• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.74-84
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• 2004

The purpose of this study was to get an implication on teacher education program, by exploring the difficulties pre-service elementary teachers have with their science lessons. 37 pre-service teachers were requested to write an anecdote about their science lessons during their 4 week practicum. By analyzing these anecdotes, the difficulties were grouped into several categories by the researcher, and then reconfirmed by the pre-service teachers themselves. The result showed that there were far more difficulties with practical work (cases: 48), than with content knowledge teaching (cases: 17). Among practical work related difficulties, the most frequent cases were: 1) when they have unexpected result different from scientific theory (cases: 10), 2) when they teach process skill and usage of lab equipments (cases: 8), and 3) when they do not have enough preparation for practical work (cases: 7). Unlike the result of preceding research on secondary pre-service teachers, there was no affective aspect problems. These difficulties also can be divided into 'problems' and 'dilemmas'. Whereas 'problems' can be settled by removing obstacles, 'dilemmas', a conflict-filled situation, require choices between competing values or aims. The use of scientific language, the decision on the level and amount of knowledge they teach, and disposal of unexpected experiment results caused such dilemmas in science lessons. The research results imply practical work should be more strengthened in the elementary teacher education program. And both teacher educators and pre-service teachers need to understand that practical teaching is a complex enterprise accompanying some 'dilemmas'. The role of science teachers as managers of dilemmas could be considered.

• Toxicological Research
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• v.30 no.2
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• pp.65-70
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• 2014

Recent episodes of severe air pollution in eastern Asia have been reported in the scientific literature and news media. Therefore, there is growing concern about the systemic effects of air pollution on human health. Along with the other well-known harmful effects of air pollution, recently, several animal models have provided strong evidence that air pollutants can induce liver toxicity and act to accelerate liver inflammation and steatosis. This review briefly describes examples where exposure to air pollutants was involved in liver toxicity, focusing on how particulate matter (PM) or carbon black (CB) may be translocated from lung to liver and what liver diseases are closely associated with these air pollutants.

• Proceedings of the Korea Concrete Institute Conference
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• 2002.05a
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• pp.1009-1014
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• 2002

In this study, developed economical and scientific Pavement Management System(PMS) that can produce suitable maintenance method through judgement and analysis of pavement condition exactly, to overcome past unscientific pavement management limitations. First, on the basis of data of the inside and outside of the country on PMS, composed logical algorithm such as pavement condition investigation and analysis, detailed naked eye investigation, whole system estimation etc., and it verified that this algorithm is suitable system through the inside and outside of the country PMS research examples and results of detailed naked eye investigation. Also, developed easily usable PMS program and PMS_GIS program with such logical algorithm.

• Journal of Korean Elementary Science Education
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• v.40 no.4
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• pp.443-459
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• 2021

In this study, a TPACK-based STEAM program was developed and applied under the theme of excretory organs in the 'Structure and Function of Our Body' of the elementary science curriculum. The program was produced and conducted through curriculum analysis and learning goal detailing, learning environment analysis, teaching·learning method and technology selection, TPACK elements arrangement and teaching·learning material development, application and effectiveness verification. Teacher's TPACK considered in STEAM program design process is content knowledge (appearance and work of excretory organs), pedagogical knowledge (STEAM, problem-based learning, research learning, discussion learning, cooperative learning, scientific writing) and technology knowledge (3D printer and smart device application technology). The program consisted of a total of 8 hours of project learning activities and was applied to 29 students in the fifth grade as an experimental group. A program of the same theme developed mainly from textbooks was applied to 27 students in the fifth grade of a comparison group. As a result of the application of the program, the experimental group showed significant improvement in creative problem-solving ability and scientific attitude compared to the comparison group, and the class satisfaction with the STEAM program was also high. However, there was no significant difference in academic achievement ability.

• Nuclear Engineering and Technology
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• v.35 no.6
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• pp.556-565
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• 2003

A quality assurance safety assessment database, called QUARK (QUality Assurance Program for Radioactive Waste Management in Korea), has been developed to manage both analysis information and parameter database for safety assessment of low- and intermediate-level radioactive waste (LILW) disposal facility in Korea. QUARK is such a tool that serves QA purposes for managing safety assessment information properly and securely. In QUARK, the information is organized and linked to maximize the integrity of information and traceability. QUARK provides guidance to conduct safety assessment analysis, from scenario generation to result analysis, and provides a window to inspect and trace previous safety assessment analysis and parameter values. QUARK also provides default database for safety assessment staff who construct input data files using SAGE(Safety Assessment Groundwater Evaluation), a safety assessment computer code.

