• Journal of the Korean Society of Earth Science Education
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• v.4 no.2
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• pp.89-101
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• 2011

Science, Mathematics, Engineering, and Technology (STEM) integrated education has been spotlighted as a new approach for promoting students' conceptual understanding and supporting their future career in STEM field. There is increasing evidence of the positive impact of using a whole design process that can be an example of STEM integrated activities to improve students' conceptual understanding and problem solving skills. However, there is a lack of information on how teachers should accomplish science and engineering integration activities in their classroom and what process they should pay attention. To answer this question, we research the relationship between an design process and students' conceptual understanding using an engineering design activity, called 'Save the Penguins', and study on how each step in an engineering design process in this activity enhance students' conceptual knowledge in science. We found that testing their prototypes and discussing with their peers were the most important process for students to understand and apply science concept for their design, even though the whole engineering design process (demonstration about radiation, discussion about examples in our lives, and testing and reviewing their prototypes, and making final design) helps the students understand the scientific concepts.

• International Journal of Ocean System Engineering
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• v.3 no.3
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• pp.152-157
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• 2013

This study, a new concept design of the stem and aims to determine the suitability of various carbon/PEEK composite designs for artificial hip joints. Shear stress tested with alternative materials of the Ti-based stem for artificial hip joints. In addition, FEA is conducted according to the fiber ply orientation and the load condition for carbon/PEEK composites. The stem shape of two types was designed through the shape normal of the femur. Multidirectional load cases were used for each FEA model. In the case of general shape, the results show that the stress of ply orientation case II was lower than for cases I and III. On the other hand, in the case of the curved shape, ply orientation case I was lowest. In the case of the Ti stem, the stress of the curved shape was 18% lower than the general shape.

• Clinics in Shoulder and Elbow
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• v.21 no.2
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• pp.105-110
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• 2018

Since the introduction of shoulder arthroplasty by Neer in 1974, the design of not only the glenoid component but also the humeral component used in shoulder arthroplasty has continually evolved. Changes to the design of the humeral component include a gradually disappearing proximal fin; diversified surface finishes (such as smooth, grit-blasted, and porous coating); a more contoured stem from the originally straight and cylindrical shape; and the use of press-fit uncemented fixation as opposed to cemented fixation. Despite the evolution of the humeral component for shoulder arthroplasty, however, stem-related complications are not uncommon. Examples of stem-related complications include intraoperative humeral fractures, stem loosening, periprosthetic fractures, and stress shielding. These become much more common in revision arthroplasty, where patients are associated with further complications such as surgical difficulty in extracting the humeral component, proximal metaphyseal bone loss due to stress shielding, intraoperative humeral shaft fractures, and incomplete cement removal. Physicians have made many attempts to reduce these complications by shortening the stem of the humeral component. In this review, we will discuss some of the limitations of long-stem humeral components, the feasibility of replacing them with short-stem humeral components, and the clinical outcomes associated with short-stemmed humeral components in shoulder arthroplasty.

• Journal of Practical Engineering Education
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• v.7 no.1
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• pp.1-9
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• 2015

STEM Education in the US and Korean STEAM are reviewed. The present STEM education focuses on K-12 and it does not concern STEM education in university. In this paper, we define a STEM education that can be made available in university and we establish a way of teaching and learning differential equations based on the STEM education. The class provides students with a chance to explore the capstone design projects that are developed by seniors and do hands-on activities. We introduce and set a Mobius strip with an instant delivery pathway to solve real problems as a symbol of STEM education.

• Journal of Science Education
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• v.45 no.1
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• pp.11-22
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• 2021

The purpose of this study is to identify the main issues of international STEM education by synthesizing the findings in the field of global STEM education. The data in this study are the results of meta-analysis or systematic literature studies that reflect key issues of STEM education through the review of selection criteria and groups of experts. The following issues of STEM education were selected by conducting a qualitative meta-analysis of a total of 23 studies. First, STEM education is a global educational trend and has been studied in many countries such as the United States, Canada, Australia, Republic of Korea, and Turkey. Second, STEM education contributes positively to the improvement of students' cognitive, affective, psychomotor, and career domains. Third, STEM education has been studied with the use of various instructional tools and technologies. Furthermore, the growth of teachers' expertise in STEM education is one of the main factors for the implementation of successful STEM education. In addition, issues such as diversity, equity, and valid and reliable research design were discussed for the successful practice of STEM education. This study provides implications for the direction of convergence education and practical strategies in South Korea and gives suggestions for future research.

