• 한국과학교육학회지
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• 제32권1호
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• pp.1-14
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• 2012

대학교 1학년 학생들을 대상으로 모델링 탐구 실험을 적용하여 질적 연구 방법으로 학생들의 모델링 사고 유형을 알아보았다. 학생들의 모델링 과정은 'Refining tentative model(임시 모델 정교화)', 'Accepting alternative model(대안 모델 채택)', 'Discarding tentative model(임시 모델 폐기)', 'Failing to find causes(원인 규명 실패)', 'Disbelieving results(실험 결과 불신)'의 다섯 가지 유형으로 나누어진다. 학생들은 모델링 탐구 활동을 통하여 과학자의 사고 과정을 경험하여 모델의 본성과 의미를 이해하였고, 이것은 학생들이 과학 지식의 본성을 이해하고, 스스로 탐구할 수 있는 기초가 될 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제30권2호
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• pp.152-161
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• 2011

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

• 한국콘텐츠학회논문지
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• 제10권8호
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• pp.461-471
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• 2010

최근, 현실세계와 가상세계를 결합하여 디지털 컨텐츠 형태로 보여주는 증강 현실 기술이 등장하고 있다. 증강현실 기술의 효과를 극대화하기 위해서, 사용자가 현실세계의 사물을 조작하는 것과 유사한 방법으로 디지털 콘텐츠와 상호작용하는 것을 가능하게 해 주는 실감형 인터페이스가 적용된다. 특히, 교육 분야에서는 이러한 기술들이 학습자의 흥미와 몰입도를 높이고, 학습 효과를 극대화할 수 있는 새로운 학습 콘텐츠의 제작을 가능하게 할 것으로 기대되고 있다. 본 논문에서는 멀티 터치스크린과 실감형 인터페이스를 적용한 과학 실험 학습 시스템을 제안한다. 이 시스템은 종래의 실험대 위에서 이루어지는 실험도구의 조작을 대체하기 위하여 대형 멀티 터치스크린을 장착한 실험 테이블과 간단한 사용자의 제스쳐를 인식할 수 있는 실감형 학습 디바이스를 사용한다. 실제 과학 실험에서는 높은 비용이나 긴 시간, 또는 위험 물질들이 요구되기도 하는데, 본 시스템은 이러한 요인들을 극복하면서 학습자들에게 다양한 실험을 현실감 있게 제공할 수 있다.

• 한국과학교육학회지
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• 제13권2호
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• pp.282-295
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• 1993

This study was accomplished to survey of current situation and management of science education in the special classroom(school) managed by firm. The status of management and the evalution of the scientific inquiry ability were taken on workers attending 17 Special Classes and 9 Special Schools located in Taegu City and Kyungpuk Province. As a responses, most students chose the subject "Science"as an option within their limited 8 units credits. About 88.5% of the students were female. About 78.3% of the classes/schools were conducted in the evening only. About 59.4% of teaching staffs were prevailed with female in these classes, and most of them were young, naive, and unexperienced with their major in chemistry and physics. Insufficient facilities and equipments, crowded classes, understaffed instructors, and inappropriated text materials. etc., were reasons for the students not receiving maximum benefit from these classes and schools. In order to evaluate of scientific inquiry ability, 25 items were constructed and administered to 250 students. The processes of scientific inquiry were classified into 5 categories(category I : establishing a subjects, category II : planning a experiments, category III : conducting a experiments. category IV : interpreting a result of experiments, category V : formulating generalization). As the result obtained from the achivement test analysis, the scores for all the students were significantly low, and the scores for girls were higher than those for boys. The results of test in the selected students showed that inquiry abilities in the category I, II and V were higher than those in category III and IV.

• Nuclear Engineering and Technology
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• 제48권5호
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• pp.1162-1173
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• 2016

In this paper, we describe a physicomathematical model of the processes that occur in a sodium circuit with a variable flow cross-section in the case of a water leak into sodium. The application area for this technique includes the possibility of analyzing consequences of this leak as applied to sodium-water steam generators in fast neutron reactors. Hydrodynamic processes that occur in sodium circuits in the event of a water leak are described within the framework of a one-dimensional thermally nonequilibrium three-component gas-liquid flow model (sodium-hydrogen-sodium hydroxide). Consideration is given to the results of a mathematical modeling of experiments involving steam injection into the sodium loop of a circulation test facility. That was done by means of the computer code in which the proposed model had been implemented.