• Journal of Science Education
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• v.38 no.3
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• pp.657-669
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• 2014

The purpose of this research is to investigate the effect of students' storytelling on the science learning motivation and science related attitude in elementary science class. We had developed storytelling materials for 11 class hours on the 'Heat transfer and our life' unit based on the analysis of the 4th grade-science curriculum. The research sample was 22 4th graders who were belonged to one of the classes at an elementary school in Gwangju. The test of students' science learning motivation and science related attitude were administered before and after the storytelling treatment, and the difference was checked by the paired t-test using SPSS program. Students' perceptions on the storytelling were also investigated. The conclusions of this research are as follows. First, the students' storytelling tend to have somewhat positive influence on learning motivation. The each mean of post-test in the domain of attention, confidence and satisfaction was significantly higher than that of pre-test. Second, students' storytelling have a positive influence on scientific attitude. Although the means of post-test were higher than those of pre-test in both science subject attitude and scientific attitude domain, a statistically significant difference was found only in the scientific attitude domain. For future researches, the development of more story-materials or strategies for effective storytelling is needed.

• Journal of Science Education
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• v.33 no.1
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• pp.122-132
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• 2009

This study aimed at designing an effective earth science instruction which would help to improve students' scientific creativity using the questioning strategies. The developed questioning strategies were applied to 153 students of $10^{th}{\sim}11^{th}$ grades from March, 2004 to February, 2006. The Reaction Evaluation of Educational Program was used for students' reponses on these questioning strategies. And the Creativity Test developed by the Korea Institute for Aptitude Test was used for the changes of students' scientific creativity. The students responded that these questioning strategies improved students' scientific creativity, and those did not promoted interaction between the teacher and the students. After implementing these questioning strategies, students' analogical ability of language was evaluated the largest score among the 6 categories of scientific creativity. The survey about students' scientific creativity showed that there are meaningful differences between before and after implementing these questioning strategies : analogical ability of figure, analogical ability of language, reading comprehension ability.

• Ocean Systems Engineering
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• v.3 no.1
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• pp.9-34
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• 2013

Submarine pipelines encounter significant wave forces in shallow coastal waters due to the action of waves. In order to reduce such forces (also to protect the pipe against anchors and dropped objects) they are buried below the seabed. The wave force variation due to burial depends on the engineering characteristics of the sub soil like hydraulic conductivity and porosity, apart from the design environmental conditions. For a given wave condition, in certain type of soil, the wave force can reduce drastically with increased burial and in certain other type of soil, it may not. It is hence essential to understand how the wave forces vary in soils of different hydraulic conductivity. Based on physical model study, the wave forces on the buried pipeline model is assessed for a wide range of wave conditions, for different burial depths and for four types of cohesion-less soils, covering hydraulic conductivity in the range of 0.286 to 1.84 mm/s. It is found that for all the four soil types, the horizontal wave force reduces with increase in depth of burial, whereas the vertical force is high for half buried condition. Among the soils, well graded one is better for half buried case, since the least vertical force is experienced for this situation. It is found that uniformly graded and low hydraulic conductivity soil attracts the maximum vertical force for half buried case. A case study analysis is carried out and is reported. The results of this study are useful for submarine buried pipeline design.

• Research in Mathematical Education
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• v.11 no.4
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• pp.265-274
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• 2007

The middle school mathematics teachers of the countryside in western China have little chance to further their education and strengthen their research abilities. In this program, we should offer them chance to learn new educational ideas and teaching methods. There will be demonstration lectures and video teaching of course standards followed by group discussion and personalized instructions. These activities prepare the teachers to give their own demonstration lectures. This again is followed by additional personalized instructions. The teachers come to the program with very limited knowledge of these techniques but will leave with the ability to write educational scientific research papers.

• Journal of Korean Elementary Science Education
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• v.40 no.2
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• pp.239-252
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• 2021

The purpose of this study is to develop an evolutionary STEAM education program based on the brain and to analyze its effects on scientific interest and scientific creativity of elementary school students. Four different topics based on four scientific fields (Physics, Chemistry, Biology and Earth Science) were derived from the science textbook under the 2015 revised curriculum to build a brain-based evolutionary STEAM education program. The research subjects were 90 fourth graders of S-elementary school located in Gyeonggi Province, Korea and they were divided into an experimental group of 45 students and a comparative group of 45 students. The main findings of this study are as follows. First, according to the independent samples t-test of scientific interest, no statistically significant difference were found between the two groups, but the brain-based evolutionary STEAM education had meaningful effect on improving 'interest in scientific learning' and 'anxiety about scientific learning'. Second, according to the paired samples t-test of scientific interest, the experimental group had significantly improved 'interest in science' but on the other hand, there was no effect on the comparative group. Third, scientific creativity and originality of the experimental group were significantly higher after the class than that of the comparative group. Fourth, although there were some significant differences between the two groups in scientific creativity after the class, both groups had improved scientific creativity between the results of pre and post test. Based on these results, we discuss implications for science education and STEAM education research.