• Journal of The Korean Association For Science Education
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• v.32 no.8
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• pp.1356-1366
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• 2012

As the recent demand for human resources in science, technology, engineering, and mathematics (STEM), the development of professional STEM teacher is called worldwide. It is becoming a critical need in teacher education in order to educate student teachers, and prepare pre-service and beginning teachers for high quality of teaching competency. To promote the competency for $21^{st}$ century STEM teachers, the epistemology of technological pedagogical content knowledge (TPACK) is currently considered as the essential qualities of knowledge for highly qualified teachers. The aim of this study is explore the effect of case-based learning approach on TPACK competency of pre-service STEM teachers. In order to develop the pre-service teachers' competency regarding effective integration of technologies into teaching specific content areas, a series of innovative case study teaching in science and mathematics was presented to 43 participants of pre-service physics, chemistry, biology, mathematics, and computer teachers during a course of information and communication technology (ICT) in Education at Khon Kaen University, Thailand. After finishing a case presentation, the pre-service teachers were encouraged into a forum of critical open discussion by considering the potential impact of the case and the TPACK framework. They were investigated instructional design competency of using ICT tools into student learning process and their personal beliefs about ICT in educational process both before and after. The participant's reactions and learning was evaluated by using a self-reported questionnaire and an implementation log of content-specific learning process design, respectively. Results showed a change of their beliefs and the transformation of their TPACK competency in STEM teaching. In an effort to better serve the needs of high quality STEM teachers, the results of this study illustrated that the competency of TPACK could be particularly considered as a core attributes for future STEM teachers. By the way, case-based learning approach can play an effective part in preparing and professing the TPACK competency for STEM teachers.

• Proceedings of the KSME Conference
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• 2001.06a
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• pp.644-651
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• 2001

The purpose of this study is to develop the improvement method of MOV(Motor Operated Valve) operability without major modification or change of MOV which needs a great expense and manpower. We studied valve stem lubrication, stem packing thrust and actuator control switch which could give an major effect to MOV operability, and found the some consequences. First, the stem/stem-nut friction coefficient and stem factor is significantly effected by stem lubrication state. Second, the measured packing thrust value is appeared higer than the design value for tested valves and the preparation of optimal value selection criteria is needed. Finally, optimization of MOV control switch is another major factor for MOV operability and structual integrity.

• Journal of Engineering Education Research
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• v.11 no.2
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• pp.90-101
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• 2008

This study was conducted to develop pre-engineering educational program model based on STEM integration approach. To accomplish this purpose literature review and content validity ratio survey were carried out. The main results of this study were as follows: First, the conceptual model of STEM integration approach was constituted. Second, the conceptual model of pre-engineering educational program model based on STEM integration approach was proposed. Third, the formation steps of inquiry project activity, problem solving activity, and creative engineering design activity were developed to structure the educational program.

• Proceedings of the KSME Conference
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• 2001.06a
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• pp.932-938
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• 2001

This study is concerned with the shape optimization of stem for the artificial hip prosthesis with unbonded cement mantle. The artificial hip prosthesis with unbonded cement mantle allows a stem to slip on cement mantle because of polished stem surface. Unbonded cement mantle type has several advantages compared with bonded cement mantle type, for example, small micro motion, preventing stress shielding and so on. In this study, 2-dimensional axisymmetric model was developed with considering characteristics of unbonded cement mantle. Moreover, optimal shape of stem was obtained by using feasible direction method. The objective of this optimization is maximizing supported vertical loading. The slip motion and stresses of stem, cement mantle and bone is used for constraints. The optimal shape which obtained by this study has slope of 0.15 in proximal part and maintains the width about 5mm in distal part In addition, simplified 3-dimensional analysis which applying optimal shape is carried out. The result of 3-dimensional analysis showed that optimal shape has some advantages for cement mantle stress. However, more realistic 3-dimensional analysis which including bending effect, complex geometries etc. is needed in further research.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.781-792
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• 2018

In modern society, as technology develops and industry diversifies, students can choose from a variety of career paths. Since science, technology, engineering, and mathematics require a longer education and experience than other fields, it is important to design science education policies based on the competencies required for science, technology, engineering, and mathematics (STEM) occupations. This study explores the definition of science and technology manpower and STEM occupations and identifies core competencies of STEM occupations using standard job information operated and maintained by the US Department of Labor ($O^*NET$). We specially analyzed ratings of the importance of skills (35 ratings), knowledge (33 ratings), and work activities (41 ratings) conducting descriptive analysis and principal component analysis (PCA). As a result, core competencies of STEM occupations consist of STEM problem-solving competency, Management competency, Technical competency, Social service competency, Teaching competency, Design competency, Bio-chemistry competency, and Public service competency, which accounts for 70% of the total variance. This study can be a reference for setting the curriculum and educational goals in secondary and college education by showing the diversity of science and technology occupations and the competencies required for STEM occupations.