• Journal of The Korean Association For Science Education
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• v.43 no.2
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• pp.125-137
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• 2023

This study analyzed the types of knowledge building discourse and knowledge building processes in small group learning using augmented reality. Eight 8th grade students took classes using augmented reality in solubility, boiling and melting points. These classes were carried out twice and all the classes were videotaped and recorded. Every student participated in a semi-structured interview. In the types of knowledge building discourse, the proportion of knowledge sharing and knowledge construction was similar. Beneath the knowledge sharing, the proportion of introductory level discussion was higher than identifying key elements of augmented reality. Recalling existing knowledge rarely appeared. Under the knowledge construction, the proportion of advanced level discussion was the highest and the proportion of sharing and critiquing ideas at a different level and efforts to rise above current levels of explanation was similar. The introductory level discussion and identifying key elements of augmented reality were developed into efforts to rise above current levels of explanation and sharing and critiquing ideas at a different level. Visualized results of knowledge building processes showed all the students' graph drew an upward curve, though cumulative number of impact value was different by each student. As a result of the study, effective ways of improving small group learning using augmented reality are discussed.

• Clean Technology
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• v.18 no.1
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• pp.102-110
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• 2012

In this study, the production of bio-diesel from animal oil by esterification and trans-esterification was investigated. There were three different extraction methods for oil extraction from raw animal fat. Heterogeneous catalysts such as Amberlyst-15 and Amberlyst BD-20 and a homogeneous catalyst such as sulfuric acid were used for esterification. Among three catalysts, the removal efficiency of Free Fatty Acid (FFA) was the highest in sulfuric acid. Response surface method was carried out to find the optimal esterification condition of sulfuric acid and methanol. After the esterification under the optimal condition, this animal fat was used for the trans-esterification. Animal oil used for trans-esterification was below 1% of FFA content and 0.09% of water content. The catalysts for trans-esterification were KOH, NaOH and $NaOCH_3$. To investigate the effects of catalyst type and amount on trans-esterification, The amount of catalyst were changed with 0.3, 0.6 and 0.9 wt%. The molar ratio of methanol/oil was changed with 4, 6, 9 and 12. The amount of catalyst was fixed to 0.8 wt%. The KOH catalyst showed the highest FAME conversion for trans- esterification, and the optimal methanol/oil weight ratio was 6. In the experiments of various catalysts and methanol molar ratios, the highest content of FAME is 96%. However, this FAME content was below Korean bio-diesel standard which is 96.5% of FAME content. After distillation, FAME content increased to 98%.

• Journal of the Korean Chemical Society
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• v.57 no.5
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• pp.640-655
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• 2013

The purpose of this study is to analyze the cognitive demands level of the description about 'changes of state' and 'kinetic theory' on the 'science 1' textbooks by the 2007 revised curriculum. The three types of curriculum analysis taxonomy have been used to analyze the cognitive demands level of those contents on the 6 kinds of 'science 1' textbooks. The most higher level of cognitive demands about the concepts have been discussed here due to the focus of the concepts. The first, the cognitive demand level about 'three states of substances' depending on the motion of their particles in 6 textbooks is a early formal operational stage because of using by the application of kinetic theory. The second, the cognitive demand level about 'diffusion' and 'evaporation' is a early formal operational stage, because the particles move around faster so they can change their position. The third, the cognitive level of the pressure and volume in a gas is a early formal operational stage because of explaining only phenomena in simple correspondence with formal model of kinetic theory. And simple functional relationships beyond linear on the graph of the volume and pressure of gas, the volume and temperature of gas is also a early formal operational stage. The fourth, the cognitive level of the energy of heat by a change of the state is also a early formal operational stage because kinetic theory picture accepted as providing explanation by the change of the state. And functional relationships beyond linear on the graph of the explanation of boiling point of water in water is also a early formal operational stage.