• Proceedings of the Korean Society for Quality Management Conference
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• 1998.11a
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• pp.647-658
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• 1998

다구찌 기법으로 더 알려진 품질공학은 아직도 우리 나라 현장에선 어려운 것으로 인식되어 잘 사용되지 않고 있다. 일본에서는 품질공학을 다방면에 적용하고 있다. 제공공정이나 화학공정에 사용되는 것은 당연하나, 양복 디자이너, 의사의 진단에도 적용한 것이 보고되고 있다. 품질공학을 고정된 기법으로 보는 것이 아니라, 모든 현실의 문제를 해결하는 방법으로 적용을 넓혀가고, 새로운 연구를 거듭하고 있다. 그럼에도 불구하고, 일본 JUSE나, 전문가들은 품질공학 확산을 위해 다방면으로 노력하고 있다. 현재 일본에선 품질공학을 ISO화하자는 주장이 있다. 의무적으로 모든 공장에 적용 시키자는 것이다. 일본 전문가들은 일본 기업 운영 시스템이 경직되었음을 경고하면서, 일본의 경영자 층과 관리자 층이 환경변화에 적응하지 못하고, 구태의연한 모습을 많이 지적한다. 기술자들도 수동적이고, 새로운 시도를 하지 않는 무사안일 주의가 팽배했음도 지적하고 있다. 구미의 엔지니어들은 좋은 기법이라면, 스스로 먼저 공부하여 적용하는 데 비하여, 한국이나 일본에서는 좋은 기법의 활용도 경영층의 이해가 선행되야 한다. 경영층이 품질공학을 이해하지 못하면 도리어 품질공학 도입을 반대하게 된다. 경영층을 이해 시키는 방법으론, 현재의 상태가 위기임을 강조하고, 새로운 방법으로 품질공학을 소개한다. 그 다음 품질공학의 사례를 들어 확신을 심어주는 것이 한 방법이다.

• Journal of the Korean Chemical Society
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• v.43 no.5
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• pp.578-588
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• 1999

The purpose of this study is to develope the more effective chemistry teaching strategy through analyzing the demanded cognitive levels of contents in high school chemistry I textbooks and the cognitive levels of students who learn these textbooks. For this purpose, the levets of cognitive development stages of 821 second grade students of high schools in Seoul City were anaIyzed using the GALT short version test. The demanded cognitive levels of understanding the contents of chemistry I textbooks in high school were analyzed using the curriculum analysis taxonomy developed by CSMS (Concept in Secondaly Mathematics and Science) program of the Great Britain. The resuIts showed that the proportion of students in the concrete operational stage, the transition stage, and the formal operational stage was l0.7%, 43.0% and 46.3%, respectively. The demanded levels of textbook contents were mostly the early formal operational stages. The concepts demanded the level of the late formal operational stage were 'atomic and molecular weight', 'stoichiometry of chemical reaction', and 'periodic properties of elements'. The results will be helpful for teachers in knowing what concepts are difficult for students to understand and in planning strategies for teaching those concepts. To demonstrate the application of the results obtained in this study, an example of developing teaching strategy which includes the adjustment of cognitive level of contents was shown.

• Journal of the Korean Chemical Society
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• v.53 no.6
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• pp.774-783
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• 2009

The purpose of this study was to survey the secondary science teachers' viewpoints of basic particles conceptions addressed in science course. The first content of this study was to analyze the secondary science teachers conceptions related to basic particles founded on scientific history viewpoints. The second content was to investigate their understanding of relations between atom, element, and molecule concepts. The third content was to search the factors influenced on basic particles conceptions of science teachers. For this study, 96 secondary science teachers were selected. The data of this study were collected through a questionnaire developed for this study and were analysed using the method of constant comparative analysis. The results showed that their viewpoints towards basic particles were similar to each other regardless of their majors and their conceptions belonged to the past viewpoints. The teachers lacked linking understand among basic particles conceptions because they applied different viewpoints on different problems. Most of the teachers were influenced on science textbooks, guidebooks for teachers, and reference books to form confusing viewpoints of basic particles.

• Journal of the Korean Chemical Society
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• v.59 no.4
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• pp.320-335
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• 2015

The purpose of this study was to identify the concepts of elementary school teachers related to three states of matter from activities of classifying various materials in life. The subjects were 25 teachers majored in primary science education at a graduate college of education and 10 teachers of elementary school located in a metropolitan city. A questionnaire and observation related to classification activities, and interviews were carried out and analyzed them qualitatively and quantitatively. From the analysis, we found that most elementary school teachers understood the classification criteria of three states of matter through macroscopic viewpoints and experienced difficulties in determining the state of mixture materials. After discussion of the classification results, the teachers’ concept was changed. But, when performing classification activity on the basis of the newly created concepts, it has not reached its results agreed. The result of this study shows that process of concept of science has been agreed in the same way to all people is not easy. Therefore, the teacher education programs to make possible to improve the ability capable of classifying the states of the various matters and to understand the nature of classification is required. In addition, deep discussion on the classification of the mixture is also necessary.

