• Title/Summary/Keyword: Science & Engineering

Search Result 80,961, Processing Time 0.082 seconds

RNA viruses in Pleurotus ostreatus

  • Lee, Jung-Sun;Lee, Nam-Joo;Ha, Si-Jung;Kim, So-Yeon;Kang, Eun-Joo;Kang, Dong-Suk;Rho, Hyun-Su;Chang, Moo-Ung;Lee, Jong-Kyu;Lee, Kyung-Hee;Lee, Hyun-Sook
    • Proceedings of the Korean Society of Plant Pathology Conference
    • /
    • 2004.10a
    • /
    • pp.46-46
    • /
    • 2004

  • See Full Text

  • PDF

Insight Sources and Influence of Yellow-sand Events in Spring 2003

  • Zhuanshi He;Kim, Young J.;Kim, Jeong E.;K.O. Ogunjobi;Seong Y. Ryu;Kim, Kyung W.;Lee, Kwon H.;Park, Sung C.;Lee, Chul K.;Park, han S.;Yong M. Noh;Jin S. Jung;Kim, Min J.;Hyun R. Jung
    • Proceedings of the Korea Air Pollution Research Association Conference
    • /
    • 2003.05b
    • /
    • pp.281-282
    • /
    • 2003

  • The significant spring-time phenomenon known as the "Yellow Sand" influences not only regional but also global climate. It′s believed that frequency of yellow-sand events has increased in recent years. To investigate the possible factors inducing these special strong weather phenomenon and its impacts on meteorological elements, intensive sampling will be conducted by ADEMRC/KJIST from March to May 2003. Lagrangian trajectory (forward and backward), cluster analysis, factor analysis and satellite remote sense (SRS) techniques will be employed to inspect the mechanisms of yellow-sand. (omitted)

  • PDF

The Role of Science Knowledge Application in Improving Engineering Problem Solving Skills

  • Nam, Younkyeong;Chae, Jimin
    • Journal of the Korean earth science society
    • /
    • v.40 no.4
    • /
    • pp.436-445
    • /
    • 2019

  • This study presents how two types of integrated science and engineering lessons affect students' engineering problem solving skills and their perceptions of engineering. In total, 146 middle school students participated in this study. Eighty-six students participated in the Type I lesson (complete engineering design lesson with a science knowledge application) and 60 students participated in the Type II lesson (engineering design without a science knowledge application). Two main datasets, (1) students' Creative Engineering Problem Solving Propensity (CEPSP) measurement scores and (2) open-ended survey questions about students' perceptions of engineering, were collected before and after the lessons. The results of this study show that after participating in the Type I lesson, students' CEPSP scores significantly increased, whereas the CEPSP scores of the students who participated in the Type II lesson did not increase significantly. In addition, students who participated in the Type I lesson perceived engineering and the engineering integrated science lesson differently compared to the students who participated in the Type II lesson. The results of this study show that engineering integrated science, technology, engineering & mathematics (STEM) lessons should include a complete engineering design and a science knowledge application to improve students' engineering problem solving skills.

  • https://doi.org/10.5467/JKESS.2019.40.4.436 인용 PDF KSCI