• Journal of the Korean Chemical Society
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• v.59 no.6
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• pp.520-532
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• 2015

The purposes of this study were to examine what kinds of educational activities were carried out during the practice teaching based on CoRe and to identify the role of CoRe and its influence on the development of expertise of student teachers. This study was performed as qualitative case study. The subjects of this study were one practice supervisor teacher and two student teachers. Data were collected through recording CoRe discussion process, student teachers' instructional scene, and semi-constructed interview, and analyzed by an inductive method. Student teachers noticed their own misconceptions, and clarified the concepts based on CoRe during the discussion with supervisor teacher. They also supplemented their lack of knowledge and made up new strategies through the process of sharing their ideas. During the discussion, the supervisor teacher conveyed his teaching experience based on his own orientations toward science teaching. In this course, CoRe plays roles as follows. Firstly, CoRe played a role as guiding supervisor teacher's coaching process. Secondly, CoRe helped for the supervisor teacher to recognize their own PCK. Thirdly, CoRe served as a tool of helping their communication. In turn CoRe proved to be a useful frame for teaching student teachers during practice teaching. Student teachers were provided with a useful framework for preparing lessons by developing CoRe for the topic they teach. Developing CoRe with supervisor teacher at the planning stage of lessons enhenced student-teachers' subject matter knowledge and their PCK including knowledge of science curricula and knowledge of student's understanding of science. Also student teachers understood the components of PCK and experienced the positive understanding toward students, teaching activities, and themselves as a science teacher.

• Journal of Science Education
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• v.37 no.1
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• pp.221-232
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• 2013

The purpose of this study was to examine the effect of the CoRe-based density unit class on conceptual formation and on learner satisfaction with the class. For this study, two hundred and forty 8th grade students were chosen from six classes. The students were divided into two groups: an experimental group, which received a CoRe-based density unit lesson, and a control group, which was taught based on traditional teaching method. The CoRe-based density unit classes consisted of 4 periods based on the analysis of the previous studies on CoRe about density. The results showed the meaningful significant difference between the CoRe-based classes and the classes based on traditional teaching method both in the posttest on the extent of the conceptual formation on the density and in the retention test. The difference suggests that the lesson with CoRe is based on the consideration of the difficulties and limitations students face in various fields such as the students themselves, teachers, learning environment, evaluation, etc. during their learning process and even in the types of preconception they have, and the CoRe-based lesson is centered around the best teaching strategies to solve such difficulties. As a result of the analysis on the experimental group's class satisfaction, it is revealed that the students with a high level of attitudes related science or with a high level of science achievement showed especially high satisfaction in their learning. Analysis of questionnaire survey showed that the students in the experimental group got the opportunity through CoRe-based lesson to stretch their thoughts and ideas in a free way and preferred a teaching method which didn't just show the concept, but allowed them to find it for themselves or which let them predict the solution and then confirm the result on their own and a lesson which encouraged their active participation.

• Bulletin of the Korean Chemical Society
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• v.15 no.7
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• pp.571-576
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• 1994

The photoreactions of $ReH_5(Cyttp)\;(1)\;(Cyttp=PhP(CH_2CH_2CH_2PCy_2)_2)\;with\;CO,\;CO_2\;and\;PMe_3 has been investigated to find the differences in reactivities from those of trismonophosphine analog. Irradiation of 1 under CO, $CO_2$ and excess $PMe_3$ in benzene results in the formation of the complexes, $ReH(CO)_2(Cyttp)\;(2),\;ReH_2({\eta}^2-HCO_2)(Cyttp)\;(3)\;and\;$ReH_3(PMe_3)(Cyttp)$ (4), respectively. The resulting products suggest that photoreactions of $ReH_5(Cyttp)$ proceed by photoextrusion of $H_2$ giving a phototransient species "$ReH_3$(Cyttp)" which can be trapped by CO, $CO_2\;and\;PMe_3$. The structures of 2, 3 and 4 are inferred based on $^1H,\;^{31}P$ NMR and I. R spectroscopy.

• Macromolecular Research
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• v.12 no.6
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• pp.598-603
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• 2004

Cellulose nitrate (CN) composite membranes, containing cobalt porphyrin (CoP) complexes self-assembled within nanometer-sized rhenium clusters (ReCoP), have been prepared and their oxygen and nitrogen gas perme­abilities were analyzed. The solubility of ReCoP and the characteristics of the corresponding composite membranes were analyzed using a Cahn microbalance, FT-IR spectroscopy, wide-angle X-ray scattering, and differential scanning calorimetry. The nitrogen permeability through the CN composite membranes decreased upon addition of ReCoP and CoP, which implies that the presence of these oxygen carrier complexes affects the structure of the polymer matrix. The oxygen permeability through the composite membranes containing small quantities of ReCoP decreased, but it increased upon increasing the concentration. The oxygen gas transport was affected by the matrix at low ReCoP concentrations, but higher concentrations of ReCoP increased the oxygen permeability as a result of its reversible and specific interactions with oxygen, effectively realizing ReCoP carrier-mediated oxygen transport.

• Journal of the Korean Magnetics Society
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• v.4 no.2
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• pp.154-159
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• 1994

The magneto-optical Kerr spectra(${\lambda}=250~700nm$) of amorphous RE-Co(RE=Ce, Nd, Pr, Gd, Tb, Er, Ho) are compared with those of Y-Co films. It has been found that the Kerr rotation of RE-Co is mainly due to Co in the long wavelength region, whereas at short wavelength Ce, Pr, Nd, and Gd contribute positively, and Tb, Ho, and Er contribute negatively to the Kerr rotation of RE-Co amorphous films. In the interesting energy region(1.5~5.0 eV), the magneto-optical contribution of Pr and Nd are thought to be related with $4f{\uparrow}->5d{\uparrow}$ interband transition, and the contribution of Ce and Gd might be concerned with d->p interband transition. The magneto-optical effect of Tb in the short wavelength region might be related with $4f{\downarrow}->5d{\downarrow}$ and/or $5d{\downarrow}->4f{\downarrow}$, and that of Ho and Er can be explained by $4f{\downarrow}->5d{\downarrow}$ magneto-optical interband transition.

