• Journal of Science Education
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• v.32 no.2
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• pp.51-70
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• 2008

The purposes of this study were to analyze the domestic research trend of the STS Education and to evaluate the application effects of STS teaching model by using Meta-analysis. The selected research articles were 180 articles including 104 of the master's theses and 76 of science education journal articles published from 1991 to 2006. For the evaluation of the effects of STS teaching and learning model, 56 articles were selected finally. The mean effect size of the application effects of STS teaching and learning was 0.40. The result indicated that STS teaching had more positive effects than the traditional teaching on enhancing student's attitude for science, academic achievement in science, inquiry ability, attitude for environment and knowledge for environment. Especially, it had shown the most positive effects on improvement in the attitude for environment. Therefore, it might be better to reflect these results for the best effect of STS teaching. To assess STS education on the whole, it is necessary to synthesize the effects of STS teaching and learning model and the results of the study on teachers' and students' understanding about the interrelation of science, technology and society.

• Journal of Korean Elementary Science Education
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• v.18 no.1
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• pp.29-39
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• 1999

The purpose of this investigation was to examine and compare pre-service and in-service elementary school teachers' beliefs about Science-Technology-and Society (STS), particularly beliefs about the nature of science and technology, their interaction within society, and the epistemology of science. Large percentage of pre-service and in-service elementary school teachers were understood to perceive as follows : 1. they regarded the science as 〃Knowledge scheme aiming content'and technology as 'skill for solution of actual problems'. 2. they revealed themselves to perceive tat science/ technology influence our lives through new terms and ideas, that science/ technology is affected by governmental policies and that all the people concerned including scientist and technologist should participate in the course of decision making. 3. they perceived that scientist perform their studies by characteristic abilities and that the studies are affected by their religious viewpoint. Moreover, they were understood to perceive that scientific knowledge are constructed through social interaction. 4. they perceived that scientist discover and develop scientific laws by scientific methods such as verification and certification, and that those scientific laws could be changed later.

• Journal of Korean Elementary Science Education
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• v.21 no.2
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• pp.159-170
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• 2002

This study examined the effect on the education of scientific attitude in the process of primary school education by application of STS teaching-learning method with an unit of 6th grade in primary school "environmental pollution and nature conservation". The attitude relating science education, on the other side, is classified into 4 parts; attitude for science, social meaning of science, attitude for science subject and scientific attitude. The study of sexual difference on the above points was examined too. The results was taken as follows. 1. STS Teaching-learning method gives positive effect on the education of scientific attitude more than traditional teaching method, especially on the point of the attitude of science lesson and scientific attitude. 2. STS education has an great influence on the social meaning of the scientific attitude relating science education , investment in science, relation with society, solving social problem, contribution to development of society and technology 3. STS teaching-teaming is thought to be the learning that is more effective for boy than girl. In conclusion The STS Teaching-loaming method is preferable in order to increase the scientific attitude of the Elementary school students. students.

• Journal of The Korean Association For Science Education
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• v.17 no.4
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• pp.451-460
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• 1997

Various modern social problems are also related with science and technology. Thorough understanding about Technology-Society(STS) interactions is required to take informed action about how to deal effectively with these problems. In this case, there is a need for STS education. The purpose of this study was to examine the perceptions of high -school students and science teachers about Technology-Society interactions and differences of their perceptions. It is my hope that this thesis will contribute to future "General Science" class in Korea. We obtained the data by a survey of 414 high school students who took "General Science" courses in Seoul and 54 of their science teachers. The survey was made using 10 multiple-choice items selected from the VOSTS (Views On Science-Technology-Society) item pool. The results of this study are as follow: 1. More than half of the students and teachers thought that science is exploring the unknown and discovering new things. Their perceptions about the science are somewhat stable, but about the technology various. 2. Most students and teachers thought that science and technology interact and complement each other. They also thought that the improvement in the quality of life needs investments in both science and technology 3. Most students and teachers thought social facts as community, government, and politics influenced scientists and scientific research. They also had a good understanding about the effects of science and technology on society. We can conclude from this that they had a Science-Technology-Society oriented viewpoint. 4. There are significant differences between the perceptions of boys and girls in following categories (p<.05): Influence of Community or Government Agencies on Scientists Influence of Politics on Scientists Role of Scieoce/Technology in Resolving Social Problems 5. There are significant differences between the perceptions of students and teachers in following categories (p<.05): Definition of Science Influence of Politics on Scientists

• Journal of Welding and Joining
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• v.32 no.5
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• pp.80-86
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• 2014

We have successfully fabricated high strengthening Cu/STS/Cu 3 layered clad metal of $70kgf/mm^2$ grade for electric device lead frame, and investigated thermal effect of the mechanical and physical properties on the Cu/STS/Cu 3 layered clad metal lead frame material at different temperatures ranging from RT to $200^{\circ}C$. The fabricated clad metal shows a good thermal stability under 6% degrading of mechanical tensile strength and hardness change at $200^{\circ}C$ and also physical properties show stable thermal and electrical conductance of over $220W/m{\cdot}K$ and 58.44% IACS upto the $200^{\circ}$. The results confirm that fabricated high strengthening Cu/STS/Cu 3 layered clad metal can be applied for the high performed electrical lead frame devices.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.340-352
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• 1999