• Journal of the Korean Chemical Society
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• v.51 no.2
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• pp.193-200
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• 2007

This study investigated the effects of situational context feedback in CAI upon students' conceptual understanding, science learning motivation, and the perception of CAI. Seventh graders (N = 114) from a coed middle school in Incheon were assigned to the situational context feedback CAI (SCF-CAI), the feedback CAI (F-CAI) and the CAI groups, and were taught about ‘three states of matter' and ‘motion of molecules' for 8 class hours. Prior science achievement test score used as a blocking variable. Two-way ANCOVA results revealed that the conceptual understanding test scores of the SCF-CAI group were significantly higher than those of the other groups. For the higher achievers, the scores of the F-CAI group in science learning motivation test were significantly higher than those of the CAI group. However, there was no significant difference among the lower achievers of three groups. The higher achievers in the SCFCAI and the F-CAI groups perceived the CAI more positively than those of the CAI group. The lower achievers in the FCAI group perceived the CAI more negatively than those of the other groups. Educational implications are discussed.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.961-972
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• 2021

In this study, an educational program was developed so that artificial intelligence could be used as a transdisciplinary convergence education with other disciplines. The main educational content is designed for 8 hours using machine learning to help students understand the molecular structure dealt with in high school chemistry. The program developed in this study calculated the I-CVI (Item Content Validity Index) value through expert review, and as a result, none of the items were rejected with a score of .80 or higher. Because the program of this study combines the content elements of the chemistry subject and the information (artificial intelligence) subject academically, it is expected that the learner will be able to increase the convergence talent literacy. In addition, since it is not required to secure a additional number of hours for this educational program, the burden on teachers may be low.

• Journal of the Korean Chemical Society
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• v.46 no.4
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• pp.353-363
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• 2002

In this study, characteristics of the problem solving process of the balancing redox equations was ana-lyzed by mental capacity and problem solving methods, and the pertinent teaching and learning guidance for oxidation-reduction unit was suggested. Participants were 79 senior high school students and 57 science high school students. Tests were conducted to measure the mental capacity, the understanding of the oxidation-reduction concepts and the com-pletion of the balancing redox equations. The framework was made to find the patterns of failure and success. As the analysis of the influence on the performance of mental capacity,understanding of the oxidation-reduction concepts, and problem solving methods, students who had lower understanding of oxidation-reduction concepts selected the trial and error method, and their performance were influenced by mental capacity. The students that had higher understanding of the oxidation-reduction concepts had good performance by using oxidation number method regardless of their mental capacity. As the results of analysis for the patterns, the success patterns of solving the problems, those of mostly the sci-ence high school students, were the cases of using oxidation number method well and lessening problem solving steps. The patterns of failure in solving problems by using trial and error method showed that students had mistakes in cal-culating, errors in making unknown equations, no consideration for all variables, or stopped solving the complicated problems. The patterns of failure in solving problems by using oxidation number method showed that many students had wrong oxidation number or no consideration for mass and charge balance.

• The Bulletin of The Korean Astronomical Society
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• v.42 no.1
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• pp.29.2-29.2
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• 2017

초기 우주의 구상성단과 같은 소규모 은하 빌딩블럭이 은하의 형성에 미치는 영향을 이해하기 위하여 우리는 완전히 새로운 개념의 화학적 진화모형을 구축하였다. 최근의 이론적 진보를 바탕으로 우리의 모델에서는 이전 모델과 달리 초신성의 폭발과 분출물이 원시 구상성단 내 잔존 가스에 아무런 영향을 끼치지 못하고 대부분 빠져나간다. 이 경우 화학적 진화는 질량이 큰 별의 윈드와 점근거성계열성의 분출물에 의해 좌우된다. 놀랍게도 우리의 모델은 오랜 난제인 구상성단 내 Na-Oxygen anticorrelation 및 다중항성종족의 기원을 자연스럽게 설명하면서 동시에 Lee, Joo, & Chung (2015) 이 최근 주장한 것처럼 은하벌지에 헬륨 함량이 매우 높은 항성이 존재할 것으로 예측한다. 이 결과는 은하의 헤일로와 벌지 형성에 매우 중요한 단서를 제공한다.

• Journal of the Korean Chemical Society
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• v.46 no.1
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• pp.76-82
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• 2002

This study investigated the effects of assigning cognitive roles, a method that may promote verbal interaction in knowledge-building processes, in small-group discussion for science concept learning. Two classes (62 students) of 7th-graders respectively received a concept learning instruction through small-group discussion with assigned cognitive roles (CR) asking to explain and contradict one's idea and to synthesize and conciliate group's idea, and a concept learning instruction through small-group discussion with no specific assigned roles (NSR), for 9 class periods. After the instructions, the tests of achievement, conceptions, the perceptions on science learning environments, and the perceptions toward small-group discussion were administered. ANCOVA results revealed that low-achievers in the NSR group performed significantly better than those in the CR group. Similar tendency was also found in the scores of the conceptions test. Two groups did not differ significantly in the perceptions on science learning environments and toward small-group discussion.

• Journal of the Korean Chemical Society
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• v.56 no.2
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• pp.290-296
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• 2012

This study analyzed the research papers published in three (2 domestic and 1 foreign) journals, in order to understand the recent trend of chemistry education research. We selected Journal of the Korean Chemical Society (JKCS) and Journal of the Korean Association for Science Education (JKASE) as the domestic journals, and Journal of Chemical Education (JCE) as a foreign journal. The papers published from 2000 to 2009 were analyzed. As the result, the chemistry education research theme focused on 'teaching method and education technology', 'learner's characteristics', and 'chemical concept and experiment' in the order of frequency. The research on 'curriculum and textbooks' was performed often in JKCS reflecting Korean social environment. The most researched chemistry education goal was the 'conceptual understanding/change' followed by 'achievement/grade' in JCE and 'experiment/inquiry skill' in JKCS, and 'attitude/interest/motivation' in JKASE. The research subjects were focused to 'middle or high school students' in JKCS, in contrast to the 'university students' in JCE. More concern to the higher education is required in the domestic research. The most frequently used research method was 'survey/ examination' followed by 'experimental research' in JCE and JKASE and 'data/material analysis' in JKCS. We discussed the implication on future chemistry education research.