• Journal of the Korean Chemical Society
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• v.47 no.4
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• pp.376-390
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• 2003

The contents of chemical reaction in the science textbooks, used by starting from elementary school to college level, were investigated how much closely connected with them. For this purpose, nineteen subjects of chemistry contents were selected and the articulation analysis, classified into 5 criteria, was carried out. The results indicated that the articulation from elementary school to middle school looked quite acceptable, but there was a big gap from middle school to high school and the articulation from high school to college exhibited a big overlap and gap. Finally, the flow map of chemical reaction was suggested.

• Journal of The Korean Association For Science Education
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• v.19 no.4
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• pp.507-515
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• 1999

This study is to develope the performance scoring rubrics for the inquiry-based experiments of general chemistry course in the college of education. Two types of analytic scoring rubrics have been developed for nine different experiments. The first one is to assess scientific process skills from the written experimental reports. These analytic scoring rubrics include seven process skills selected from the Lawson's 'creative and critical thinking skills' and other known process skills. The second one is to assess the individual manipulative skills and experimental attitudes through direct observations by the teacher. The content validity of all scoring rubrics was testified by six science educators. Also the inter-scorer reliability of analytic scoring rubrics administered on the students' experimental reports was examined. The correlation coefficient between the scores obtained from the experiments and those of the written test for theoretical knowledges was found to be r=.663(p <.01). From the variance($r^2$=.440), we would say indirectly that the 56% of this experimental assessment does not overlap with the theoretical knowledges test and assesses students' science process skills, manipulative skills, and attitudes.

• Journal of the KSME
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• v.19 no.4
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• pp.273-278
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• 1979

화학적 가공이란 화학적 절식이라고 말할 수 있는 방법으로서 주조 또는 공작기계에 의한 절삭 가공대신에 약품에 의한 용해작용을 이용해서 성형품을 만드는 방법이라 할 수 있다. 이 방법은 금속자의 눈금의 조각이나 프라스틱 제품에 눈금을 넣는 금형등에 이용되고 있다. 이는 원래 항공기공업방면에서 중용되어 개발된 기계가공에 대응하는 방법이다. 크기나 정밀도에 있어서 주조(die casting)가 부적당한 경우 혹은 모양이나 능률에 있어서 기계절삭에 의하는 것이 부적 당한 경우에는 이 방법이 이용된다. 최근에 와서는 항공기기계제작 분야에 있어서의 알루미늄의 표면가공뿐만 아니라, 자동차, 건축부분의 구조부품의 성형분야에도 진출하는 경향이 있으며 가 공대상금속도 실용금속일반에 걸쳐 확대되어 감으로써 가장 용도가 넓은 철강류에 확대되어 감 으로써 가장 용도가 넓은 철강류에 까지도 응용되어 가는 실정이다. 이와 같이 종래의 기계적인 수단이 유일한 방법이라고 생각되었던 금속가공분야에 있어서 이러한 화학적 가공법이 도입되 었다는 것은 십분주목할만 한 가치가 있다. 이 화학적 가공법의 특징을 종래의 기계가공법과 비교하면 다음과 같다. (1) 피가공판의 크기는 이를 수용하는 가공조의 용량에 따라 제한될뿐이며 어떠한 대형 물이라도 가공 가능하다. (2) 가공모양은 자유롭게 설계할 수 있고 더욱이 1매 금속 판에서 1공정으로서 복잡한 모양으로 성형할 수 있다. (3) 따라서 이작업에서는 리벳팅, 용접등의 부대작업을 필요로 하지 않는다. (4) 그 가공면은 일반으로 평활하고 마루리 연마공정을 생략할 수 있다. (5) 가공조작이 간편하여 특별한 숙련을 요하지 않고 설비도 가공조의에는 별로 고가의 기기류가 필요치 않다. (6) 이상과 같은 이유에서 본법의 가공비는 기계가공에 비해서 일반적으로 저렴하다. Symposium보고및 전문서가 많이 있으나 여기에는 중요한 몇가지만 소개한다.

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

• Proceedings of the Korean Society for Bio-Environment Control Conference
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• 2002.04a
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• pp.101-105
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• 2002

최근 원예 분야에 무토양 상토가 매우 광범위하게 쓰이고, 그 종류도 매우 다양하다. 무토양상토는 피트모스, 코코피트, 펄라이트, 버미클라이트 등 많은 유ㆍ무기 소재의 혼합물이다. 따라서 일반토양과는 수분특성과 단위체적중량이 완전히 다르며, 일반토양분석방법으로 여러 가지 다양한 종류의 무토양상토의 물리화학적 성질을 비교 분석한다는 것은 매우 어려운 일이다. (중략)

• Journal of the Korean Chemical Society
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• v.62 no.2
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• pp.124-136
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• 2018

