• Journal of Science Education
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• v.46 no.3
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• pp.278-292
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• 2022

Researchers in science education have recently focused on service learning as an important educational approach to address environmental challenges including climate change. However, there are a limited number of studies focused on service learning in science education in Korea. In this study, based on existing related literature, the theoretical background of service learning is introduced and a conceptual framework that can be applied in the science education environment in Korea as a new approach to address environmental challenges is proposed. Given this, 112 relevant academic documents collected by searching a global database were analyzed. As a result, the theoretical background of service learning rooted in Dewey's experiential learning is introduced. Specifically, service learning is defined as a form of experiential learning that supports students in helping communities with structured services related to learning content, while at the same time fostering their in-depth understanding of content and engaging in civic and social responsibility as members of their community. In addition, a conceptual framework for service learning to address environmental challenges that can be applied to the science education environment in Korea is proposed. The proposed framework classifies the members of service learning into schools, students, and communities, and presents knowledge, experience, and learning through critical reflection as its core elements. It is important to actively implement service learning in science education to address various environmental challenges including climate change, biodiversity loss, air pollution, and deforestation, as just a few pressing challenges. Therefore, based on the proposed conceptual framework for service learning, studies that apply and verify diverse forms of educational approaches to addressing environmental challenges in local communities at school sites are needed.

• Journal of the KSME
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• v.34 no.9
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• pp.666-677
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• 1994

이 글에서는 난류유동의 개략적인 특성을 살펴보았고, 환경 및 산업에서 등장하는 난류유동 문 제의 종류들과 그 해결방법들을 살펴보았다. 기술의 역사를 반추해보면 과학적 진보로부터 얻은 연구결과가 응용됨으로써 많은 분야의 사람들에게 넓고 보편적인 개념으로 확장 적용될 때 기 술적 진보가 이루어졌음을 우리는 알고 있다. 난류는 더 이상 복잡하고 어려운 학문이나 과학 으로 인식되어서는 안되며 누구나에게 보편적인 상식으로 파급되어야 한다. 현재까지 개발된 난류유동의 지식으로서도 충분히 해결가능한 문제들이 도처에 산재되어 있으며, 시급한 해결을 요구하고 있는 중요한 문제들이 대부분이기 때문이다. 특히, 전지구적인 문제로 부각된 환경문 제를 해결하고 산업기술의 획기적인 진보를 달성하여 지속가능한 기술적 미래를 창조하는 엔지 니어들은 더욱 큰 책임의식을 가지고 난류를 공부해야 할 것이다.

• Journal of Information Management
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• v.37 no.1
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• pp.39-55
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• 2006

The prototype of a library is analysed upon the facts that are generalized and recognized as commonsense. On the extension of the prototype, a digital library is considered. Ultimately the libraries' prototype should be steady at any time. A library which is being a digital library to which the best technology at that time applies, should function as the creator of the value by publishing, circulating, and re-production of the information resources.

• 전기의세계
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• v.18 no.6
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• pp.58-63
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• 1969

필자는 메이서와 레이서에 대하여 되돌고이면 평이하게 정성적으로 기술하려고 한다. "Maser"란 말은 Microwave Amplification by Stimulated Emission of Radiation. 또 "Laser"란 Light Amplification by Stimulated Emission of Radiation의 약자이다. 이 메이서나 레이서는 진공관 원리에서 사용되는 자유전자대신 원자의 구속전자를 사용하여 에너지를 발생하든가 증폭작용을 하고 있다. 자극방사 (Stimulated emission)란 말은 원자에서 에너지 방사가 있기 위해서는 구속전자에 자극을 줘야하기 때문에 생긴 것이다. microwave란 말을 붙인 것은 전자에너지중 이 주파수범위내에 해당되는것에만 이용된다는 것이고 이와 마찬가지로 광(light)은 전자복사중 이 빛의 파장범위에서 작용된다는 것을 말한다. 따라서 이 메이서나 레이서는 매우 높은 주파수 범위에서 사용되는 에너지 발생장치 또는 증폭기라고 생각할 수 있다. 이 메이서나 레이서의 동작원리는 진공관증폭기의 동작원리와 다르므로 따라서 그 동작원리를 이해하려면 새로운 개념이 필요하게된다. 과학기술의 발달과 함께 과거의 전자기긱의 성능은 그 한계에 도달하게 되었고 통신, 천문학, 의학, 산업, 과학연구분야등에서 이 메이서와 레이서는 새로운 기회와 가능성을 제시해주고 있다.운 기회와 가능성을 제시해주고 있다.

• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.1-12
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• 1991

The purpose of the study was to investigate middle school students' comprehension about analogies for explaining conceps related to electric current. For the study, 14 seventh grade students and 14 eighth grade students were sampled, and they were divided into two group, one group for implementing pictorial analogies, the other for analogies in words. The subjects are academically high achievers. The conclusion of this study is that the middle school students' comprehension about analogies of electric current is low. So the author of this study suggests that conditions as analog and context of analogy usage should be considered for the use of the analogies.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.429-436
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• 1995

The purpose of this study is to identify students' alternative frameworks about tide concept, to investigate some characters of them and students' understanding types with increasing grade in secondary school earth science course. The objective questionnaire method was used, and the subjects of this study are 528 students selected randomly in secondary school. The results are as follow. 1) Thirteen alternative frameworks about tide concept, related to the phase change of the moon and the motion of the earth are identified. 2) The alternative frameworks needed mechanical and causal reasoning have the trend reinforced or sophisticated with increasing the grade. And alternative frameworks needed phenomenal and mechanical, phenomenal and causal reasoning are changed little but ones needed phenomenal, variative and basic reasoning change scientifically. The rates of the alternative frameworks needed definitional, empirical, phenomenal reasoning decrease at the learning grade of that concept but increase after that grade. 3) Middle school students have the definitional, phenomenal, empirical and qualitative understanding types but high school students have the causal, analytic, quantitative and mechanical ones on tide concept.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.437-451
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• 1995

Middle and high school students' conceptual understanding about stoichiometry, gas laws, and diffusion was compared with essay type test and multiple choice test. Whereas achievement of high school students was higher in stoichiometry, that of middle school students who were expected to go to high schools was higher in gas laws and diffusion. When students' achievement was compared to that of American college students, Korean students' achievement was higher in stoichiometry and was similar in gas laws. These results indicate that algorithmic problem solving is more emphasized than conceptual understanding in high schools and that quantitative aspects focused in chemistry education are not helpful in concept understanding. Nevertheless relatively smaller difference between concept understanding and algorithmic problem solving for high school students in this study seems to be from concept learning in middle schools.

• Journal of Information Management
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• v.36 no.1
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• pp.103-124
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• 2005

This paper investigates knowledge management architecture which is related to the efficient storage, search, and retrieval of knowledge. It is important considerations that should be taken account in any knowledge management system. This study reviews literature and practices of the theory of current status of knowledge management architecture (KMA). Based on the review of the current practice, the characteristics and emphasis of the KMA applications are identified. It tries to suggest how the KMA should facilitate for effective and desirable directions of the KMA.

• Proceedings of the Korea Information Processing Society Conference
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• 2009.04a
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• pp.1037-1040
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• 2009

본 논문에서는 게임그래픽 교육의 차별화를 위한 학습도구의 하나로 MOD형 게임을 이용한 학습방법을 도입하였다. MOD형 게임이란 수정 변형(Modification)이 가능한 게임이란 의미로, 그래픽 학습자들이 직접 작업한 소스를 게임에 적용해 볼 수 있는 기능을 제공하는 소프트웨어로 게임 그래픽의 특성을 이해하는데 필요한 실질적인 경험을 제공할 수 있다. MOD형 게임의 활용은 기존의 추상적 개념의 이론적 학습에서 불가능했던 실제적이고 구체적인 적용을 기반으로 하고 있기 때문에, 학습 효과와 게임그래픽 교육 방식과의 차별화를 가져온다.

• Journal of the Korean earth science society
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• v.34 no.4
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• pp.356-367
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• 2013

We study on the concept and reason of seasonal change that 164 university students have. Subsequently the concept types on the seasonal change are classified according to the characteristics and conceptual change after teaching on astronomy. All of the students were simply checked by the questionnaire of multiple choice and essay method before learning on the subjects. And then they answered to questionnaires of similar type after one semester. By the analyzed results, we classify it to three steps of hierarchical concept structure. The first step is the cosmic perspective that is related to the Earth's condition and motion. The second step is the influence of the Earth that is directly affected by the first step. The third step is observer's perspective on the Earth depending on the second step. Among the answers, the first step is prominent and second step is rare. The answers on the reason of seasonal change show some kinds of type which are 1st, 1-2nd, 1-3rd, and 1-2-3rd step. By the result, it is arranged in sequence like as 1-3rd>1st>1-2nd>1-2-3rd type. The lowest number of students was 2nd step of the Sun's altitude and duration of daytime in pre-test. However the students of 2nd step obtained more correct scientific concept on the seasonal change after learning on the subjects, and got the higher score in the post-test than in the pre-test. We found how much important the hierarchical structure on the reason of seasonal change is. As the results, second step on the learning of the Sun's altitude and duration of daytime essentially have to teach after first step. And then third step have to teach. At last, it is sure that the students can obtain the concept of seasonal change.