• 인지과학
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• 제10권1호
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• pp.57-66
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• 1999

과학 분야의 교육에서 실험이 차지하는 비중은 다른 분야에 비하여 매우 크다. 과학실험은 여러 가지 실험구조요소 선택과 배치 및 적절한 실험 행위에 의하여 어떤 실험 상황이 만들어지고 자연법칙에 의해 상태 변화가 발생하여 실험을 진행하게 된다. 과학자 혹은 학생이 실험을 하면서 그 실험에 대한 인지모델을 내부적으로 구축하고 그 모델을 사용하여 시스템행위에 대한 인과추론을 함으로써 실험을 통해 진리 학습과 탐구를 하게 된다. 2차원 모델과 인과추론에 필요한 본체론 적 엔티티의 표현과 더불어 실험에서의 변화를 유도하는 추론방법을 본 연구에서 제시한다. 구현을 위해 화학영역의 실험을 선택하였고, 실험구성요소 (실험 기구와 시약) 및 물리적, 화학적 자연 법칙 뿐만 아니라, 실험 시스템 구조와 각 실험요소의 기능을 고려한 추상지식까지를 지식표현 대상으로 하고 있는 것이 본 연구의 특징이다. 학생이 임의의 실험을 할 수 있고 실세계와 유사한 현상을 보이는 가상 화학실험실을 개발하여 제안된 방법의 적정성을 확인하였다.

• 한국초등과학교육학회지:초등과학교육
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• 제33권1호
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• pp.162-171
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• 2014

The use of evidence is very important in scientific argumentation. This study investigated the types and levels of evidence in scientific argumentation in an elementary science class. 34 fourth graders in a class were selected as subjects, and argumentation was performed in seven lessons on 'Heat transfer and our lives' unit. Small group argumentation was recorded, transcribed and used as data for analyses. The analyses found the following results. First, in regard of the types of evidence, personal evidence dominated over authority-based evidence. Second, in the analysis of the levels of evidence, using inappropriate evidence was found to account for the highest percentage, followed by using appropriate evidence and just arguments without evidence. There were quite a lot of cases of arguments without evidence. It was found that the types and levels of evidence that students used could change depending on the relevance between experiments and argument tasks.

• 정보처리학회논문지D
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• 제19D권1호
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• pp.15-20
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• 2012

본 논문에서는 예전 논문의 기득권 현상을 해결하기 위해 한 논문이 현재 다른 논문들로부터 받은 참조뿐만 아니라, 해당 논문의 잠재적인 참조도 함께 고려하는 랭킹 방안을 제안한다. 더 나아가, 논문의 정확한 랭킹 측정을 위해 두 논문 간의 내용 연관성도 함께 고려하는 랭킹 방안을 제안한다. 마지막으로, 실제 논문 데이터를 이용한 다양한 실험들을 통해, 제안 방안의 우수성을 입증한다.

• 분석과학
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• 제18권5호
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• pp.444-451
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• 2005

참기름에서 스테롤류와 지방산을 간편하고 정확하게 추출하는 방법을 개발하였다. 새로운 방법은 특히 세사민의 추출 효율을 크게 향상하여 세사민과 캄파스테롤의 비율을 크게 향상시켜 감정의 도구로 응용이 가능할 것으로 판단되었다. 또 기타 스테롤류도 확인하였다. 유도체화를 진행시키면 지방산과 스테롤류의 동시 분석이 가능하였으나, 감정의 도구로는 더 많은 실험이 필요할 것으로 판단되었다.

• 아동학회지
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• 제5권
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• pp.3-20
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• 1984

The purpose of this paper was to review critiques on methodological problems relating to Piaget's researches in terms of its scientific nature. On the basis of review of literature, the following problems were pointed out: 1. Notwithstanding Piaget's emphasis on the scientific requirement for verification, Piaget was against the deductive method typical of scientific verification. 2. Piaget's theory was so vague that it couldn't be falsified. 3. Piaget ignored criticism of his method, and this was viewed as unscientific in the eyes of most scientists. 4. Avoiding the antecedent-consequence sequence of scientific experimentation, Piaget took the descriptive, rather than the explanative nature. 5. Piaget didn't accept individual differences in cognitive style in his research paradigm. 6. Piaget's experimental procedures looked very simple but they were too complex to understand what was happening. 7. Although Piaget's major ideas treated the child as the active constructor of reality, the child's experimental tasks were structured by experimenter. 8. Piaget's clinical method depended heavily upon language although the procedures required manipulation of objects. 9. Piaget always justified his experiments in terms of protocois selected from all the responses obtained. However, these protocols may not be the most representative responses or behaviors showing the child's cognitive structure.