• Journal of Korean Elementary Science Education
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• v.23 no.4
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• pp.357-363
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• 2004

The purpose of this study was to investigate the effects of Thinking Science program on the cognitive acceleration and cognitive processing skills of the elementary school students. Subjects included 305 5th grade students in three elementary schools. Subjects were divided into the experimental and the control groups. Thinking Science program was implemented to the experimental group over a period of two years. Statistically significant gains on the cognitive acceleration were shown by the experimental group compared with the control group. The intervention effects on the cognitive acceleration were shown for the girls of the elementary schools. It was also found that Thinking Science program exerted significant effect on the development of the cognitive processing skills of the students. The experimental group gained higher scores of attention and simultaneous processing skills compared with the control group. This implied that Thinking Science program was effective not only on the cognitive acceleration but also on the development of the cognitive processing skills as a far-transfer.

• Communications of Mathematical Education
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• v.25 no.2
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• pp.341-360
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• 2011

This paper deals with contents that Sang-Seol Lee contributed to the natural science in the 19th century Korea. Prof. Sung-Rae Park, the science historian, called Sang-Seol Lee Father of the Modern Mathematics education of Korea. Sang-Seol Lee wrote a manuscript Botany with a brush in late 19th century. Botany was transcribed from Science Primers: Botany (written by J. D. Hooker), which is translated into Chinese by Joseph Edkins in 1886. The existence of Sang-Seol Lee's book Botany was not known to Korean scientists before. In this paper, we study the contents of Botany and its original text. Also we analyze people's level of understanding Western sciences, especially botany at that time. In addition, we study authors of 16 Primers jar Western Knowledge. We study the contribution of mathematician Sang-Seol Lee to science education in the 19th century Korea.

• Journal of the Society of Disaster Information
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• v.18 no.4
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• pp.729-745
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• 2022

Purpose: This study collects basic data on the awareness of evacuation methods and evacuation facilities in the event of a radiological disaster of residents living in the emergency planning zone. Method: The residents of emergency planning zone were sampled using a random sampling method. A 1:1 interview was conducted using a structured questionnaire, and statistical analysis was performed using the minitab program. Result: First, the survey subjects showed a relatively low and negative awareness of the local government's work on radioactive disasters. Second, in terms of resident safety education, they had little experience in education, but they felt it was necessary and wanted education on evacuation methods, action tips, and the location of relief centers. Third, the location of the relief centers related to radioactive disasters was not well known, and there were many responses that they did not receive any guidance, and that they would be with their families when using the relief centers. Satisfaction levels were generally low with regard to the relief facilities. Fourth, the necessary priorities in preparation for radioactive disasters were education and training for radioactive disasters, facility supplementation, and supply of protective chemicals. Conclusion: The residents of emergency planning zone perceived the policies and tasks of the government or local governments relatively negatively in preparation for the occurrence of radioactive disasters, and their satisfaction was low. Regarding the matters pointed out as a priority, the government and local governments should publicize and educate the residents of accurate information and policies on radioactive disasters.

• Journal of The Korean Association For Science Education
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• v.32 no.4
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• pp.775-788
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• 2012

This study was done at a scientific camp sponsored by Nara Women's University Secondary School, Japan. In this school, $10^{th}$ grade students from 4 East Asian countries: Korea, Japan, Taiwan, and Singapore, participated. We made a research on students' perceptions about nuclear energy. Sample populations include 77 students in total, with 12 Korean, 46 Japanese, 9 Taiwanese and 10 Singaporean students. Overall perceptions comparison about nuclear energy shows average values from the order of highest Korea, Taiwan, Singapore, and to lowest, Japan. We implemented a T-test to identify perception differences about nuclear energy, with one group that include 3 countries (Korea, Taiwan and Singapore) and another group that includes all the Japanese students. T-test results of perceptions about nuclear energy shows students from the 3 countries of Korea, Taiwan and Singapore having higher average than Japanese students. (p<.05). Korean average scores regarding overall perceptions about nuclear energy show as the highest in all 4 East Asian countries and also highest in all subcategories. On the contrary in Japan, they have lower and negative perceptions of nuclear energy. In spite of these facts, perceptions of Japanese students about nuclear energy seem lowest and negative mainly because of the recent Fukushima nuclear power plant disaster, caused by the tsunami and its subsequent damages and fears of radiation leaks, etc. This shows that negative information about future disasters and its resulting damages like the Chernobyl nuclear accident could influence more on people's risk perception than general information like nuclear energy-related technologies or the news that the plant is operating normally, etc. Even if the possibility of this kind of accident is very low, just one accident could bring abnormal risks to technology itself. This strong signal makes negative image and strengthens its perceptions to the people. This could bring a stigma about nuclear energy. This study shows that Government's policy about the highest priority for nuclear energy safety is most important. As long as such perception and decision are fixed, we found that it might not be easy to get changed again because they were already fortified and maintained.

• Journal of Korean Medical classics
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• v.19 no.4
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• pp.101-112
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• 2006

For the purpose of profound comprehension of the Current education of Oriental medical classics in Korea, I investigated the results of direct survey of the Current education of Oriental medical classics from each professor, and came to following conclusions. 1. The education of Oriental medical classics mainly lasts for 2 years. Students have average 6.59 hours of lecture every week. The rate of full service professor reaches 74.4%. But the department of Oriental medical classics in every college takes charge of many subjects which are related to Oriental medical classics, so the appointment of large number of full service professor is essential for the improvement of educational environment of Oriental medical classics. 2. After the publishing of the common textbook of Oriental medical classics, it gradually became the main textbook. But it is necessary that we should complement the textbook and it is also necessary that we should develop another textbook for Nangyeong(難經). 3. Most professors emphasize on the cultivation of the ability which enables Oriental medical thought through precise comprehension of original text. By the way, for the purpose of motivation of studying Oriental medical classics, it is necessary to develop a lecture which is related to clinical medicine. From the same context it is also necessary to read clinical original text such as Dongui-bogam(東醫寶鑑) and Uihakimmun(醫學入門) in class.

