• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of the Korean Society of Earth Science Education
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• v.8 no.2
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• pp.183-192
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• 2015

The purpose of this study was to identify STEAM education program fit for club activities in consideration of the present curriculum and investigate its effect on science club students' self-efficacy and attitude toward science by applying it to science club students. In consideration of such chapters as 'Solar System' and 'Exosphere and Space Development' in the 2009 Revised Curriculum, this study developed a STEAM education program related to the observation of the solar system and the measurement of a distance of the stars in consideration of the present curriculum. For this study we selected 14 science club students in H Middle School, located in G Province and applied a 7 weeks' program to them. To find out change in their self-efficacy and attitude toward science, this study conducted tests of self-efficacy and attitude toward science for a single group before and after introducing this program and analyzed the results. The results of this study could be summarized as below. Firstly, science club activities with this STEAM education program applied improved students' self-efficacy significantly. Secondly, there was a significant difference found in students' attitude toward science through science club activities with this STEAM education program applied as they showed higher scores in the attitude toward science in the posttest than the pretest. Lastly, despite a research limit that this science inquiry program was conducted for a short period of time, this program was found to have positive effect on the improvement of students' self-efficacy and attitude toward science.

• Proceedings of the KSME Conference
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• 2007.05b
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• pp.3485-3490
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• 2007

The TEXAS-V code tuned for TROI-13 was used for analyzing the parametric findings in TROI experiments. The calculations on the melt composition are relatively similar to the TROI experimental results. The water depth effect in TEXAS-V code seems to be consistent with TROI experiments in some degree. The water area effect of TEXAS-V calculations seems not to be harmonious to that in TROI experiments. This seems to indicate that TEXAS-V as 1-dimensional code or as the numerical steam explosion has a limitation on estimating area effect. Thus, TEXAS-V tuned for TROI-13 seems to have an ability to estimate the parametric effect of TROI experiments. The evaluated TEXAS-V was used for estimating the ex-vessel steam explosion load. The calculated explosion pressure and load were about 40 MPa and 75 kPa.sec, which are not much threatening level for containment integrity, but are arguable value for the integrity.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.33 no.8
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• pp.622-628
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• 2009

The TEXAS-V code tuned for TROI-13 was used for analyzing the parametric findings in TROI experiments. The calculations on the melt composition are relatively similar to the TROI experimental results. The water depth effect in TEXAS-V code seems to be consistent with TROI experiments in some degree. The water area effect of TEXAS-V calculations seems not to be harmonious to that in TROI experiments. This seems to indicate that TEXAS-V as 1-dimensional code or as the numerical steam explosion has a limitation on estimating area effect. Thus, TEXAS-V tuned for TROI-13 seems to have an ability to estimate the parametric effect of TROI experiments. The evaluated TEXAS-V was used for estimating the ex-vessel steam explosion load. The calculated explosion pressure and load were about 40 MPa and 75 kPa.sec, which are not much threatening level for containment integrity.

• The Bulletin of The Korean Astronomical Society
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• v.46 no.2
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• pp.54.1-54.1
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• 2021

천문학은 시간적·공간적 규모가 크기 때문에 학습자의 수준에 따라 공감과 이해의 정도에 차이가 크다. 2015 개정 과학과 교육과정에 따르면 초등학교 5학년부터 태양계에 대한 내용을 다루고 있다. 하지만 이를 설명하기 위한 교과서의 사진과 동영상 자료는 태양계를 명확하게 전달하기 어렵다. 이에 대한 대안으로 3D Modeling을 통한 체험 교육을 제안한다. 천문학 교과에서 3D Modeling의 적용은 학생들의 흥미, 태도의 향상 등 교육적 효과의 상승으로 이어진다. 이에 본 연구에서는 3D Modeling의 도구 중 3D 프린터와 레이저 절단기를 이용해 융합교육(STEAM) 프로그램을 개발하고 학생들에게 적용하여 창의적 문제해결능력에 미치는 영향을 알아보고자 한다. 초등학교 교육과정에 제시된 태양계 관련 학습자료를 분석하였고, 융합교육(STEAM)에서 제안하는 상황제시, 창의적 설계, 감성적 체험의 교육단계 중 '창의적 설계' 단계에 3D 프린터와 레이저 절단기를 통해 개발한 kit를 이용하여 융합교육(STEAM) 프로그램에 적용하였다. 개발된 프로그램을 형식 교육의 장에 적용하여 개발된 평가지표를 토대로 사전·사후 평가를 실시한다. 향후 3D Modeling을 초등학교 교육과정뿐만 아니라 중·고등학교 교육과정 또한 분석하여 적용한다면, 천문대중화를 위해 큰 도움이 될 수 있을 것으로 사료된다.