• Proceedings of the Korean Magnestics Society Conference
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• 1991.05a
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• pp.49-50
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• 1991

• Bulletin of the Korean Chemical Society
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• v.13 no.3
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• pp.235-240
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• 1992

The paramagnetic complex of $(CO)_4ReL_2[L_2=$ 2,3-Bis(diphenylphosphino)maleic anhydride] was prepared both by the photochemically induced homolytic splitting of $Re_2(CO)_10withL_2and$ by the chemical reduction of $[(CO)_4ReL_2]SO_3CF_3.$ The $(CO)_4ReL_2$ compound was characterized by ESR spectrum. The spectrum exhibits three group of sextets arising from one $^{185.187}Re$ nucleus (Ⅰ= 5/2) and two equivalent $^31P$ nuclei (Ⅰ= 1/2). Infrared, ESR, and cyclic voltammetric data are reported for all of the complexes prepared in this study.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.870-885
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• 2010

The purposes of this study are to examine what the participants experienced when developing Content Representation (CoRe) of "molecular motion" for the 7th grade in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher and to investigate how the participants' PCK changed in their classes after developing CoRe. The participants were one experienced chemistry-trained teacher, two physics-trained teachers, and one researcher. The participants were selected by purposeful sampling. For this study, the discussions on developing CoRe was recorded and two physics-trained participants' classes were video-taped, and constructed/semiconstructed interviews were conducted. All data were transcribed for analysis. The participants experienced reflective thinking of their knowledge and previous classes, corrected their own misconception and clarified those conception, recognized the contents and the goals of "molecular motion" class, enhanced understanding of students' preconception during the development of CoRe. Especially, the two physics-trained teacher-participants confessed that they recognized clearly the contents and the goals of "molecular motion" class and identified their deficiency in 'particle viewpoint' in their previous classes. Their recognition was realized in the course of interaction with experienced chemistry-trained teacher. Among the components of PCK, knowledge of science curriculum was most influent on two physics-trained teacher-participants' classes, and they emphasized 'particle viewpoint' and 'molecular motion' in their classes. In addition, they introduced new teaching strategies that were discussed in the course of developing CoRe. The influence on the participants' PCK was different according to their reflective thinking on their own knowledge and previous classes and their affective characteristic. The implication of this study is that, the course of developing CoRe can promote reflective thinking that is essential for increasing teachers' professionalism and significantly influence on PCK. Especially, developing CoRe in collaboration with experienced chemistry-trained teacher and non-chemistry-trained teacher can identify deficiency in their classes and thereby, improve their classes. And, it takes time and effort to internalize the participant's recognition in their teaching practice.

• Journal of Nuclear Fuel Cycle and Waste Technology(JNFCWT)
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• v.8 no.2
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• pp.115-122
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• 2010

In this study, the removal of Cs and Tc from a simulated fission products (FP) solution which were co-dissolved with U during the oxidative-dissolution of spent fuel in a mixed carbonate solution of $(Na_2CO_3-NaHCO_3)-H_2O_2$ was investigated by using a selective precipitation method. As Cs and Tc might cause an unstable behavior due to the high decay heat emission of Cs as well as the fast migration of Tc when disposed of underground, it is one of the important issues to removal them in views of the increase of disposal safety. The precipitation of Cs and Re (as a surrogate for Tc) was examined by introducing sodium tetraphenylborate (NaTPB) and tetraphenylphosponium chloride (TPPCl), respectively. Precipitation of Cs by NaTPB and that of Re by TPPCl were completed within 5 minutes. Their precipitation rates were not influenced so much by the temperature and stirring speed even if they were increased by up to $50^{\circ}C$ and 1,000 rpm. However, the pH of the solution was found to have a great influence on the precipitation with NaTPB and TPPCl. Since Mo tends to co-precipitate with Re at a lower pH, especially, it was effective that a selective precipitation of Re by TPPCl was carried out at pH of above 9 without co-precipitation of Mo and Re. Over 99% of Cs was precipitated when the ratio of [NaTPB]/[Cs]>1 and more than 99% of Re, likewise, was precipitated when the ratio of [TPPCl]/[Re]>1.

• Journal of Korean Elementary Science Education
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• v.32 no.1
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• pp.71-81
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• 2013

This study aimed to investigate the changes in learner's scientific conceptual formation and academic achievement after a CoRe-based science lesson. For this study, two classes of the 6th grade of elementary school were divided into an experimental class and a comparison one. The students of the experimental class received CoRe-based science lesson and those of the comparison one received general science lesson. Both of the classes studied 'unit 1. A change in the weather', which is a part of content of 6th grade science text book. The results of this study were as follows. First, in the questions of invisible and abstract phenomena, students had misconceptions based on their experience in real life, or did not understand the fundamental causes of that phenomena. But after receiving lessons respectively, experimental class generally showed at a higher rate of understanding the causes of the phenomena than comparison class. Second, CoRe-based science lesson was more effective to improve students' scientific conceptual formation than the general science lesson. Moreover, when two classes were respectively divided into two groups as high and low-level groups according to their pre-test achievement records, the CoRe-based science lesson was more effective to learners of the high-level groups. Third, CoRe-based science lesson was more effective to enhance students' academic achievements than the general science lesson, especially to learners of the low-level groups.