• Proceedings of the Korea Water Resources Association Conference
• /
• 2016.05a
• /
• pp.435-435
• /
• 2016

기후변화에 따라 강우 패턴이 변화하며, 집중호우 발생 빈도의 증가가 예상된다. 이로 인해 저수지 상류에서 유실된 토사는 저수지로 유입하여 정수 처리비용 증가, 1차생산성 감소, 어류폐사, 하천경관 악화 등 다양한 문제를 유발한다. 따라서 위와 같은 탁수 피해 저감을 위해 과학적인 모니터링과 예측, 저수지 운영과 관리기술 개발 등의 대응이 요구된다. 본 연구에서는 극한 탁수사상 발생시 대응 기술의 일환으로 저수지 탁수예측 모델의 신뢰도 향상을 위해, 기존 탁수예측 모형인 CE-QUAL-W2(이하 W2)의 탁수 예측 알고리즘을 개선하고 소양강댐 저수지에 적용하여 그 성능을 평가하였다. 최근 W2모델 3.72 버전까지 출시되었으나, 모델은 단순 침강속도만 고려하여 저수지 밀도 특성을 반영하지 못하고, TSS 모의시 독립침강을 가정하여 응집 침강 및 장기탁수 예측에 취약한 한계점을 가지고 있다. 따라서, 과거 연구내용을 바탕으로 수온에 따른 점성계수 변화(Stoke's), 다중 부유 입자별 침강속도 고려 기능을 추가하였으며, 새롭게 점착성유사의 응집 침강을 고려할 수 있는 기능을 추가하여 모델을 개선하였다. 모델에 점착성 유사 모의 전략은 입자 크기 $63{\mu}m$를 기준으로 비점착성유사(NCS)와 점착성유사(CS)로 구분하고, 비점착성유사는 독립침강, 점착성 유사는 응집침강을 가정하였다. 응집 후 중간 입경의 추정은 Gailani et al(1991)의 식을 사용하였으며, 침강속도 계산 공식은 Hwang and Mehta(1989)식을 적용하였다. 수정된 모델은 소양강댐 운영이후 최대 탁수사상이 발생했던 2006년을 대상으로 기존 탁수해석 결과와 수정된 모델의 모의결과를 실측값과 비교 분석 하였다. Stoke's 식 적용시 기존의 모의결과 대비 AME 평균 23%, RMSE 평균 18%가 개선되는 것으로 나타났으며, Hwang and Metha식 적용시에 SS 모의값이 전반적으로 과소평가되는 것으로 나타났다. 또한, 실측 방류 탁수 농도와 모의값을 비교하여 평가 하였으며, 모의기간인 Julian Day 173~365(192일) 동안 모의 결과의 총 TSS 부하량은 실측값의 약 80%수준을 보였으며, TSS 방류 부하기준 Stoke's 식 적용시 기존 모의대비 오차가 1.3% 개선되는 것으로 나타났다.

• Journal of the Korean earth science society
• /
• v.41 no.2
• /
• pp.155-175
• /
• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.

• Journal of the Korean Society of Earth Science Education
• /
• v.8 no.2
• /
• pp.206-217
• /
• 2015

The purpose on this study is to identify how effectively experiential learning involving eco-activities make changes in environmental literacy and scientific attitude of elementary students by categorizing those activities into 5 fields of "marine", "rivers", "ecosystem", "climate" and "recycling" and applying those scheme specifically to 5th graders in a elementary school. The conclusion of this study is following. Firstly, after scientific attitude are applied to subjects, a significant disparity was found between experiment group and control group throughout all parts of environmental literacy. In the cognitive category, each specialist concerning his or her own topic was invited to educate the students, and subsequently a positive impact was detected in the category of environmental issue knowledge. In behavioral category, having eco-activities made a significant disparity in all sub-categories of environmental function, active participation, saving activities, recycling activities and so forth. Secondly, experiential learning involving eco-activities made a significant disparity between the two groups in terms of Scientific Attitude, showing effectiveness in all sub-categories except curiosity.

• Journal of The Korean Association For Science Education
• /
• v.42 no.1
• /
• pp.19-32
• /
• 2022

The need for polar education was further emphasized, depending on the importance of the pole, which is the best place for climate change detection and prediction, and treasure trove of future technology and resources. Therefore, this study analyzed the general cognitive and affective characteristics of elementary school students' polar literacy, and in addition, analyzed the cognitive and affective characteristics according to the level of diversity about polar experience. The items developed for the study were revised through a pilot survey of 43 fifth graders. They consisted of questions about gender, polar experience, scientific literacy, polar knowledge, polar literacy skills, polar literacy beliefs, and polar literacy attitudes. The types of questions used are selectable, reliable, and Likert (4 points), for a total of 66 questions. The students who participated in the study were 323 fifth grade elementary students. The study found that students were more interested in the dramatic consequences of polar changes than the scientific causes and processes associated with it. This is confirmed through the fact that they are more interested in and familiar with polar creatures suffering from polar changes than understanding ice, which is the main feature of and the central mechanism of polar changes. Students also recognized the issue of polar climate change as a global issue other than their own. They believe that what happens in the Arctic and Antarctica will affect the whole world, but not significantly to himself and his community. The level of knowledge about polar region and the ability to analyze and infer were not significantly related to each other, and students with a higher level of diversity of experience about polar region had a better understanding of polar science and technology. In this research, it is meaningful to check the characteristics related to the students' polar region and to use it as a basic data to show the direction in which polar literacy education should proceed in the future.

