• 한국신재생에너지학회:학술대회논문집
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• 2011.05a
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• pp.137.2-137.2
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• 2011

본 연구는 바이오에너지 분야의 성장을 혁신 시스템 관점에서 이해할 필요성을 논하고, 시스템 관점에서의 이론적 분석 틀을 제공하고자 한다. 신재생에너지 보급에 의한 지역 및 국가 에너지 시스템 전환을 기술 혁신의 과정으로 이해할 때 혁신 시스템 관점은 기술 개발로부터 선별 및 확산에 이르기까지 관계되는 다양한 주체와 이들 간의 네트워크, 제도 관계를 통합적으로 바라보도록 한다. 특히 혁신 시스템에 대한 동학적 접근은 시스템의 변화에 초점을 맞추어 변화의 동인을 파악하는데 '시스템 기능'이라는 개념을 사용하면 복잡한 바이오에너지 성장 과정에 대한 시기별 접근과 기술 사례별 비교 분석이 용이해진다. 본 연구는 혁신 시스템 관점과 관련된 다양한 개념 정리 및 바이오에너지 분야의 성장에 대한 기존 시스템 관점의 연구들을 검토하여 바이오에너지분야의 성공 및 실패 요인을 도출하고 우리나라 바이오에너지 분야에 적합한 시스템 분석틀을 제시한다.

• Journal of The Korean Association For Science Education
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• v.29 no.8
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• pp.793-811
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• 2009

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• 한국벤처창업학회:학술대회논문집
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• 2018.11a
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• pp.57-61
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• 2018

4차 산업혁명 시대에 접어 들어 불확실성이 높아지고 변동성의 상시화로 세계 경제가 급변하면서, 기업가정신 교육의 중요성은 점점 더 높아지고 있다. 이러한 시대의 흐름에 따라 최근 청소년 기업가정신 교육이 확산되었다. 지속가능한 청소년 기업가정신 교육이 이루어지기 위해서는 시대의 변화와 함께 부모들의 인식과 태도도 함께 변화해야 한다. 부모는 새로운 지식과 그 시대가 요구하는 바람직한 자녀관을 형성해야 하며, 사회 전반적인 변화에 따른 학교에서의 기업가정신 교육이 가정에서도 일관성 있게 유지되어야 한다. 이에 본 연구는 부모교육의 중요성을 확인하고, 교육을 통해 부모의 인식을 변화시키기 위해 필요한 역량 도출하기 위해 델파이 조사를 실시하였다. 기업가정신 교육 전문가와 청소년 교육 전문가로 구성된 전문가 패널들을 대상으로 3회에 걸쳐 델파이 조사를 실시하였다. 델파이 조사 분석 결과, 부모 인식 전환을 위해 필요한 최종 8가지 역량(환경의 변화, 도전정신, 주체성/자울성, 창업에 대한 이해, 직업의 다양성, 기업가정신에 대한 이해, 개인의 다양성, 팀/협업에 대한 가치)을 도출하였다. 향후 후속 연구를 통해 도출된 역량을 함양할 수 있는 부모 기업가정신 교육 모델 및 프로그램을 설계하고자 한다.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.167-167
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• 2017

유역의 수문학적 변동 특성을 이해하는 것은 미리 자연 재해를 예상하고, 홍수를 통제하여 인간의 삶에 필요한 수자원을 안정적으로 공급할 수 있다. 이러한 특성에 대한 면밀한 조사는 하천 생태계의 구조와 기능을 조절할 수 있기 때문에 반드시 필요하다. 따라서 한반도의 대표적인 다목적 댐 유역에 초점을 맞추고, 일 유입량 자료와 한반도 태풍 영향 도메인을 적용하여 태풍의 영향을 고려하여 정량적인 수문학적 변화 특성을 분석하였다. 또한 남한 총 면적의 약 30%를 차지하고 있으며, 남한 총 수자원의 35%를 공급하고 있는 한강 유역의 대표적인 다목적 댐 유역인 소양강 댐을 대상으로 한반도에 영향을 미치는 태풍과 태풍의 발생에 따른 유출특성변화를 분석하였다. 태풍영향 도메인을 적용하여 태풍유량을 정량화하였으며, 태풍통계 자료와 지역 수문변화 지표의 변화와 상관분석을 통하여 기후변화의 적응과 대책수립에 기초자료를 제공하고자 한다.

• Journal of Science and Technology Studies
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• v.1 no.1 s.1
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• pp.105-122
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of Science and Technology Studies
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• v.1 no.2 s.2
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• pp.423-438
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• 2001

The purpose of this study is to understand how a teacher's teaching can be changed while he or she teaches the same contents in different classes. The qualitative research method was used in this study. Data were collected from classroom observations, several in-depth interviews, and stimulated-recall interviews after each class. All the data were transcribed and analyzed interpretively, and then, the results of the analysis were checked by each participating teacher. The results are as follows: First, changes appeared in each class in terms of the teaching items, tools, sequence, and time, even though the same teacher taught the same contents. It showed that the teacher's teaching practice changed immediately and intuitively in class. Second, teachers tried to implement "exploratory teaching" or "move-testing teaching" to address the emerging problems during their teaching. They then reflected on and modified their own teaching. This type of change, which happened during the teaching practice, can be an example of "Reflection-in-practice." Thus, the results of this study can provide helpful insights into how teachers might adapt and reflect in their teaching. It suggests that teachers need to recognize their subconscious teaching changes and learn "Reflection-in-practice."