In this study, we applied the flipped-classroom to the general chemistry experiment lecture of the domestic university with strong teacher-led, and explored the effects and possibilities of the course. For this purpose, 30 students who were enrolled in the Science Education Department of the College of Education in the metropolitan area were randomly assigned to two groups, namely, the flipped-classroom group and the traditional class group. Then, we developed a general chemistry experiment lessons based on the flipped-classroom along with visual materials and we applied the lessons for 15 weeks. After all the classes, we conducted a survey to see the students' perception of the general chemistry experiment lecture by flipped classroom. As a result of analysis, the students of the flipped-classroom group were more positive than the students of the traditional class group in terms of the usefulness of the class activity, the importance of each activity element for the successful learning, the learning level, and the intention for another lesson. As a result of analyzing students' perceptions in terms of general chemical experiment activities such as conducting experiments or writing reports and understanding the contents of experiments, the average score of the flippedclassroom group was higher than the traditional class group, and the main cause of this result was the video material provided by prior learning activities. In addition, as a result of analyzing students' perceptions in terms of interactions and self-directed learning in class, the average score of the flipped-classroom group was generally higher than the traditional class group. In particular, students' interactions and self-directed learning were statistically significant differences between the two groups. And the students' perception of video material was very positive, and it was analyzed that the video that the instructor directly explained experiment theory and method was the most favorite videos of students. We discussed educational implications of these findings.

• Journal of The Korean Association For Science Education
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• v.29 no.2
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• pp.193-202
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• 2009

The purpose of this study was to investigate undergraduates' characteristics of problem-solving process through analysis of the response patterns on problem-solving laboratory. For this purpose, 18 freshmen taking a problem-solving-type general chemistry laboratory had been interviewed for the analysis of the characteristics of problem-solving process. According to the results, the students' responses have been classified into five types; trying to solve problems using new factors, trying to solve problems by finding missing factors in manual, recognizing problem-situations but just repeating the given process, not recognizing problem-situations but trying to solve doubts generated during execution, satisfying about results, and taking no further action. These results can be used as materials to suggest the role model of the students' laboratory execution and to look back on each students' execution.

• Journal of The Korean Association For Science Education
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• v.31 no.6
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• pp.931-941
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• 2011

This study aimed to examine the effects of argument-based chemistry laboratory investigations using the Science Writing Heuristic (SWH) approach on students' use and embedding of multimodal representations in summary writing. Participants of this study were thirty-nine freshman students majoring in science education at a National University in Korea. Argument-based chemistry laboratory investigations using the SWH approach were implemented for twenty-three students enrolled in one cohort, and the traditional chemistry laboratory teaching was implemented for 16 students enrolled in the other cohort. Summary writing samples were collected from students before and after the implementation. Summary writing samples produced by students were examined using an analysis framework for examining the use and embeddedness of multimodal representations. Summary writing was categorized into one of verbal mode, symbolic mode, and visual mode. With regard to the embedding of multi-modal representations, summary writing samples were analyzed in terms of 'constructing understanding,' 'integrating multiple modes,' 'providing valid claims and evidence,' and 'representing multiple modes.' Data analysis shows that the students of the SWH group were better at utilizing and embedding multimodal representations in summary writing as they provided evidence supporting their claims. This study provides important implications on pre-service science teacher education.

• Journal of the Korean Chemical Society
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• v.44 no.2
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• pp.145-156
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• 2000

The content of oxidation-reduction in the chemistry textbooks from middle school to college was analyzed about the effective connection of curricular articulation. The classification was divided from five groups of 'first concept', 'same concept', 'overlap', 'development', and 'gap'. As a results, there was a deep big gap from middle school to high school and the effectiveness from high school to college was quite acceptable. Finally, the flow map, consisted of each concept between the school unit, was suggested.

• Mineral and Industry
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• v.17 no.1
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• pp.1-15
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• 2004

장석은 복잡다단한 광물학적 특성에도 불구하고 그 물질적 이해와 용도 측면에서의 단순성 때문에 관련 산업 부문에서 부가가치 향상이 잘 이루어지지 않고 있는 실정이다. 현재 전 세계적으로 10위권 내의 생산 수준을 유지하는 국내산 장석의 광석 유형은 그 관물상과 산출상태에 따라 페그마타이트상 장석, 반화강암질 및 우백질 화강암상의 장석으로 구분 될 수 있다. 현재 국내에서 개발되고 있는 장석들로는 일반적으로 반화강암질 유형의 광석이 가장 흔하다. 이 유형의 광체들은 흔히 알바이트화 작용이나 K-부화를 수반하는 열수변질 작용을 받은 양상을 보이는 것이 특징이다. 광물특성 상으로는 K-장석에 속하는 광체들이 Na-장석 유형들 보다 상대적으로 흔하고 대체적으로 그 부존 규모도 큰 것으로 나타난다. 장석의 부가가치 향상을 위해서는 그 품위를 화학조성에만 의존하지 말고 광물조성 단위로 이해하는 방식이 요구된다. 일반적으로 이 광물자원의 요업적 용도 특성상, 광물특성 평가에서 가장 주요한 기준이 되는 사항은 화학조성, 특히 알칼리 조성, $AI_{2}O_{3}$ 함량 및 철분의 함유도인 것으로 판단된다. 그렇지만 앞으로 그 수요가 확장될 전망이 있는 충진재 용도로 사용될 경우에는 이 같은 화학적 특징보다는 장석광물의 조성과 제반 물성적 특성에 그 품질이 의존될 것으로 여겨진다. 이에 따라 장석 광석의 화학조성과 물성은 기본적으로 장석의 광물상과 조성에 의존된다는 지식기반 하에서, 장석의 품위는 물론 품질 특성 평가에 있어서도 화학조성에만 의존하지 말고 그 광물상과 광물특성도 고려해서 평가하는 지혜가 요구된다.