• Journal of Elementary Mathematics Education in Korea
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• v.21 no.4
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• pp.663-686
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• 2017

The purpose of this study was to identify the effects of convergent approach of mathematics education on students' problem-solving ability and self-efficacy by designing and applying mathematics curriculum based on STEAM. The results are as follows. First, the test results between the two groups did not show any statistically significant difference in terms of problem solving ability, but the experimental group showed a higher average score than the comparative group. Compared with the standard deviation of the experimental group, It can be seen that the level of difference between students is great. This suggests that STEAM-based mathematics lessons have a positive effect on the problem solving ability of low-level students. Second, the results of the self-efficacy t-test of STEAM-based mathematics class showed statistically significant results at a 5% significance level. In the sub-domain, the preference for the difficulty of the mathematics task, except math self-confidence and the math self-regulation efficacy, were statistically significant at a 5% significance level. This study shows that STEAM-based mathematics classes have a positive effect on the students' positive aspects. Through the STEAM program, students learn that mathematics is connected with other fields, and it provides an opportunity to explore on their own, and they more became interested, motivated, and achievement. Also, through the results of the STEAM-based mathematics class, it can be seen that the expressive power and self-confidence are increased by using the non-formal representation outside of the existing formal representation center. The result of this study can be summarized as follows: A STEAM-based mathematics class has a positive effect on problem solving ability and self-efficacy. Therefore, it is interpreted that the application of the STEAM program focusing on mathematics accounts for education effectives.

• Proceedings of the KSME Conference
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• 2008.11b
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• pp.2606-2611
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• 2008

The high energy fluid leakage from the high temperature and high differential pressure drop system of NPPs (Nuclear Power Plants) decreases efficiency and consequently leads to considerable economic loss due to less power production. Also, the leakage possibly damages critical parts of components such as valve and trim with the effect of cavitation, flashing, and erosion, etc. and deteriorates its performance. Thus, in this study, we diagnosed the as-is leakage for four (4) main steam drain valves and two (2) steam traps of Yonggwang 1,2 units during normal operation by using multi-measuring technique and observed the occurrence of fine leakage. In the course of measuring fluid leakage, the sign of fine leakage is estimated to be the leakage from orifice. By converting the leakage to energy loss, it is equivalent to the amount of several hundred thousand won per each unit, which supports the basis for the justification of fine leakage.

• Transactions of the Korean Society of Mechanical Engineers B
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• v.25 no.12
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• pp.1887-1897
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• 2001

Korea Atomic Energy Research Institute (KAERI) launched an intermediate scale steam explosion experiment named "Test for Real Corium Interaction with water (TROI)" using reactor material to investigate whether the molten reactor material would lead to energetic steam explosion when interacted wish cold water at low pressure. The melt-water interaction experiment is performed in a pressure vessel with the multi-dimensional fuel and water pool geometry. The novel concept of cold crucible technology, where powder of the reactor material in a water-cooled cafe is heated by high frequency induction, is firstly implemented for the generation of molten fuel. In this paper, the lest facility and cold crucible technology are introduced and the results or the first series of tests were discussed. The 5 kg of molten ZrO$_2$jet was poured into the 67cm deep water pool at 30 ∼ 95 $\^{C}$. Either spontaneous steam explosions or quenching was observed. The morphology of debris and pressure wave profiles clearly indicate the differences between the two cases.

• 한국신재생에너지학회:학술대회논문집
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• 2009.11a
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• pp.310-312
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• 2009

일반적으로 초산을 제조하기 위해 사용되는 CO를 생산하기 위하여 납사(Naptha)를 가스화하는 부분산화공정을 이용하거나 촉매를 사용한 Steam reforming공정을 적용하고 있다. 가스화 및 Steam reforming의 원료가 되는 납사는 고가이므로 폐기물의 가스화를 통해 발생하는 합성가스 내의 CO를 활용하여 초산제조의 원료로 사용할 수 있다면 초산제조 공정에서의 CO 제조 비용 절감 및 폐기물 자원화의 효과를 동시에 달성할 수 있을 것으로 생각된다. 본 연구에서는 폐기물의 가스화를 통해 발생한 합성가스 내의 CO에 대한 초산제조의 원료로의 적용가능성을 검토하기 위하여 폐기물의 종류 및 성상에 따른 CO 발생량을 비교하였다.

• 대한공업교육학회지
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• v.40 no.2
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• pp.239-258
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• 2015

The purpose of this study is to provide basic data that can be used in a reasonable assessment of the learning outcomes of STEAM. It presented a learning outcome evaluation method, relative weights of key competencies standard that a learner should cultivate. For this study, a pairwise comparison questionnaire about the key competencies was conducted on the STEAM professionals, and AHP was applied to analyze the priority of main factors of key competencies. The results of this study are as follows. First, the importance of capabilities of convergence accomplishment and capabilities of convergent cognition, in the first layer of key competencies, were 39.4% and 36.8%, respectively. In the education evaluation of the STEAM, capabilities of convergence accomplishment and capabilities of convergent cognition showed similar level of importance, and were considered more important factor than capabilities of convergence attitude (23.8%). Second, the relative importance of capabilities of problem solving (20.0%) was highest in the second layer of key competencies, and followed by capabilities of creative thinking (18.3%), responsibility (15.3%), and understanding convergence knowledge (11.0%). Third, it will be a foundation of a competency evaluation, which reasonably evaluates, based on the relative weights, whether to accomplish educational objectives of the STEAM program In addition, this results is expected to become a guide to develop an education program that can improve the teaching and learning process and raise the learning outcome, as well as an education evaluation of the STEAM.