• Journal of The Korean Association For Science Education
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• v.40 no.1
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• pp.29-40
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• 2020

The purpose of this study is to explore how a high school science teacher (Teacher E) shifted her understanding and facilitation of scientific modeling through participation in a professional learning community (PLC) for over a year. Based on socially situated theory of learning, I focused on examining Teacher E's frames about scientific modeling from her social interactions. Teacher E participated in her school-based PLC over a year and collaborated with other science teachers, coaches, and researchers to improve science instruction. I qualitatively explored her participation in 6 full-day professional learning opportunities-studios-where the PLC members collectively planned, implemented, and debriefed modeling-based lessons. Especially, I focused on two Studios (Studio 2, 6) where Teacher E became the host teacher and implemented the lessons. I also examined her classroom teaching in those Studios. To understand how the PLC inquiry affected the shifts observed in Teacher E's understanding and practice, I explored how the inquiry evolved over the 6 Studios. Findings suggest that in Studio 2, Teacher E viewed students' role in scientific modeling as to fill out the worksheet with "correct" answers. Meanwhile, in Studio 6, she focused on helping students collaborate to construct explanatory models of phenomena using evidence. The PLC inquiry, focused on supporting students' construction of evidence-based explanations and collaboration in scientific modeling, seemed to promote the shifts observed in Teacher E's understanding and facilitation of scientific modeling. These findings can inform educational researchers and practitioners who aim to promote teachers' professional learning to support students' epistemic practices.

• Proceedings of the Korean Vacuum Society Conference
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• 2012.02a
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• pp.502-502
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• 2012

반도체 공정 중 플라즈마를 이용하는 식각 공정의 경우, 실제 식각률이나 profile의 특성은 RF Bias power에 의해 기판에 당겨지는 이온 선속에 의해 큰 영향을 받는다. 때문에 플라즈마 발생장치 내에서 기판에서의 이온에너지 분석이 중요해지고 있다. 이온에너지 분석을 위해 다양한 형태의 이온에너지 분석기가 나와있으나 기판 위에 얹혀있는 양상이었다. 이에 본 발표에서는 실제 기판 안에 이온에너지 분석기를 설치함으로써 실제 기판에서 wafer가 받는 이온들의 양상에 더 가깝게 접근했다. 이렇게 제작 된 이온에너지 분석기를 이용해 대면적 M-ICP(Magnetized-Induced Coupled Plasma)에서 아르곤 가스를 이용한 플라즈마에서 기판 이온 에너지 분포를 확인해 보았다. 압력의 변화, ICP Source power의 변화, 일정한 Source power에서 기판에 가해지는 Bias power의 변화에 대해 측정함으로써 각각의 조건 변화에 따른 이온들의 변화양상에 대한 이해를 할 수 있었다.

• Korean Journal of Cognitive Science
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• v.20 no.2
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• pp.155-181
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• 2009

Psychophysiologists are often interested in the EEG signals that accompany certain psychological events. When one is interested in a time series of event-related changes in EEG, one focuses on examining how the waveforms recorded at individual electrode sites vary over time across one or more experimental conditions. This is an analysis of event-related potentials (ERPs). In addition to such a classical EEG analysis in the time domain, the EEG measures can be investigated in the frequency domain. Moreover, it has been demonstrated that spectral analyses can often yield significant insight into the functional cognitive correlations of the signals. Therefore, this review paper tries to summarize essential concepts (e.g. phase-locking) and conventional methods (e.g. wavelet transformation) for understanding spectral analyses of brain oscillatory activity. Phase-coherence is also introduced in relation to functional connectivity of the brain.

• Journal of Science Education
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• v.34 no.1
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• pp.12-22
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• 2010

The purpose of this study was to investigate the effect of concept sketches on the understanding and scientific attitude in high school student's learning of weather change. Among the various fields of meteorology, especially in weather change, we often deal with the change of the spatiotemporal change in an abstract way. So making use of 'Concept Sketches'- simplified sketches which represent the main features, principles, processes and interrelationships of the learning contents using some concise explanations, signs and terms - could help the students learn the phenomena of weather change efficiently. This study's aim was to check up the effect and analyze the results of the lesson including the concept sketches. As a result of this study, concept sketches group showed significant improvement compared to the other groups in understanding of weather change and in scientific attitude, too. In students' recognition research of concept sketches showed that students found the class more interesting with improved concentration and had a chance to review through concept sketching, which is helpful for their learning. Considering the above research results, the study which applies concept sketching required the students to actively process their knowledge, and had a positive effect on the understanding of weather changes. Most of all, drawing the pictures which is a familiar activity helped the students to take part in the class eagerly.