• Journal of The Korean Association For Science Education
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• v.11 no.2
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• pp.87-101
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• 1991

Science-Technology-Society curricula have been developed in several countries for the last 20 years. Those curricula were focused on social aspects of science, i.e., value-laden knowledge and scientific enterprise, and society-related scientific and technological issues, i.e., energy, pollution, natural resources. The major teaching models employed in those curricula were problem solving and decision making, which required the following teaching techniques: teacher as a manager, small group discussion, controversy as a motivational force for substantive learning, and sufficient factual information into the discussion. Further researches are to be made to ascertain whether or not the expectations of the curricula might be realized in practice. It was shown that most Korean biology teachers considered the STS-related goal of science education as more important than the other goals. Based upon the findings, some recommendations for development of Korean STS curriculum were made as follows: 1. The contents of the STS curricula are to be organized with the integrated mode; 2. The major teaching models throughout the contents are to be problem solving and decision making. These are considered to provide students with the opportunities to involve in debates on practical issues and to draw consensus from them; 3. Some degree of flexibility should be provided on teachers' implementation of the curriculum in terms of contents, teaching techniques etc.; 4. To increase the practicality of the curriculum, teachers should be involved in the development of the curriculum and the relevant research; and 5. Contents to be included in STS curriculum were suggested by some science educators, but the more systematic study is required in this respect.

• Journal of the Korean Chemical Society
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• v.45 no.3
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• pp.256-263
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• 2001

The STS contents, emphasized in the 6th curriculum, in the chemistry parts of general science textbooks were analyzed. The STS contents of textbooks showed average of 24.4%. The chapter in "modern science and technology" were included 45.5% in STS contents, 38.7% in "environment", 29.1% in energy, and 14.0% in "materials". When the STS contents were analyzed by STS topics of Piel, the results are as follows; 38.3% on environmental quality and utilization of natural source, 29.6% on effect of technological developments, 7.9% on energy, and 0.6% on human engineering. However, there were no topics on population, space research and national defense. When the STS contents were analyzed by student activities of SATIS, most of the activities were research and case study. There were few field activities of role play, problem solving and decision making, and research design.

• Journal of The Korean Association For Science Education
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• v.20 no.1
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• pp.52-76
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• 2000

Following the previous study focused on the period until the middle of the 20th century, this study tried to show how STS-related ideas have been developed historically in British science education, particularly focused on the period of the 2nd half of the 20th century. Like the USA, the UK witnessed the development of numerous academically-oriented programs, such as Nuffield projects, during the 1950-60s. However, during the 1970s, there had been growing criticism against the discipline-centered science education and some new noticeable approaches had been made to compensate the contemporary trend. For example, although its main focus was on the integrated approach in school science, the SCISP was quite successful to illustrate the importance of the relationship between science and society. Following this example, Science in Society and SISCON-in-Schools were more ambitious in developing genuine STS programs. These two projects were developed simultaneously and took the form of modules, rather than of textbooks. Nevertheless, Science in Society was more concerned with the applied and industrial aspects of science while SISCON-in-Schools was more inclined to the historical, philosophical and social aspects of science. During the 1980s, far more ambitious attempts had been made to develop full-scale STS programs, i.e. Salters' Chemistry/Science and SATIS. These two programs have been developed with the active corporation from the ASE and soon became the typical examples of the STS approach across the world. Besides the similarities between them, Salters' approach is more application-oriented, subject-oriented, and textbook-like while SATIS is more socially-oriented, issue-oriented and module-style. In summary, the history of STS approach in school science shows that the STS programs were developed under the different social backgrounds and initiated by different groups of the people who have different views towards the purposes of school science and that the STS approach is certainly not the exclusive characteristic of the last period of the 20th century. Finally, the features of the major STS programs developed in Britain during the 20th century are summarized and compared in relation to the Ziman's criteria of the possible approaches in STS education. And some general conclusion are drown based on the study of the history of the STS approaches in Britain.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.1-10
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• 2021

In this study, a science writing heuristic class with emphasis on social interaction and tool improvement for 10 middle school students at the National University Science-Gifted Education Center in Jeollanamdo was conducted to investigate the perception of STS (science technology society) relationship and students' perception of the effects of class. After science writing heuristic class emphasizing social interaction and tool improvement, the students became aware of the STS relationships as follows: Science-gifted students have come to perceive that experimental tools and technology contribute to the development of scientific theory, that it is difficult to solve all social problems with only science and technology, and that science is a social interaction activity. In addition, science-gifted students responded that they became aware of the relevance of STS through intensive inquiry conducted on the same subject for several hours, communications with colleagues in another group through peer reviews, communication to solve problems with colleagues in the same group, activities to improve tools in the process of inquiry, inquiry using familiar materials and phenomena. In order for students to effectively recognize the relationship of STS in science-gifted class for middle school students, it is necessary to provide experience to solve problems using various experimental tools, experience to have trial and error in the process of solving inquiry problem under the same subject, experience to improve tools in the process of solving inquiry problem, experience to communicate with colleagues who conduct inquiry activities under the same subject, experience to share the results with other groups, and inquiry activities using familiar materials and phenomena.

