• Corrosion Science and Technology
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• v.14 no.2
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• pp.93-98
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• 2015

Recently, Stainless steels have been increasingly selected as the fitting or the valve materials of water pipes as the human health issue is getting higher and higher. Therefore, the connectors attached at pipes to deliver water are exposed to more severe environments than the pipes because crevice or galvanic corrosion is apt to occur at the fittings or the valves. Effects of the solid solution annealing, cooling rate after this heat treatment, and passivation on the corrosion properties of the shell mold casted SSC13 (STS304 alloy equivalent) were studied. The heating and quenching treatment more or less reduced hardness but effectively improved corrosion resistance. It was explained by the reduction of delta ferrite contents. Independent of heat treatment, the chemical passivation treatment also lowered corrosion rate but the improvement of corrosion resistance depended on temperature and time for passivation treatment indicating that the optimum conditions for passivation treatment were the bath temperature of $34^{\circ}C$ and operating time of 10 minutes. Therefore it is suggested that the corrosion resistance of SSC13 can be effectively improved with the heat treatment, where SSC13 is heated for 10 minutes at $1120^{\circ}C$ and quenched and passivation treatment, where SSC13 is passivated for at least 10 seconds at $34^{\circ}C$ nitric acid solution.

• Korean Journal of Materials Research
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• v.13 no.11
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• pp.761-768
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• 2003

The corrosion resistance and cytotoxicity behavior of Ti alloys were studied as a function of Nb contents(3wt.%Nb, 20wt.%Nb, 40wt.%Nb). Ti-Nb alloys were melted by vacuum arc furnace and then rolled to 50% reduction ratio after homogenized at 105$0^{\circ}C$ for 24hrs. The corrosion resistance of Ti-Nb alloys were investigated by potentiodynamic polarization test in the 0.9% NaCl and 5% HCI solution. Biocompatibility of Ti-Nb alloys was evaluated by cytotoxicity test. The results can be summarized as follows 1) The microstructure change from equiaxial to acicular and the increased $\beta$ phase in Ti-Nb alloys were obtained as the Nb content increased. 2) For the corrosion test in the solution of 0.9% NaCl and 5% HCI, the corrosion behavior of Ti-Nb alloys was similar to ASTM grade 2 CP Ti. 3) For the cytotoxicity test, Ti-Nb alloys showed excellent biocompatibility compared to ASTM grade 2 CP Ti, 316L STS and Co-Cr alloys.

• Journal of the Korean Society for Heat Treatment
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• v.9 no.1
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• pp.34-44
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• 1996

Austenite stainless steel was produced by arc welding with current 650A, voltage 50V and welding speed 10cm/min. It was post-welded and then heat treated at $1,050^{\circ}C$ for 120min. And then it was immersed in water or in air. The microstructural changes, ferrite contents, mechanical properties, and stress corrosion cracking(SCC) were investigated. The SCC was studied in 42wt% boiling $MgCl_2$($140^{\circ}C$) under the constant stress using SCC elongation curve. The results showed that; 1. The as-welded spedimen seemed to increase ${\delta}$-ferrite content largely, and revealed continuous network of lathy and vermicular type. The post-welded heat treatment changed the morphologies of ferrite from continuous type to island type. 2. The as-welded, air and water quenched specimens had the ${\delta}$-ferrite content 9.7%, 3.2% and 2.1% respectively. We also showed that ${\delta}$-ferrite was Cr-rich and Ni-poor by EPMA. 3. The time of failure on the SCC was measured and it was used for corrosion elongation curve. The condition of SCC was investigated under $35kgf/mm^2$ load and the results were as follows; 4. The intergranullar cracking by stress corrosion was most distinct in weld metal while the transgranular cracking occurred in the air cooled specimen.

• Journal of The Korean Association of Information Education
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• v.13 no.2
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• pp.127-134
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• 2009

As wireless-internet and mobile computer revitalizes, various teaching and learning strategies are appearing. In this study, we suggest a new integrated teaching method in u-learning environment effectively. First of all, to apply information technique to education effectively, we grasped various educational factors centered on learners. And then, we categorized them into contents, time and space as three vital factors and analyzed. Next, by combining the important factors, we suggested the new integrated teaching and learning strategy. We also operated personalized the integrated teaching for elementary school students and verified the effect. As a result, we learned that the integrated teaching was effective in the area of higher-level thinking presented as an effectiveness index, learning motivation and self-directed learning. That is, this study will promote excellence in education centered on learners in the hereafter u-learning environment and support general integrated education effectively.

