed. Meta-analysis was employed and qualitative approach was mainly used to synthesize the major findings and conclusions of the 33 empirical studies. The findings of this meta-analysis revealed that the types and names describing the design methods used the various terms, but the key features have reflected the similar pedagogical benefits and key characteristics. The engineering design is an effective strategic methodology and pedagogy for STEM education. In addition, the design methods show the key benefits including (1) to improve academic achievement, (2) to promote students' affective gains, (3) to facilitate collaborative learning, and (4) to explore STEM related careers and jobs. The collaborative works among STEM professions are needed to promote the benefits of using design methods for integrating STEM subjects.

• Journal of Science Education
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• v.39 no.3
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• pp.358-375
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• 2015

The purposes of this study were to investigate the value, necessity and legitimacy of STEAM Education and to propose practical approaching methods for STEAM Education to be applicable in Korea through a variety of literature review, case studies and collecting suggestions from domestic and international educational experts. The research questions are as follows: (1) To investigate the perception, understanding and recognitions of domestic and foreign professionals in STEAM education. (2) To analyze policy implications for an improvement in STEAM. The following aspects of STEAM were found to be challenges in our current STEAM policy after analyzing multiple questionnaires with the professionals and case studies including their experiences, understanding, supports and directions of the policy from the governments. The results indicate that (1) there was a lack of precise and conceptual understanding of STEAM in respect to experience. Training sessions for teachers in this field to help transform their perception is necessary. Development of practical programs with an easy access is also required. It is important to get the aims of related educational activities recognized by the professionals and established standards for an evaluation. The experts perceived that a theme-based learning is the most preferred and effective approaching method and the programs that develop creative thinking and learning applicable to practice are required to promote. (2) The results indicate that there was a lack of programs and inducements for supporting outstanding STEAM educators. It is shown that making an appropriate environment for STEAM education takes the first priority before training numbers of teachers unilaterally, thus securing enough budget seems critical. The professionals also emphasize on developing specialized teaching materials that include diverse inter-related subjects such as science technology, engineering, arts and humanities and social science with diverse viewpoints and advanced technology. This work requires a STEAM network for teachers to link up and share their materials, documents and experiences. It is necessary to get corporations, universities, and research centers participated in the network. (3) With respect to direction, it is necessary to propose policy that makes STEAM education ordinary and more practical in the present education system. The professionals have recommended training sessions that help develop creative thinking and amalgamative problem-solving techniques. They require reducing the workload of teachers and changing teachers' perspectives towards STEAM. They further urge a tight cooperation between departments of the government related with STEAM.

• Journal of Science Education
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• v.41 no.3
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• pp.334-350
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• 2017

The purposes of this study are to develop scientific-inquiry based on STEAM education program and to investigate the effects of the program on middle-school students' interests, self-efficacy, and career choice about science, technology/engineering, and mathematics. In order to develop this program, the literature investigation and previous studies were conducted, so that finally the developmental direction was based on scientific inquiry and the developmental theme and model were selected. A total 92 first-graders in G middle-school of Daegu city were participated in this study. A single group pre-post test paired t-test was conducted to figure out changes of students' interest, self-efficacy, and career choices before or after applying this program. In addition, in-depth interviews were conducted with 14 students to find their specific responses. The results of this study were as follows. First, STEAM education program on the theme of 'RC Airplane' was developed on the basis of the 'ADBA' model. Second, the developed STEAM educational program not only results a decisive difference statistically but also has significant effects on middle-school students' interests, self-efficacy, and career choice in science, technology/engineering, and mathematics, who are involved in the free-semester program, across the overall affective domain. In conclusion, the STEAM educational program in this study could affect significant meanings to middle-school students during the free-semester. It could contribute to facilitate middle-school students' education for happiness and to grow the creative STEAM talents.

• Journal of Engineering Education Research
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• v.12 no.1
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• pp.31-41
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• 2009

With the rapid development of science and technology and their increased impacts on our society, we witness a growing recognition of the importance of engineers' social responsibility and their professional ethics. Especially, the introduction of EC2000 and ABET into engineering education has been contributed to reinforce the systemization of ethics instruction. However, we could not attain the educational goal of integration of engineering education and ethics by general declaration of its importance. We need to deal with the vital questions how to institutionalize and implement engineering ethics in engineering curriculum. This article focuses on three aspects. First, it mainly outlines the developments and the traits of engineering education in American universities. Second, by classifying the engineering ethics education into several patterns, we discuss the characteristics and implications according to those Patterns. Third, it is helpful to explore the way how we could apply these patterns to Korean engineering education. It is expected to combine the stand-alone engineering ethics lectures with ethics -across -the -curriculum considering each university's circumstances and resources. Still, many challenges remain, most notably the need for engineering faculty and non-engineering faculty to cooperate and accept for engineering ethics education.

