• 한국항공우주학회지
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• 제38권4호
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• pp.389-394
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• 2010

본 연구에서는 과학기술위성 2호와 비교 했을 때 고속의 데이터를 처리하고 대용량의 메모리를 관리해야하는 요구사항을 만족하기 위한 과학기술위성 3호 대용량 메모리 유닛의 설계 내용에 대해서 나타내었다. 이러한 요구사항을 만족하기 위해서, 두 개의 탑재체에서 각각 최대 100Mbps로 수신되는 데이터와 32Gb의 대용량 메모리를 처리하고 관리하는 역할을 FPGA가 직접 담당 하도록 설계하였다. 사용된 FPGA는 동작 속도가 빠르고 게이트 수가 많은 SRAM 기반의 Xilinx FPGA로써 우주 환경에서의 SEU를 극복하기 위해서 TMR 기법과 스크러빙 기법을 적용하고자 한다.

• 한국과학교육학회지
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• 제11권2호
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• pp.119-131
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• 1991

A taxonomy which can be used conveniently for analyzing the vertical articulation of mathematics and science textbooks has been developed. It includes two types sanalysis criterion: one is based on the detail of description and the other is based on the depth of contents in terms of their sequence. These two criterion elements are combined to form groups of 'overlap', 'development' and 'gap' to represent the extent of articulation. Examples of applying the taxonomy are illustrated for the concepts of gemetrical area in mathematics and potential energy in science.

• 한국과학교육학회지
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• 제7권1호
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• pp.19-32
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• 1987

The primary purpose of this study was to assess understanding of concrete and formal operational science content by concrete and formal operational students in secondary school physical science classes. To carry out this study subjects were selected from junior high schools of over 2500 students, and they were identified as concrete, transitional, or formal operational using GALT(Group Assessment of Logical Thinking) developed by Roadrangka, Yeany and Padilla(1983). Instructional objectives were extracted from the science content taught during the second term of the academic year in the 7th, 8th and 9th grade, and they were classified as concrete or formal operational. Written test involving those objectives were constructed and administered. The results of this study suggested that formal operational thought brought deeper understanding to concrete science content as well as formal science content. Differential effects by sex on understanding of both concrete and formal science content were contradictory through the grade levels. Results of multiple comparison tests suggested that students categorized as formal operational demonstrated no better understanding of concrete science content than those categorized as transitional. However, they demonstrated better understanding of formal science content.

• 한국항공우주학회지
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• 제38권8호
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• pp.834-841
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• 2010

최신기술이 적용된 전구조 복합재 위성인 과학기술위성 3호 (STSAT-3)가 국내 최초로 개발 되었으며 2011년 발사예정이다. 모든 위성과 마찬가지로 과기 3호에는 다수의 탑재체가 탑재될 예정이며 그 주된 목적은 선진 우주기술의 과학적 검증에 있다. 제논 가스를 연료로 하는 홀추력기가 국내 최초로 개발되어 지상시험을 거친 후 과기3호에 탑재되었다. 본 연구는 홀추력기 개발에 적용된 전반적인 개발기술, 절차, 기능 및 환경시험에 대한 내용이며 선진 우주기술 획득 및 차후 위성개발을 위한 기술자료 축적에 그 중요성이 있다.

• 대한지구과학교육학회지
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• 제5권1호
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• pp.42-50
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• 2012

The Purpose of this study was to analyze STS contents in elementary school science textbooks according to 6th, 7th and revision 2007 national curriculum. The contents of STS were analyzed by the STS elements of Yager and the STS topics of Piel's standard. Major findings from the analyses are as follows: (1) The STS contents in the science textbooks of the 6th curriculum took up 13.7% and increased to 18.3% in the 7th and 19.0% in the revision 2007, which showed that the textbooks followed the goal of the national curriculum faithfully. (2) Based on the STS elements by Yager's standard, most of STS content is focused on 'Application of science', 'Social problems and issues' and 'Local and community relevance'. (3) Based on the STS topics by Piel's standard, most of STS contents are focused on 'Effect of technological development' and 'Society of science'. These results indicate that recent STS education trends are reflected on the 6th, 7th and revision 2007 textbooks well. However, it is suggested that some improvement is needed, such as diversification of topic.