• Journal of the Korean Society of Systems Engineering
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• v.11 no.2
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• pp.31-40
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• 2015

KEPCO International Nuclear Graduate School (KINGS) is dedicated to nurturing leadership-level professionals in nuclear power plant (NPP) engineering. KINGS have designed curriculum based on two philosophies. First, we balance aspects of discipline engineering, specialty engineering, and management engineering in the framework of systems engineering. Second, KINGS have designed the curriculum so that students can learn and experience the know-what, know-how and know-why level knowledge of NPP engineering and management. The specialization programs are opened during the 2nd year for 3 trimesters and those are a process of learning through practical project courses. The objectives of the specialization programs are to help students to learn the NPP life cycle technologies in highly structured and systematic ways. The systems engineer program (SEP) is one of the specialization programs. A practical case of the SEP which was applied to the project course for the NPP electric power system design education will be elaborated in this paper.

• Transactions of the KSME C: Technology and Education
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• v.3 no.3
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• pp.209-215
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• 2015

The effects of the mounting location of ICI cables on severe accident mitigation systems, specially IVR-ERVC (In-Vessel Retention by External Reactor Vessel Cooling) and core catcher (Ex-vessel corium retention and cooling system), are investigated. The effects of bottom-mounted ICI strategy on severe accident mitigation are summarized and advantages of top-mounted ICI to improve severe accident mitigation are also highlighted.

• Journal of the Korean Society of Earth Science Education
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• v.6 no.3
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• pp.174-184
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• 2013

The purpose of this study was to investigate the awareness of elementary school teachers on the socio-scientific issues. Fukushima Nuclear Power Plant Accident was used by concrete issue connected with SSI for this study. Participants in this study were twelve elementary school teachers studying at K University Graduate School of Education, located in the central region, who underwent a semi-structured interview. The study method was the phenomenological research method which is one of the qualitative research methods, and the interview papers had been examined by three scientific experts. As a result of the study, it was divided into twenty six themes, eight theme clusters, and two categories, and considered the thoughts on the Fukushima nuclear power plant accident, its influence on Korea, the relationship between science and society as a result of the Fukushima nuclear power plant accident, interested in social issues related to science, application in class, response from students and the influence on students. Teachers had a general understanding of science-related social issues, but did not have much interest in the subject. However, they mentioned that to apply the issues in the curriculum would have a positive influence and encourage scientific motivation in students and, furthermore, helped them to develop the awareness of science in their surroundings. A greater interest in socio-scientific issues need to require from teachers and, through including these issues in the curriculum, we should have positive influence in developing science education.

• Journal of Energy Engineering
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• v.13 no.1
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• pp.51-59
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• 2004

The NSSS (Nuclear Steam Supply System) thermal-hydraulic programs adopted in the domestic full-scope power plant simulators were provided in early 1980s by foreign vendors. Because of limited compulsational capability at that time, they usually used very simplified physical models for a real-time simulation of NSSS thermal-hydraulic transients, which entails inaccurate results and, thus, the possibility of so-called "negative training", especially for complicated two-phase flows in the reactor coolant system. In resolve the problem, KEPRI developed a realistic NSSS T/H program ARTS which was based on the RETRAN-3D code for the improvement of the Nuclear Power Plant full-scope simulator. The ARTS (based on the RETRAN-3D code) guarantees the real-time calculations of almost all transients and ensures the robustness of simulations. However, there is some possibility of failing to calculate in the case of large break loss of coolant accident (LBLOCA) and low-pressure low-flow transient. In this case, the backup calculation system cover automatically the ARTS. The backup calculation system was expected to provide substantially more accurate predictions in the analysis of the system transients involving LBLOCA. The results were reasonable in terms of accuracy, real-time simulation, robustness and education of operators, complying with FSAR and the AMSI/ANS-3.5-1998 simulator software performance criteria.

• Journal of The Korean Association For Science Education
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• v.37 no.6
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• pp.993-1003
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• 2017

Teachers expect team-based project learning to help students develop collaborative and real-world problem solving skills. In practice, however, students tend to solve problems with simple division of labor, and there is a tendency that learning transfer does not occur in solving problems. The purpose of this study is to develop a collaborative learning model based on the transactive memory system (TMS) and to verify its effectiveness. The collaborative learning model based on the TMS is composed of three stages. The first stage is developing TMS. In this stage, the students learn physics concepts and make knowledge about the expertise of group members through peer instruction. The second stage, activating TMS, is building trust through solving well-defined problems for developing near-transfer. And in the third stage, applying TMS, the students solve an ill-defined problem based on real-world context for practicing far-transfer. Based on this model, a 15-week program including two projects on geometric optics and sound waves was developed and applied to 60 college students. The data for five weeks of one project were collected and analyzed. As a result, the TMS of the experimental group with the TMS-based collaborative learning model improved stepwise. Whereas, the difference between the first week and the last week was statistically significant, while the TMS change of the comparison group using the general project learning model was not significant. Also, the experimental group showed that the learning transfer occurred better in the project than the comparison group. A collaborative learning model based on TMS can be used to learn how students gain synergy through collaboration and how students collaboratively transfer the learned concepts in problem solving.