Constructivist theory and teaching science in the social context are a main stream in science education. This study was purposed to introduce the STS in-service program implementing in Chonnam National University. and to analyze the results of the program in terms of changes of teachers' and students' perceptions and attitudes. The major features of the STS in-service program were as follows: teacher-centered. teaching in the social context. emphasis on constructivist approach. development of STS module and implementations. A total of 20 secondary science teachers participated in the in-service program. and filled out two questionnaires. Science Education Reform Inventory and Constructivist Teachings Survey. Three of the 20 teachers were selected to gain information from their implementations of a STS module into their respective classrooms. The students completed two instruments. Constructivist Learning Environment Survey. and Scientific Attitude Survey. The responses from teachers and students are as follows: 1. The participating teachers were very aware of the necessity of reform in science education. and the degree of the perception of the necessity increased after the STS in-service program. 2. The STS program significantly improved constructivist teaching techniques. 3. The perceptions of the students about constructivist learning environments improved significantly after the STS in-service program. 4. Students' scientific attitudes improved significantly through STS approach. The STS in-service program with the above mentioned features was found to be effective in our current school system. and could be implemented successfully if teachers were willing to learn and participate in the reforms of science education.

• Journal of Engineering Education Research
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• v.15 no.1
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• pp.53-60
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• 2012

On the grounds of Diane Vaughan's pioneering study into the Challenger Disaster, STS(Science and Technology Studies) scholars have recently argued that most engineers seldom face an ethical situation, in which the boundary between the ethical and the unethical is absolutely clear, and for which a serious moral decision such as "whistle blowing" is urgently needed. They have instead suggested that engineering ethics needs to address engineers' everyday routine practices, which, if accumulated, may have some impact upon the overall performance of the technological system. However, such studies have not completely resolved the tension between STS that emphasizes contextual elements in which the everyday practice of engineers are done, on the one hand, and engineering ethics that stresses individual engineer's moral decision of an existential kind, on the other. By discussing various works on the Challenger Disaster and related issues over technological risks, this paper attempts to establish an interface between STS and engineering ethics, and proposes some practical implications for the effective education of engineering ethics to engineering students.

• Fisheries and Aquatic Sciences
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• v.19 no.1
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• pp.1.1-1.6
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• 2016

Although soft tunic syndrome (STS) in the ascidian is a serious disease, helpful measures have yet not been established. It was examined in this study by applying aniti-parasitic drugs to eradicate the causative protozoa Azumiobodo hoyamushi from infected ascidians. Formalin was synergistic in killing parasites in vitro when co-treated with hydrogen peroxide ($H_2O_2$) or bronopol, but not with chloramine-T or povidone-iodine (PVP-I), when tested with in vitro parasite culture. The synergistic effects did not change when $formalin-H_2O_2$ (or bronopol) ratios were changed. It was found that treatment periods less than 60 min achieved a sub-maximal efficacy. Increasing drug concentration while keeping 30 min period improved anti-parasitic effects. Anti-parasitic effects of $formalin(F)+H_2O_2$(H) were also assessed in an in vivo STS model infected with cultured parasites. It was observed that combined 50 (40F + 10H) and 100 (80F +20H) ppm were effective in partially preventing STS-caused mortality. In horizontally transmitted artificial STS model, significant prevention of ascidian mortality was also observed after 50 ppm. Marked reduction of living parasites were noted after drug treatments in vivo. The results provide a highly useful basis to develop a preventive or treatment measure against the currently uncontrollable STS in the ascidian.

• Corrosion Science and Technology
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• v.5 no.3
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• pp.90-93
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• 2006

Prevention of crevice corrosion was studied for STS 304 stainless steel using a Mg-alloy galvanic anode in solutions with various specific resistivity. The crevice corrosion and corrosion protection characteristics of the steel was investigated by the electrochemical polarization and galvanic corrosion tests. Experimental results show that the crevice corrosion of STS 304 stainless steel does not occur in solutions of high specific resistivity, but it occurs in solutions of low specific resistivity like in solutions with resistivities of 30, 60 and $115{\Omega}{\cdot}m$. With decreasing specific resistivity of the solution, the electrode potential of STS 304 stainless steel in the crevice is lowered. The potential of STS 304 stainless steel in the crevice after coupling is cathodically polarized more by decreasing specific resistivity indicating that the crevice corrosion of STS 304 stainless steel is prevented by the Mg-alloy galvanic anode.

• Journal of the Korean Ceramic Society
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• v.44 no.12
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• pp.715-719
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• 2007

STS444 with or without $La_{0.9}Sr_{0.1}MnO_3$ (LSM)-coating was contacted to $La_{0.6}Sr_{0.4}Co_{0.2}Fe_{0.8}O_3$ (LSCF) cathode on various electrolyte materials and the polarization resistance $(R_p)$ was measured by impedance spectroscopy. By making a symmetric half-cell and contacting only one side of the cathode with the interconnect, the effect of chromium (Cr) poisoning was separated from the aging effects. When the LSCF cathode was contacted with LSM-coated STS (stainless steel), $R_p$ of LSCF was lower than that contacted with the uncoated STS. Impedance patterns measured for the working electrode (W.E.), the counter electrode (C.E.) at $600^{\circ}C$ in air were analyzed. Normalized data of net Cr effect showed that $Ce_{0.9}Gd_{0.1}O_2$ (GDC) electrolyte is more tolerant to the chromium poisoning than $La_{0.9}Sr_{0.1}Ga_{0.8}Mg_{0.2}$ (LSGM) or 8 mol% $Y_2O_3-doped$ $ZrO_2$ (YSZ) electrolytes.