• Korean Journal of Remote Sensing
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• v.36 no.6_3
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• pp.1635-1641
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• 2020

Air pollution is one of the most severe threats to society globally due to the rapid expansion of urbanization and industrialization. Particularly, particulate matter (PM) pollution was recently designated as a social disaster by the Korean government because of increases in public concerns and the accumulation of scientific evidence that links high levels of PM2.5 (PM smaller than 2.5 ㎛ in diameter) to a long list of adverse health effects. Atmospheric PM concentrations can also affect the indoor PM levels to which people are exposed most of the time. Thus, understanding the characteristics of indoor and ambient PM pollution based on measurements, model simulations, risk assessments, and management technologies is inevitable in establishing effective policies to mitigate social, economic, and health costs incurred by PM pollution. In this special issue, we introduce several interesting studies concerning indoor and outdoor PM from the perspective of monitoring, assessment, and management being conducted by i-SEED (School of Integrated Science for Sustainable Earth & Environmental Disaster at Pukyong National University) and SPMC (School Particulate Matter Center for Energy and Environmental Harmonization). We expect that this special issue can improve our understanding of the current and future of indoor and outdoor PM pollution, integrating the results from interdisciplinary research groups from various academic fields.

• Proceedings of the Plant Resources Society of Korea Conference
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• 2022.09a
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• pp.4-4
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• 2022

앞으로 10년간 세계의 생물다양성 보전을 위한 유엔 생물다양성협약 당사국 총회가 2022년 12월 캐나다 몬트리올에서 열린다. 전 세계 전문가와 정책입안자들이 여러 내용을 다루지만 그중에서도 염기서열 정보에 관한 내용을 집중적으로 소개한다. 우선 생물다양성협약에서의 이익공유에 관한 내용은 북아시아 원산인 콩을 현재 대량으로 재배하고 수확하고 있는 미국, 브라질 등의 사례를 선별하여 소개한다. 이어서 생물다양성협약 체결 전후의 생물자원에 대한 인식 변화로 인해 국제적으로 합의한 나고야 의정서의 주요 핵심 내용을 발표한다. 그러나, 최근의 합성생물학은 유전정보만을 가지고 설계자의 의도대로 실물 생물자원 없이 새로운 생물과 원하는 물질을 합성할 수 있기에 국제적으로 마찰이 발생하고 있다. 유전공학과 합성생물학에서 가장 기본적으로 이용하고 있는 유전정보를 생물다양성협약에서는 어떻게 정의하고 있는지, 그리고 이익을 어떻게 공유하는지 알아본다. 생물자원 이용 국가들은 유전정보는 물리적인 실체가 없기에 이익공유대상이 아님을 주장하면서 유전정보는 원하는 누구에게나 이용되어야 한다고 보고 있다. 반면 생물자원 풍부국 입장은 생명과학기술 발전으로 인해 원산지 국가의 허가 없이 생물 유전정보를 활용하는 것은 생물 주권의 침해로 보고 있으며, 유전정보를 실물 생물자원과 동일하게 취급하여 나고야 의정서상의 이익공유를 요구하고 있다. 유전정보에 대한 대한민국의 공식적인 입장과 제 14차 협약 총회에서 합의한 결정문을 소개한다. 또한, 2019년 생물다양성과학기구(IPBES)에서 지구의 생물다양성과 생태계를 평가한 보고서에서 생물 멸종의 위협요인으로 제시된 토지이용 변화, 남획, 기후변화, 오염, 외래종에 대한 문제점을 기반으로 작성된 post-2020 생물다양성협약 10개년 실행 목표를 알아보고 2022년 12월 개최하는 제15차 당사국총회의 주요 의제에 대한 전망과 최근 문제가 되고 있는 '공동의 그러나 차별적인 책임(CBDR, Common But Differentiated Responsibility)'의 개념을 소개한다.

• Korean Chemical Engineering Research
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• v.57 no.5
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• pp.637-651
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• 2019

In the event of a major accident such as an explosion in a refinery or a petrochemical plant, it has caused a serious loss of life and property and has had a great impact on the insurance market. In the case of catastrophic incidents occurring in process industries such as refinery and petrochemical plants, only the proximate causes of loss have been drawn and studied from inspectors or claims adjustors responsible for claims of property insurers, incident cause investigators, and national forensic service workers. However, it has not been done well for conducting root cause analysis (RCA) and identifying the factors that contributed to the failure and establishing preventive measures before leading to chemical plant's catastrophic incidents. In this study, the criteria of warning signs on CCPS catastrophic incident waning sign self-assessment tool which was derived through the RCA method and the contribution factor analysis method using the swiss cheese model principle has been reviewed first. Secondly, in order to determine the major incident warning signs in an actual chemical plant, 614 recommendations which have been issued during last the 17 years by loss control engineers of global reinsurers were analyzed. Finally, in order to facilitate the assessment index for catastrophic incident warning signs, the criteria for the catastrophic incident warning sign index at chemical plants were grouped by type and classified into upper category and lower category. Then, a catastrophic incident warning sign index for a chemical plant was developed using the weighted values of each category derived by applying the analytic hierarchy process (pairwise comparison method) through a questionnaire answered by relevant experts of the chemical plant. It is expected that the final 'assessment index for catastrophic incident warning signs' can be utilized by the refinery and petrochemical plant's internal as well as external auditors to assess vulnerability levels related to incident warning signs, and identify the elements of incident warning signs that need to be tracked and managed to prevent the occurrence of serious incidents in the future.