• Journal of the Korean Society for Marine Environment & Energy
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• v.8 no.3
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• pp.148-157
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• 2005

In order to understand distribution characteristics and pollution of heavy metals in the artificial Lake Shihwa in the vicinity of Kyunggi Bay in relation with huge environmental changes, various environmental samples including seawaters, surface sediments and settling particulate matters were collected from Lake Shihwa in 2004. Due to extreme pollutant discharge from various anthropogenic sources such as the Banweol and Shihwa Industrial Complexes and cities, the highest metal concentrations in the samples such as waters, sediments and settling particulate matter were found in inner part of the lake. High metal contents (Cu, Zn and Hg) in sediments were observed at Sts. 2-4 and 9. The contents of Cr, Co, Ni, Cu, Zn and Pb in SPMs were high at St. 5 and low in the outer part of the lake. Spatial distribution of heavy metals were mainly controlled various biogeochemical factors and physical mixing as well as input of industrial and municipal wastewaters. Although tile environmental qualities of heavy metals in the lake have been improved partially due to inflow of outer seawater, it is not clear to reach a good environmental quality. Therefore, further environmental programs should be conducted continuously for environmental improvement.

• Journal of The Korean Association For Science Education
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• v.23 no.5
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• pp.443-457
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• 2003

The research aimed to compare science curriculum between Korea and Israel and find out characteristics of science curriculum in Israel at middle school level. The middle school 'science' of the 7th revised national curriculum in Korea and middle school 'science and technology' in Israel were compared. Among characteristics of the Israel curriculum of 'science and technology,' distinct ones are as follows: First, 'science and technology' was most highly emphasized with the largest number of time allotment among all subjects at middle school level in Israel. Second, the contents of 'science and technology' were classified into seven areas of 'energy and interaction', 'materials', 'organism', 'earth and the universe', 'technological systems and products' . 'information and communication',and 'ecosystems' rather than four areas of energy, materials, life and earth in Korea. Third, 'organism' was allocated with the highest number of hours among seven areas. Fourth, objectives of each content of 'science and technology' were divided into three categories: scientific aspect, technological aspect, and social value and objectives of each category were related to one another. This characteristic seems to stress STS, multidisciplinary, and interdisciplinary approaches in 'science and technology' in Israel. Such characteristics of the 'science and technology' education in Israel are likely to make significant contributions to establish human resources of highly developing science and technology including IT, BT, NT, ST in the future society. Reflecting upon the characteristics of 'science and technology' education in Israel, Korea might seek for ways to improve its national power based on science and technology through strengthening science and emphasizing science and technology contents among school curriculum.

• Journal of The Korean Association For Science Education
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• v.37 no.1
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• pp.181-192
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• 2017

This study aims to examine the educational effects of the SSI program using Digital Storytelling (DST) approaches. Since DST provides students opportunities to express their own opinions in the form of stories and to share learning outcomes through the web, we developed and implemented SSI program by adopting the concept of DST in order to produce synergistic effects on student learning. Twenty-four 9th graders who enthusiastically engaged in the DST-based SSI program participated in this study. The students responded to focus group interviews after the instruction, and all interviews were transcribed for analysis. The results indicated that the students became aware of socio-ethical perspectives of each SSI topic while searching and collecting data by themselves. They also felt the necessity to consider multiple perspectives around the issues by having discussions with group members. Second, pre-producing DST allowed students to negotiate to settle on a group discussion, and to use emotional contents that can lead viewers to have sympathy. In addition, while producing DST, students considered various factors such as design, soundtrack, visual effects, and screen composition in order to express their opinions and convey their messages more effectively. In the stage of sharing DST outcomes and receiving feedback, they realized new perspectives that they did not perceive in the previous production process, and to move them into an action for resolving the problems caused by SSI. This study showed the potentials of DST-based SSI instruction as a good strategy to support students' SSI engagement.

• Hwankyungkyoyuk
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• v.18 no.3 s.28
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• pp.59-74
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• 2005

