• Journal of the Korean Chemical Society
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• v.55 no.4
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• pp.703-714
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• 2011

The purpose of this study was to investigate the effect of STS modules reflecting Ansan's geological characteristics in Chemistry I on high school students' science related attitudes and preference for STS lessons. The subjects were 10th grade students from K High School in Ansan and comprised 71 students in the experiment group and 78 students in the control group from 2 classes each. Pretest-posttest control group design was employed for the purpose of research. Four STS modules with lesson plans and teaching materials with themes of water, air, and energy, all of which are closely related to high school Chemistry I were developed and applied to the experiment group. The science related attitudes and preference for STS lessons were then examined in pre- and post-tests. The science related attitudes of the experiment group were significantly high in three out of five domains compared to the control group who was taught traditionally. The preference for STS lessons of the experiment group were highly positive in all five areas and were particularly high in the area of 'relation to society'. Such results imply that in order to make effective high school Chemistry I curriculum units related to STS, emphasized by both the 7th National Curriculum and the Revised 7th National Curriculum, it is necessary to use episodes reflecting local characteristics in which students show greater interest and active participation.

• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.328-342
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• 2004

This study aims to develop STS modules which consider the local concerns of Korean society and their authentic evaluation instruments. Their titles are as follows: 'Health-Aiding Foods, are they necessary?', 'Competition between Alien and Native Species', 'Living Lesson of Lake Shihwa', and 'Problems of food wastes; Would you like to throw them away, if they are money?' All of them deal with issues unique to Korean local situations. Each module consisted of two versions; a student worksheet and a teachers' guide. Students' activities were categorized into six processes such as group activities, investigation, discussion and presentation, experiments, field trip, and multiple intelligence activities. Various assessment tools and abilities for the decision-making in their STS classes were also included. In order to validate these modules, 24 teachers who have been teaching science, biology and environmental science in the secondary schools reviewed these modules and provided feedbacks about their validity and usefulness. We expect that the various rubrics included in each module will provide teachers creative and flexible assessment methods for students' understandings and their decision-making abilities toward the issues.

• 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 the Institute of Convergence Signal Processing
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• v.5 no.3
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• pp.230-235
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• 2004

This paper describes FPGA implementation of a pointer interpreter which can support a synchronization of SDH(or SONET)-based transmission network. The pointer interpreter consists of a pointer-word extractor and a pointer-word interpreter The pointer-word extractor which is composed of mod-6480 counter, shift register and pointer synchronizing block, finds out the H1 and H2 pointer word from a 51.84 Mb/s AU-3/STS-1 data frame and then performs the synchronizing with a 6.48 Mb/s by dividing them in 8. Based on the extracted pointer word, pointer-word interpreter analyzes pointer states such LOP, AIS and NORM according to pointer state-transition algorithm. It consists of a majority vote, a pointer word valid/invalid check, a pointer justification, and a pointer state check. The simulation results of Xilinx Virtex XCV200PQ240 FPGA chip shows the exact pointer word extraction and correct decision of pointer status based on extracted pointer word. The proposed pointer interpreter is suitable for pointer interpretation of 155 Mb/s STM-1/STS-3 frame.

• The Journal of Korean Institute of Electromagnetic Engineering and Science
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• v.14 no.11
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• pp.1134-1142
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• 2003

This paper presents a hardware implementation of the STS diversity system, utilizing FPGAs and introduces the function and the design method of each of the modules of the system. In order to improve the performance of the implemented STS system which is an open loop transmit diversity system under fading environment, the exact estimation of the communication channel is essential. Therefore, we propose the optimal forgetting factor to estimate pilot channel in this paper, It is shown in this paper that the pilot channel is estimated using the forgetting factor of 0.7 without increasing the integration range of the pilot channel even when the power of pilot channel is not sufficiently large in CDMA 2000 1x signal environment.

