• Journal of the Korean Chemical Society
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• v.54 no.6
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• pp.787-798
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• 2010

We compared the understanding of 4 pre-service teachers of chemistry education major and 2 pre-service teachers of chemistry major related to conceptions of "properties of dilute solutions" chapter in high school Chemistry II textbooks. As results, few pre-service teachers understood fully the concepts of high school Chemistry II textbooks. Some pre-service teachers had misconceptions related to properties of dilute solutions. We found that few differences existed between the pre-service teachers' understanding regardless of whether they took a major in chemistry education of a education college or a major in chemistry of noneducation college. Most of the pre-service teachers who attended this research recognized the lack of practical knowledge in their pre-service teacher curriculum.

• Proceedings of KOSOMES biannual meeting
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• 2017.11a
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• pp.165-165
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• 2017

As marine chemical spill incidents increase, and damages caused by chemical spills become bigger and bigger, it is required to educate and train professional personnel for response to chemical spill incidents at sea. In this study, the education contents of domestic and foreign institutions for the training of specialists in response to marine chemical accidents were examined, and a comparative analysis of education and training contents was carried out in order to utilize it in the development of domestic education and training materials for HNS response personnel in Republic of Korea.

• Journal of The Korean Association For Science Education
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• v.38 no.5
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• pp.625-633
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• 2018

The goal of this study is to investigate the features of Korean eighth graders' achievement and its trend in Chemistry in TIMSS 2011 and TIMSS 2015, and to explore its implications for Korean science curriculum and in teaching science. With three science educators and six science teachers, we analyzed the characteristics of Korean eighth graders' achievement in Chemistry by test-curriculum matching analysis. According to the trend analysis of science topics with released items for Chemistry in TIMSS 2015, Korean students' percentage for correct answers has dropped in topics such as regularities in chemical reactions, oxidation-reduction, etc. since these topics are covered after the ninth grade in the 2009 revised curriculum. For science cognitive domains, Korean students showed weaknesses in 'applying' domain in TIMSS 2015. Based on the results, we suggested implications for improvement in middle school chemistry curriculum and how to improve science teaching and learning for students' better science competencies and real-world application of science knowledge.

• Journal of the Korean Chemical Society
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• v.46 no.5
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• pp.450-468
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• 2002

As the computer is popularized in individual and society, it is using in a many of area. In particular, there are many materials to learn a science knowledge using multimedia through computer. Many of them are web-based learning materials, which are developed by Java or Flash. Since the technology of the representation, storage, com-putation and communication in computer make progress, the environment of education is also developed. Especially, the internet and VR technology will cause the education to change. A key feature of VR is real-time interactivity, in that the computer is able to detect student input and instantaneously modify the virtual world. It is reported that using the VR simulation in chemistry education can increase student engagement in class, promote understanding of basic chem-ical principles, and augment laboratory experience. In this study, application way of the virtual reality technology in chemistry education is examined.

• Journal of Powder Materials
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• v.26 no.1
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• pp.40-44
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• 2019

Tungsten trioxide ($WO_3$) is a promising candidate as a photocatalyst because of its outstanding electrical and optical properties. In this study, we prepare $WO_3$ thin films by electrodeposition and characterize the photocatalytic degradation of methylene blue using these films. Depending on the voltage conditions (static and pulse), compact and porous $WO_3$ films are fabricated on a transparent ITO/glass substrate. The morphology and crystal structure of electrodeposited $WO_3$ thin films are investigated by scanning electron microscopy, atomic force microscopy, and X-ray diffraction. An application of static voltage during electrodeposition yields a compact layer of $WO_3$, whereas a highly porous morphology with nanoflakes is produced by a pulse voltage process. Compared to the compact film, the porous $WO_3$ thin film shows better photocatalytic activities. Furthermore, a much higher reaction rate of degradation of methylene blue can be achieved after post-annealing of $WO_3$ thin films.

• Korean Journal of Materials Research
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• v.31 no.3
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• pp.132-138
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• 2021

Electrochromic devices (ECDs) have been drawing great attention due to their high color contrast, low power consumption, and memory effect, and can be used in smart windows, automatic dimming mirrors, and information display devices. As with other electronic devices such as LEDs (light emitting diodes), solar cells, and transistors, the mechanical flexibility of ECDs is one of the most important issue for their potential applications. In this paper, we report on flexible ECDs (f-ECDs) fabricated using an all-in-one EC gel, which is a mixture of electrolyte and EC material. The f-ECDs are compared with rigid ECDs (r-ECDs) on ITO glass substrate in terms of color contrast, coloration efficiency, and switching speed. It is confirmed that the f-ECDs embedding all-in-one gel show strong blue absorption and have competitive EC performance. Repetitive bending tests show a degradation of electrochromic performance, which must be improved using an optimized device fabrication process.

• Journal of the Korean Chemical Society
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• v.65 no.4
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• pp.268-278
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• 2021

The purpose of this study is to subdivide responsive teaching types proposed in the previous study in order to observe the change in the responsive teaching types in teacher educational programs, and to identify factors that impede changes in responsive teaching types. To this end, an educational program including introduction of responsive teaching, case analysis of responsive teaching, individual assignments and group discussions on facilitator type educational scenarios is provided for chemistry teachers who participated in a chemistry education course established in a graduate school of education. Based on previous research, when the teacher's teaching method was analyzed as evaluator, transfer, guide and facilitatore, a type that could not be classified was observed. In this study, responsive teaching types were added by adding two types: explorer and interpreter. In addition, through individual assignments and group discussion data, we could observe the factors that hinder teachers' responsive teaching changes. The obstacles that impede the change to responsive teaching were classified into teacher factors, student factors, and environmental factors. Among the obstacles, teacher factors include a belief in teacher-led instruction, a belief in the role of a teacher as a transfer of knowledge, a belief that the curriculum should be followed, a lack of understanding of the teacher about students, and a lack of the teacher's ability to lead student-led expansion. The student factor was distrust of the student's competence. Also, as an environmental factor, there was an educational environment such as multi-students class. Effective teacher education on responsive teaching can be achieved only when the perception related to these obstacles can be removed.

• Journal of The Korean Association For Science Education
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• v.30 no.4
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• pp.389-401
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• 2010

This research investigated recognitions on outside and inside electrodes in an electric circuit supplied by a galvanic cell, through survey and interview of teachers studying in Departments of Physics Education and Chemistry Education at H University Graduate School. Physics majors' designations on outside or inside parts of electrodes in a galvanic cell were different from Chemistry majors'. Teachers who had majored in physics had difficulties on the inside electrode of a galvanic cell, while teachers who had majored in chemistry had difficulties on the outside electrode. Reasonings for designations of electrodes were attributed to direction of electric current in case of physics teachers and redox in case of chemistry teachers, respectively, which are strongly dependent on backgrounds performed in their undergraduate course.

• 대학교육
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• s.60
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• pp.96-103
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• 1992

• 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.