We can't deny Korean EE has basically developed on the basis of Environmental Possibilism (Environmental management or Reformism) in lots of aspects. I would show three representative proofs here, the first, the philosophy of Korean EE has been mainly focused on dichotomy of human-techno centrism and eco-centrism with no considering other alternative environmentalism since 4th Formal Curriculum, 1981. The second, simultaneously, the concept of EE has not distinguished from it of Science education. (Furthermore, unfortunately some says EE has been a part of Science education, although there should be many differences on its contextual aspect.) And the third one is that the limit of possibilism which market economists have worried, has scarcely mentioned in various kinds of EE-related teaching materials. Possibilism is basically likely to be accompanied by science and economics-oriented approach, and in this aspect this dichotomy, human-techno centrism and eco-centrism, has come from perspectives of Economical development process and over-addicted belief to Science. So it is enough to say that Korean EE has basically developed with biased to Environmental possibilism, in other words, biased to preference to it. And I'll critically focus on these two axes of possibilism, Science and Economics and its dichotomy. Of course, we should accept there are so many same parts in its contents between EE and Science, but we should know its contextual differences for triangular position of environmentalism suitable to EE and also overcome science-dependant approach to EE. Although science-dependant approach to EE and dichotomy could provide some tools for clearing up the causes of environmental problem, especially always it has insisted fundamental causes of environmental problem originated in human faults and over-use of eco-source or over-economic development, but now it is old-fashioned discourse, furthermore it come to have unavoidable limits in the debates of problem-solving mechanism to environmental problems. The paramount important thing is to supply the ways or thoughtful mechanism for solving or coordinating the Environmental problems, not just searching for cause of it. But scientific approach and its dichotomy based on possibilism have continuously born cause & effect in EE-related discourse. So there are so much needs to transfer from continuous bearing of cause & effect to constructive alternatives at least in environmentalism of EE. Traditionally, dichotomical division in EE Environmentalism, human-techno centrism and eco-centrism, couldn't have Provided any answers to our real society, it just gives us only cause & effects of Environmental problems. And also we can't find the description on the limits of capitalism market approach to Environmental problems especially in Korean EE text books, other teaching materials and its teaching-learning process, although market approach economist has been proved its fault beyond its functional merits as Environmental management tools. So we should introduce other alternative Environmental philosophy instead of Possibilism such as eco-socialism insisted by Schmacher M. and Boochin etc, or marxist-environmentalism for relative and comparative views to market-thought such as commodification. In this aspect we need to accept Oriental philosophy based on moderation(中庸) as new another alternatives with the reflection that we have recognized monism as representative Oriental philosophical environmentalism. Fundamentally monism has done its role with providing relative concepts to Dichotomy Enlightenment, but we can't say it has been core concept for understanding of oriental environmentalism, and we can't distinguish monism from oriental philosophy itself, just because oriental thought itself was basically monism. So conceptual difference should be recognized between EE and Science education in teaching-learning process on the basis of life-philosophy(Philosophie des Lebens) from epistemology. For this transformation, we should introduce existentialism in Science education, in other words, only existential Science education based on phenomenology or interpretivism can be EE. And simultaneously we need some ways for overcoming of scientific foundationalism which has been tradition making science not stand on existentialism, formulating and featuring of almost all of natural things and its phenomenon from after enlightenment in western world, but it has malfunctioned in fixing conception of science just into essentialism itself. And we also introduce integrated approach to science and society for EE like STS. Those are ways for overcoming of Environmental possibilism in EE.

• Journal of Science Education
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• v.44 no.3
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• pp.273-288
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• 2020

This study aims to investigate the presentation of the Nature of Science (NOS) in integrated science textbooks of the 2015 revised curriculum. The five integrated science textbooks published by the revised 2015 curriculum were analyzed with the conceptual framework of the four themes of the Nature of Science (NOS) (Lee, 2013) based on scientific literacy. The four themes of the NOS are 1. nature of scientific knowledge (theme I), 2. nature of scientific inquiry (theme II), 3. nature of scientific thinking (theme III), and 4. nature of interactions among science, technology, and society. The reliability of the textbooks analysis was measured between two coders by the Cohen's kappa and resulted in between 0,83 and 0,96, which means the results of analysis was consistent and reliable. The findings were as follows. First, overall theme II, nature of scientific inquiry emphasized on the integrated science textbooks of the 2015 revised curriculum by devoting the contents over 40 % in the all five publishing companies' textbooks. Second, while the theme II, nature of scientific inquiry was emphasized on the textbooks regardless of the publishing companies, other themes of the NOS were emphasized in different portions by the publishing companies. Thus, the focus among other three themes of the NOS was presented differently by the publishing companies except that in theme II, nature of scientific inquiry was most emphasized on integrated science textbooks. Third, the presentation of the NOS was identified similarly across the topics of integrated science textbooks except on topic 4. Environment and Energy. The theme IV, nature of interactions among science, technology, and society was emphasized reasonably only in the topic of Environment and Energy of the textbooks. Finally, the presentation of the NOS in the integrated science textbooks of the 2015 revised curriculum were more balanced among the four themes of the NOS with focus on the scientific inquiry compared to the previous curriculum textbooks.