• Transactions of the Korean Society of Automotive Engineers
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• v.22 no.4
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• pp.20-29
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• 2014

This research aims to study the new paradigm of NDE measurement which allows the identification of defect locations and sizes of a certain structure by measuring its surface temperature after applying heat. STS which has a certain defect is applied by the heat of 70000W by a heater. Its difference of STS surface temperature is measured by using Infrared thermography. The estimated result of STS experiment and that of theoretical analysis of Flex-PDE are compared and analyzed to diagnose STS defect. Moreover, this study can save time and money and improve accuracy in contrast to the existing ultrasonic NDE experiment. In addition, the new paradigm of NDT/NDE by reverse-engineering will be valid if the data of thermal analysis and temperature distribution from the specifications of many materials is accumulated and verified.

• Hwankyungkyoyuk
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• v.18 no.1 s.26
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• pp.44-54
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• 2005

This study is intended to examine an effectiveness of STS module concerning food waste, 'Even if food waste is the money, would you throw it away', in the areas of affective domains related to science and attitudes towards environmental problems. For this study, one group of 142 seventh graders attending 'L' middle school in Iksan city, Jeonrabukdo received 8 class hours with this module. Their affective domains related to science and attitudes towards environmental problems were measured by pre- and post-test design in a single group. In addition, their views on STS instruction was also analyzed. Results are as follows. Students in the transition period who had been taught with this module showed that they had a statistically significant effectiveness in interests related to science, scientific attitudes and execution towards environmental problems(p<.05). Students taught with this module had a positive views on the STS instructional methods or contents. It was also shown that their recognition or behavior towards environmental problems have been changed positively.

• Hwankyungkyoyuk
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• v.22 no.4
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• pp.81-94
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• 2009

This study was intended to develop the STS module regarding conservation of water resources, called "A Project for the Conservation of Water Resources". Since each theme consisted of 2 subject activities, they had total 8 subject activities. Developed STS module was applied to 113 male students of 11th grader of D High School in Incheon. After they received 8 periods of the developed STS module, the environmental sensitivity and environmental conservation behavior and the interest of the affective domains related to science were determined. Results were as follows; Four themes of this module were 'What are the water resources?', 'What is a main cause for the water pollution?', 'A drinking water? or non-drinking water?' and 'Making UCC for the water resources'. Since each theme consisted of 2 subject activities, they were for total 8 periods. Developed STS module was found to be appropriate for the STS and they could be applied to the classroom easily. Students who were instructed according to the developed STS module showed that there was a statistically significant enhancement in the environmental sensitivity and environmental conservation behavior and in the area of interest of the affective domains related to science. Students who were instructed according to the developed STS module showed positive responses to the instructional methods by STS. Based on students' interview, they revealed that they were impressed with the hands-on activities and the process of subject activities. Instruction with STS module seemed to be more appropriate way of teaching compared to the traditional way of teaching. However, it will be necessary to develop more modules or programs which could be linked from the elementary school level to the high school level and to use them consistently in order to maximize their effects.

• 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.

• Transactions of the Korean Society of Pressure Vessels and Piping
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• v.20 no.1
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• pp.49-55
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• 2024

Stainless 630 (or 17-4PH) is a precipitation-hardening martensitic stainless steel that has excellent mechanical properties and corrosion resistance. These characteristics make the STS630 to be used as a consisting material for various components such as spider, pin, spring, and spring retainer, of the control rod drive mechanism (CRDM) in pressurized water reactors (PWRs). In general, it is well known that the oxide layer of stainless steel consists of a duplex layer, a compact inner layer of FeCr₂O₄ spinel, and a coarse-grained outer layer of Fe₃O₄ spinel in PWR primary coolant condition. However, the characteristics of the oxide layer can be sensitively influenced by various water chemistry conditions such as temperature, dissolved oxygen, dissolved hydrogen, pH, pH adjuster type, and exposure time. In this work, we investigate the corrosion properties of the STS630 as a function of coolant temperature in an NH3 alkaline solution for its boron-free application in a small modular reactor, to confirm the feasibility for usage as a boron-free SMR structural material. As a result, oxide layer of corroded STS630 is consist of double-layer oxides consisting of a Cr-rich dense inner oxide and a Fe-rich polyhedral outer particles like as that in commercial PWR primary coolant. The corrosion rate of STS630 increases with increase in test time and temperature and the corrosion rate-time model equation was developed based on experimental data. Overall, it is expected that the results in this study provides useful data for the corrosion behavior of STS630 in alkaline environments, contributing to the development of selecting suitable materials for SMRs.