• Journal of the Korean Chemical Society
• /
• v.60 no.4
• /
• pp.276-285
• /
• 2016

This study aimed to examine preservice science teachers' modeling ability and how it has changed in argument-based chemistry laboratory investigations. The participants for this study were twenty-one freshman students from teachers’ college and they carried out six topics of argument-based chemistry laboratory investigation. Students’ written modeling samples were collected and analyzed to investigate preservice science teacher's modeling ability and changes in it. The results of this study showed that preservice science teacher's modeling ability has improved and progressed through argument-based chemistry laboratory investigations.

• Journal of the Korean Chemical Society
• /
• v.57 no.6
• /
• pp.813-820
• /
• 2013

The purpose of this study was to examine the impact of the reading framework on college students' reflective thinking in argumentation-based general chemistry laboratory. A total of 17 first grade college students taking general chemistry laboratory participated in this study, with 7 in the treatment group and the other 10 in the comparative group. For two semesters, a total of 10 argumentation-based general chemistry laboratory programs were applied. The result was shown that the lessons using the reading framework were effective in enhancing the students' reflective thinking. As the study progressed, the treatment group showed more changes toward the high level of reflective thinking than those of the comparative group.

• Journal of the Korean Chemical Society
• /
• v.63 no.6
• /
• pp.459-472
• /
• 2019

The purpose of this study was to investigate the effect of science writing for different audiences on preservice chemistry teachers' chemistry concept understanding and modeling ability in general chemistry experiment activities using Argument-based Modeling (AbM) strategy. And we also examined preservice chemistry teachers' perceptions of modeling in different audience groups. The participants of the study were 18 university students in the first grade of preservice chemistry teachers taking a general chemistry experiment course. They completed eleven topics of general chemistry experiment using argument-based modeling strategy. The understanding of chemistry concept was compared with the effect size of pre- and post-chemistry concept test scores. To find out modeling ability, we analyzed level of model by each preservice chemistry teacher. Analytical framework for the modeling ability was composed of three elements, explanation, representation, and communication. The questionnaire was conducted to check up on preservice chemistry teacher's recognition of modeling. The result of analyzing the effect of modeling for different audience on the understanding of chemistry concept and modeling ability, the preservice chemistry teachers' were found to be more effective when the level of audience was low. There was no difference in the recognition of modeling between the groups for audience. However, we could confirm that the responses of preservice chemistry teachers are changed in concrete when they have an experience in succession on modeling.

• Journal of The Korean Association For Science Education
• /
• v.35 no.2
• /
• pp.313-323
• /
• 2015

The purpose of this study is to investigate the cognitive process of student's modeling on a modeling-emphasized argument-based general chemistry experiment. The participants were twenty-one freshman students. Six topics were carried out during the first semester and semi-structured interview was implemented at the end of the semester. Semi-structured interview questions were used to elicit elements of effective model, modeling strategies, difficulties that students have experienced during modeling, and resolving the difficulties that students have experienced during modeling. All student interview data were collected and transcribed. The results of this study are summarized as follows: (1) Elements of effective model were considered to be visual expression, persuasive explanation, and rhetorical structure. (2) Modeling strategies included arranging important keywords or writing the outline, and during the modeling process, students used various data, suggested data after reconstructing, suggested definitions and explanations of core concepts, used meta-cognition, and considering rhetorical structure. (3) Difficulties students have experienced during modeling could be categorized as lack of modeling strategy and understanding. (4) Resolving difficulties students have experienced during modeling could be categorized as modeling strategy and understanding. Students learn the strategy by feedback, modeling experience, evaluation of experimental report, models which they constructed previously and references, and the understanding of contents were achieved through arguments which occurred during classes and during the process of writing the experimental reports. These results suggest that when using modeling in teaching and learning, the argument-based learning strategy can be effective in enhancing students' modeling by helping them to understand meta-modeling with scientific concepts.

• Journal of Engineering Education Research
• /
• v.3 no.1
• /
• pp.27-41
• /
• 2000

Recently there have been many Internet-based studies to provide personal users an efficient educational tool making use of multimedia data. The typical examples are remote education and virtual university where many educational trials on theory-based contents have been performed more frequently than those on experiment-based contents for engineering area. This paper describes about a base system implemented as an example of Internet-based experiment-oriented educations to establish cyber engineering laboratories for mechanics, electronics and chemistry. For the first time as a model of cyber engineering laboratories we herein Introduce in detail a server-and-client-based simulative method in which the result may be displayed on computer monitor of client PC while a simulator program is executed on the server. Secondly we introduce an interactive method in which the user of client PC may not only communicate directly with experiment server after initial connection with management server but also he can confirm the status of experiment being performed by way of video as well as experimental result.

• Proceedings of the Korean Vacuum Society Conference
• /
• 2012.02a
• /
• pp.411-412
• /
• 2012

대부분의 상용 LED는 사파이어기판에 성장된 GaN를 기반으로 사용한다. GaN는 $1,000^{\circ}C$ 이상의 높은 온도에서 성장이 이루어지는데 이 경우 GaN과 사파이어 기판과의 높은 열팽창 계수로 인하여 compressive stress를 받게 된다. 이 compressive stress로 인하여 성장된 GaN wafer에 bowing이 일어나게 되고 이는 기판의 대면적화에 커다란 문제로 작용한다. 이런 문제들을 해결하기 위해 여러 방법이 고안되고 있지만 [1,2], 근본적으로 wafer bowing 문제의 해결은 이루어지고 있지 않다. 한편, 일반적으로 박막을 성장할 때 columnar structure를 가지는 박막이 coalescence되면 박막에 tensile stress가 걸린다는 사실이 알려져 있으며 [3], GaN를 저온에서 성장할 경우 columnar structure를 갖는다는 사실이 보고되었다 [4]. 본 연구에서는 이런columnar structure를 갖는 GaN을 이용하여 wafer bowing 문제가 해결된 GaN 박막 성장을 연구하였다. 본 실험에서는, c-plane 사파이어에 유기금속화학증착법(MOCVD)을 이용하여 nano-columnar structure를 갖는 저온 GaN layer을 성장하였다. 그 후 columnar structure를 유지하면서 $1,040^{\circ}C$까지 annealing한 후 고온에서 flat 한 GaN 박막을 nano-columnar structure GaN layer위에 성장 하였다. 우선 저온 GaN layer가 nano-columnar structure를 갖고, 고온에서도 nano-columnar structure가 유지되는 것을 scanning electron microscopy (SEM)과 transmission electron microcopy (TEM)을 통해 확인하였다. 또한 이런 columnar structure 위에 고온에서 성장시킨 flat한 GaN 박막이 성장된 것을 관찰할 수 있었다. 성장된 GaN박막의 wafer bowing 정도를 측정한 결과, columnar structure를 갖고 있는 고온 GaN 박막이 일반적인 GaN에 비해 확연하게 wafer bowing이 감소된 것을 확인할 수 있었다. Columnar structure가 coalescence가 되면서 생기는 tensile stress가 GaN박막의 성장시 발생하는 compressive stress를 compensation하여 wafer bowing이 줄어든 것으로 보인다. 본 발표에서는 이 구조에 대한 구조 및 stress 효과에 대해서 논의할 예정이다.