• Journal of The Korean Association For Science Education
• /
• v.35 no.5
• /
• pp.895-905
• /
• 2015

Citizens should be sensitive to the complex and controversial SSIs (Socioscientific Issues), be able to make a responsible decision with evidence and empathy, and furthermore take political action for the larger welfare. The premise of this research is that understanding the nature of science (NOS) takes an important role when students and adults participate in the discourse on SSIs because SSI reasoning requires individuals to examine information and counter-information with skepticism. We therefore designed SSI programs that were incorporated with NOS by adapting a contextualized-reflective approach. The leading research question was to what extent SSI contexts contributed to promoting students' understanding of NOS. A total of 71 11th grade students participated in this program. The school was located in an urban city near the capital city of Seoul, South Korea. We designed SSI programs to cover the issues of genetically modified organisms, climate change, and nuclear energy. Each issue required four to six class periods to complete. We conducted pre- and post-program tests using the revised VNOS-C, recorded group discussions or debates and collected student worksheets to observe the increase of student NOS understanding. As a result of this program, students showed moderate improvement in their understanding of NOS.

• Proceedings of the Korea Water Resources Association Conference
• /
• 2023.05a
• /
• pp.399-399
• /
• 2023

한강상류 비점오염원관리지역은 장기간 나지로 방치되고 있는 고랭지밭이 집중 분포하고 있어, 강우시 다량의 흙탕물 발생으로 인해 하천 환경오염 및 상·하류 지역사회간 갈등 문제가 지속적으로 발생하고 있다. 이러한 강우시 흙탕물로 인해 하류지역 주민들은 심각한 피해를 호소하므로 상·하류 지역간 갈등을 해소하기 위해서라도 상류지역에서 발생한 흙탕물이 어디까지 도달하는지에 대한 과학적 평가가 요구된다. 하지만, 상류부터 하류 사이에는 많은 유입 지류하천이 존재하고 있어, 실측을 통해 흙탕물의 거동을 파악하기에는 한계가 있다. 이러한 한계를 극복하고 유사거동을 파악하기 위해서는 강우시 실측 모니터링과 수질 모델링을 통한 흙탕물 거동 특성 평가가 필요하다. 현재, 자운지구에서 발생한 흙탕물은 내린천을 거쳐 소양호까지 영향을 미치고 있으나, 실제 상류유역에서 발생한 흙탕물이 하류 유역에 미치는 영향을 정량적으로 평가하고 흙탕물의 거동특성을 파악한 연구는 전무하다. 이에 본 연구에서는 자운지구를 포함한 내린천유역을 대상으로 강우시 실측 모니터링을 수행하고 수질 모델링을 통해 흙탕물의 거동특성을 평가하였다. 강우시 실측 모니터링 자료와 SWAT 모형을 활용하여 흙탕물 거동특성을 분석한 결과, 상류유역에 해당하는 자운지구에서 발생한 유사가 하류지역인 내린천까지 이동하고 있는 것으로 모의가 되었으며, 내린천의 유사 이동량은 448,986 ton으로 이중 자운지구에서 발생한 유사량은 9.7%의 기여도를 가지는 것으로 분석되었다.

• Journal of The Korean Association For Science Education
• /
• v.22 no.1
• /
• pp.40-53
• /
• 2002

This study was based on the analysis of earth and environmental science items in PISA 2000 data. The purpose of this study was to identify i) gender differences in scientific literacy, ii) item characteristics that favored either female or male, and iii) misconceptions that 15-years-old Korean students have in the field of earth and environmental science. The results revealed significant gender differences. Overall, male students demonstrated higher level of achievement than female students. On the other hand, amongst high ability students, female students outperformed male students in open-constructed items. Female students tended to score higher on items that required long answers or items related to scientific processes, whereas male students outperformed female students in science knowledge or items that required data interpretation. The study also revealed that a majority of Korean students had misconceptions in fundamental earth and environmental science knowledge, such as the direction of earth's axis and equator, and the causes of Greenhouse Effect.

• Journal of Science Education
• /
• v.44 no.3
• /
• pp.273-288
• /
• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.

• Journal of The Korean Association For Science Education
• /
• v.37 no.5
• /
• pp.813-824
• /
• 2017

In the previous studies on co-constructing scientific models, students have had various difficulties in constructing their models. As an alternative to compensate for these problems, we introduced smart devices in the modeling process and examined its roles. 60 students from two classes in the fifth grade of an elementary school in Seoul had classes to make up the solar system model in a small group using the smart devices and we examined the roles of smart devices in their classes. The result is as follows; First, students were able to generate their scientific model through various functions of smart devices throughout the modeling process. In particular, smart devices provide highly descriptive and authoritative information that meets the needs of students as well as the opportunity to observe the planets from various perspectives. Moreover, they were not only able to express their models easily as they wanted to express them, but also were able to receive feedbacks from various agents. In order for these smart devices to function properly in the co-construction of scientific models, it is necessary to improve the related environment as well as students' technological literacy.

• Journal of The Korean Association For Science Education
• /
• v.24 no.2
• /
• pp.267-276
• /
• 2004

The purpose of this study was to explore factors influencing kindergarten teachers' science anxiety. The subjects were 182 kindergarten teachers. The career, educational background, scientific literacy, science-related experience, type of kindergarten, age of classroom students, science supporting environment of kindergarten, and students' interest in science were examined as possible factors affecting teachers' science anxiety. The results showed that the science-related experience, science supporting environment of kindergarten, and students' interest in science were related to the teachers' science anxiety. However, the most important factor influencing kindergarten teachers' science anxiety was science-related experience. These results can be interpreted that positive science experiences affect decreasing teachers' science anxiety