• 한국과학교육학회지
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• 제17권4호
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• pp.405-413
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• 1997

High school common science is introduced by the sixth national curriculum. It consists of physics, chemistry, biology and earth science like the secondary school science. In this paper, textbooks are analyzed by the science teachers and the status of the present teaching and learning methods is reported. The detailed results are as follows; 1. Almost high school teachers choose textbook that included little the STS material. More than two teachers are teaching the high school common science and when they are chosen, they are independent with their major. 2. According to the national curriculum, they evaluated the textbooks as it is below the middle level. This evaluations are not dependent on teachers' comparement and textbook's class except the several matters based on STS (science-technology-society). 3. The teacher teaching the high school common science thought that teaching the textbook in school is worse than analysizing it. they must have emphasised on learning of inquire method than system of knowledge, introduction to material connected with real life and STS in the high school common science.

• 한국초등과학교육학회지:초등과학교육
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• 제18권2호
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• pp.103-117
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• 1999

The importance of pedagogical content knowledge(PCK) has been recognized in learning science teaching. PCK is based partly on the essence of subject matter knowledges. Therefore, the effective teaching of science content knowledges is fundamental in preservice education of student teachers. But, particularly the science curriculum of primary teachers' colleges is composed of less lessons than needed. This research was executed to identify the content and context of earth science which were contained in questions by student teachers These questions which were written by the students about the earth science content in elementary science texts and teachers' guide books were collected and analyzed. Frequency and context concentration of questions about the themes of contents were obtained. In each unit of the text books, scatter diagrams of question frequency and context concentration of themes showed various features. The main results were as follows. first, in case of the units which contents ate composed of themes expected to be experienced in everyday life, the question frequency and context concentration showed positive correlation between them. But, other units, which everyday life experiences are not expected to influence, did not show distinct correlation.

• 한국과학교육학회지
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• 제7권2호
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• pp.15-20
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• 1987

This study was undertaken to analyze the research trends of Academic Societies related to science education in Korea. In this study ten areas such as historical change of science education, processes of science learning, science curriculum, science instructional method, teaching-learning materials and equipment for science education, evaluation on science education, survey on Korean science education, policy and management of science education, natural science, and etc were chosen by the criteria for the analysis. All research papers in "Phisics teaching" published from 1982 to 1986, "Chemical education" from 1974 to 1986, "Biology education" from 1977 to 1982, "the Journal of Korean earth science society" from 1979 to 1986, and "Journal of the Korean Association for Research in Science Education" from 1978 to 1986 were analyzed. The findings of the study are as follows: 1. About 41% of all research papers are about science curriculum and science instructional method. 2. There are few research stuaies on teaching-learning materials and equipment for science education. processes of science learning. historical change of science education.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.9-17
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• 2010

This study was carried out to examine the tendency about the relative importance of STS education of the 6th and 7th primary science curriculum. The results of the research are as follows. Primary science textbooks in the 6th curriculum, average 13.3% of the total pages was assigned to STS contents but it is increased to 24.2% in the science textbooks of the 7th curriculum. STS constituents of the 6th primary science textbooks come out orderly applications of scientific knowledge(47.1%), relevance of a community(40%), social problems and issues(11.8%). Of the 7th science textbooks, the contents about applications of scientific knowledge amount to 67.1% of the total STS constituent and relevance of a community(32.2%) rank behind it. The contents of other components are not enough. The 6th science textbooks contents about the effect of technological development amount to 35.3% of the total STS subject area, and environmental quality(20.0%), natural resource(15.2%), energy(11.8%), sociology of science(11.8%) ranks behind it. In the 7th science textbooks ranking is the effect of technological development(42.3%), natural resource(17.3%), energy(12.5%), sociology of science(12.5%), environmental quality(20.0%). There are few contents about population, human engineering and space research and national defense in the science textbooks.

• 대한지구과학교육학회지
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• 제3권1호
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• pp.18-27
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• 2010

The purpose of this study is to investigate effects of instruction with stories on elementary school students' science learning and memory. For the purpose, this researcher sampled 3 classes in their 3th grade from an elementary school. Out of the three classes, two were designated as the comparative group consisting of 70 students and the other, the experimental group, 32 students. The former group was applied instruction treatment under the 7th national curriculum of education. The other group was instructed with a story book that contained stories students already knew which were somewhat rearranged to comply with contents of a relevant curricular course. Results of the study can be described as follows. First, academic achievement test was made immediately after the treatment to show that the experimental group was significantly higher in scores for memory and understanding in the section of 'Finding Constellations' that the other group. Second, the two groups' academic achievements in relation to the section, 'Finding Constellations' were tested 3 months after the treatment to show that the experimental group was significantly higher in scores for memory and understanding than the comparative group. Such achievements within the groups were tested 3 months after the treatment to find that both of the two groups didn't show statistically significant differences.