• Journal of Science and Technology Studies
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• v.8 no.2
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• pp.1-26
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• 2008

This essay explores the possibility of risk epistemology based on STS perspective. The starting point is the modern society's dilemma that the more technoscience has been developed, the more modern society has become riskier. The conventional risk epistemology, based on modernist dualism, has a tendency to be negligent of the relationship between risk society and technoscience, since it has only paid attention to either side of objectivity of risk or context of risk. In contrast, STS perspective on risk makes a point of focusing on the need of constructing the comprehensive risk epistemology, instead of the traditional approach based on modernist dualism. Now, this perspective goes ahead through "bridging" between objective risk(nature) and contextual risk(society) toward co-production of risk, as a result that we can no more turn our head from the emergence of new hybrids and, in turn, increase of complexity of heterogeneous networks. As such I suggest the concept of technosphere so as to reflect and display these characteristics of this perspective, and assess the potentiality of the concept.

• Journal of the Korean Wood Science and Technology
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• v.50 no.1
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• pp.1-11
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• 2022

To evaluate the bearing strength of red pine cross-laminated timber (CLT) with self-tapping screw (STS), which is widely used as a fastener for connection in CLT building, the bearing test was conducted. Accoring to the STS's diameters (8, 10, 12 mm), the bearing test specimens with half hole were manufactured. Bearing strength was compared and reviewed in consideration of the configuration in STS and the loading direction to the grain of red pine. As a result of the bearing test on the STS's diameter, the yield bearing load increases as the larger diameter of the STS in all directions of the red pine. The bearing strength of the thread part (thread + tip) was higher than the shank part (shank + shank cutter). In compared with the directions to the grain of red pine, the bearing strength of the cross section parallel to the loading direction was the highest, and the tangent section was the lowest bearing strength. The average bearing strength of the loading direction in parallel to the grain was 23.43 MPa, which was about 45% higher than the average 16.16 MPa in perpendicular to the grain. The predicted bearing strength calculated by Eurocode (EN) and Korean Building Code (KBC)'s equation was lower than the experimental value. It is nessesary to propose the new equations of bearing strength reflected the configuration information of STS.

• Journal of Science and Technology Studies
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• v.3 no.2 s.6
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• pp.105-139
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• 2003

• Corrosion Science and Technology
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• v.6 no.1
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• pp.18-23
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• 2007

DLC coatings have been deposited onto substrate of STS 316L and Ti alloy using r.f. PACVD (plasma-assisted chemical vapor deposition) with a mixture of $C_{6}H_{6}$ and $SiH_{4}$ as the process gases. Corrosion performance of DLC coatings was investigated by electrochemical techniques (potentiodynamic polarization test and electrochemical impedance spectroscopy) and surface analysis (scanning electron microscopy). The electrolyte used in this test was a 0.89% NaCl solution of pH 7.4 at temperature $37^{\circ}C$. The porosity and protective efficiency of DLC coatings were obtained using potentiodynamic polarization test. Moreover, the delamination area and volume fraction of water uptake of DLC coatings as a function of immersion time were calculated using electrochemical impedance spectroscopy. This study provides the reliable and quantitative data for assessment of the effect of substrate on corrosion performance of Si-DLC coatings. The results showed that Si-DLC coating on Ti alloy could improve corrosion resistance more than that on STS 316L in the simulated body fluid environment. This could be attributed to the formation of a dense and low-porosity coating, which impedes the penetration of water and ions.

• Journal of Welding and Joining
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• v.30 no.3
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• pp.32-37
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• 2012

Lead frame which has a high thermal conductivity and high mechanical strength is one of core technology for ultra-thin electronics such as LED lead frames, memory devices of semiconductors, smart phone, PDA, tablet PC, notebook PC etc. In this paper, we fabricated a Cu/STS/Cu 3-layered clad metal for lead frame packaging materials and characterized the mechanical properties and thermal conductive properties of the clad metal lead frame material. The clad metal lead frame material has a comparable thermal conductivity to typical copper alloy lead frame materials and has a reinforced mechanical tensile strength by 1.6 times to typical pure copper lead frame materials. The thermal conductivity and mechanical tensile strength of the Cu/STS/Cu clad metal are 284.35 W/m K and $52.78kg/mm^2$, respectively.

• Corrosion Science and Technology
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• v.20 no.5
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• pp.281-288
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• 2021

Due to advancement of the industry, operation of a device in a harsh environment is increasing. Especially, the marine environment contains Cl^- ions which causes localized corrosion such as pitting and crevice corrosion of stainless steel and various metals. In this study, electrochemical corrosion behaviors of austenitic stainless steel (STS 316L) and nickel alloy (Inconel 600) with different seawater concentrations (fresh water, seawater, mixed water) were investigated. The STS 316L and Inconel 600 were etched in 10% oxalic acid and composed of an austenitic phase. Results of Tafel analysis in seawater showed that STS 316L and Inconel 600 presented the highest corrosion current densities of 7.75 × 10^-4 mA/cm² and 1.11 × 10^-4 mA/cm² and the most negative pitting potentials of 0.94 V and 1.06 V, respectively. The maximum damage depths and surface damage ratio by pitting corrosion increased with chloride concentration. The STS 316L had higher PREN than Inconel 600. However, the surface damage and weight loss of Inconel 600 were superior to STS 316L. It was difficult to compare the pitting resistance of STS 316L based on Fe and Inconel 600 based on Ni with PREN simply.