• 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.

• 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.

• 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.

• Transactions of Materials Processing
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• v.17 no.6
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• pp.436-442
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• 2008

As the structure of a mobile phone becomes thin to catch up with a slim product trend, the structural strength and resistance to shock of TFT-LCD module are getting to be reduced. Hence, TFT-LCD module is the strength reinforced by bezel frame. The bezel frame was produced by the multi hemming processes with several folding parts. The determination of the optimal number of hemming part and structure of bezel frame are very important process parameter to obtain the strength of that. The effect of process parameters on strength of bezel frame was investigated by FEA. Based on the result of FEA, the experiment was performed using manufactured hemming die, the result of the experiment was compared with FEA and verified. Also, three point bending tests were performed to check the strength of bezel frame.

• 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.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 Microelectronics and Packaging Society
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• v.22 no.3
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• pp.67-72
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• 2015

A study on thermal properties for a single-layer metal and a 2-ply metal (clad metals) was investigated for the application of heat sink. For the single-layer metal, a stainless steel (STS) and an aluminum (Al) were selected. Also, a roll bonded clad metal with STS and Al was chosen for the 2-ply metal. The thermal conductivity of the sample was obtained from the thermal diffusivity measured by the light flash analysis (LFA), specific heat and density. Measured thermal property values were compared with the calculated values using the data from the references. For the single-layer metal, measured values for the thermal diffusivity and thermal conductivity were smaller than calculated values. Differences between measured and calculated values were about 6% and 18% for the STS and Al samples, respectively. For the clad metals, however, a large difference (55%) was observed. Here, a relatively small thermal conductivity measured by LFA was due to the existence of a interface between STS and Al in the clad metal. Such a interface reduces the moving velocity of free electrons and phonons in the clad metal. For the development of a high performance heat-issipation module with the multi-layer structure, the control of interface properties which determine thermal properties was confirmed to be important.

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.485-490
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• 2022

데이터 증강기법은 추가적인 데이터 구축 혹은 수집 행위 없이 원본 데이터셋의 양과 다양성을 증가시키는 방법이다. 데이터 증강기법은 규칙 기반부터 모델 기반 방법으로 발전하였으며, 최근에는 Masked Language Modeling (MLM)을 응용한 모델 기반 데이터 증강 연구가 활발히 진행되고 있다. 그러나 기존의 MLM 기반 데이터 증강 방법은 임의 대체 방식을 사용하여 문장 내 의미 변화 가능성이 큰 주요 토큰을 고려하지 않았으며 증강에 따른 레이블 교정방법이 제시되지 않았다는 한계점이 존재한다. 이러한 문제를 완화하기 위하여, 본 논문은 레이블을 고려할 수 있는 Re-labeling module이 추가된 MLM 기반 한국어 데이터 증강 방법론을 제안한다. 제안하는 방법론을 KLUE-STS 및 KLUE-NLI 평가셋을 활용하여 검증한 결과, 기존 MLM 방법론 대비 약 89% 적은 데이터 양으로도 baseline 성능을 1.22% 향상시킬 수 있었다. 또한 Gate Function 적용 여부 실험으로 제안 방법 Re-labeling module의 구조적 타당성을 검증하였다.

• Proceedings of the IEEK Conference
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• 1999.11a
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• pp.113-116
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• 1999

This paper presents a hardware architecture of AAL(ATM Adaptation Layer) type 2 switch. The proposed architecture can assign and configure maximum AAL2 CID limit. AAL2 is the protocol which has been recommended by ITU-T and ATM-Forum for low bit rate delay sensitive services. The architecture assumes 155 Mbps STM-1/STS-3c physical interface, maximum VCC can be 64K connections. It can support maximum 16,384M AAL2 connections. For efficient use of peripheral memory, a concept of segment address was proposed. The proposed AAL2 switch hardware architecture can be used in ATM network as a standalone server or embedded module in a ATM switching system.