Structural and optical properties of Ga-doped ZnO nanowires synthesized by pulsed laser deposition in furnace

김창은(Chang Eun Kim),안병두(Byung Du Ahn),전경아(Kyung Ah Jeon),손효정(Hyo Jeong Son),김건희(Gun Hee Kim),이상렬(Sang Yeol Lee) 대한전기학회 2006 대한전기학회 학술대회 논문집 Vol.2006 No.10

Ga-doped ZnO nanowires have been synthesized by pulsed laser deposition (PLD) in furnace on gold coated (0001) sapphire substrates. The effect of repetition rate on structural and optical properties of Ga-doped ZnO nanowires are investigated. By controlling repetition rate. the diameter of nanowires is varied between about 60 and 100 ㎚, and the length of nanowires is varied between about 2 and 4 ㎛. The X -ray diffraction (XnD) reveals the structural defects induced by the Ga doping. The room temperature photoluminescence (PL) spectra of Ga-doped ZnO nanowires show strong UV emission between 382.394 and 385.279 ㎚ with negligible visible emission.

진학목적의 다문화대안학교 교육과정 개발에 대한 탐색적 연구 -입학사정관제 전형을 중심으로-

김창아 ( Chang Ah Kim ),78)오영훈 ( Young Hun Oh ),79조영철 ( Yeong Cheol Cho ) 성신여자대학교 인문과학연구소 2014 人文科學硏究 Vol.32 No.-

Among the diverse requests of children from multicultural families, this study focuses on college entrance. We compared and contrasted the curriculums of three different schools. The characteristics of a curriculum aimed for college are as follows. First, it puts emphasis on reflecting language and cultural diversity of children from multicultural families, especially in of the college entrance systems of Korea: the admission officer system. Second, it is a curriculum considering the learner`s multicultural aspects and requests. It comes from learners` demand of college entrance education, promoting means of language and cultural diversity in order to realize that demand. Third, an alternative curriculum is made up systematically. The contents and emphasis of each detailed curriculum focuses on making multicultural students express their feelings and characteristics and record them. Students will be able to make a plan and record of what they have learned and experienced through a multicultural lens. This sort of curriculum composition is that of Banks`s transformational decision making and social behaviorism approach. Learners’ just rights and requests should be respected and embraced. That is the moral of a society in which diverse people live together and we, as the mainstream group, should deeply contemplate this issue. A curriculum suggested in this aspect should only be directly applied to learners who wish to enter college. The purpose of this study is to suggest a curriculum for individual learners rather than a universal one that can be adapted to the majority. In order to develop a rightfully purposed curriculum, individual schools, consumers and current curriculum aspects should be carefully considered and this requires the efforts of the developer. Furthermore, development of textbooks is definitely in need through diverse research to realize the curriculum in the actual field.

지속가능발전교육(ESD) 프로그램 개발에 참여한 초등교사의 경험에 대한 연구

김영순(Kim Young soon),김창아(Kim Chang ah),최승은(Choi Seung eun),이남형(Lee Nam hyung),윤현희(Yoon Hyun hee) 한국열린교육학회 2015 열린교육연구 Vol.23 No.2

본 연구는 지속가능발전교육(ESD) 프로그램 개발에 참여한 초등교사의 경험을 통해 ESD의 활성화를 위한 시사점을 제시하고자 시행하였다. 연구의 기간은 2014년 9월부터 12월까지이며, ESD프로그램 개발 참여교사 4인을 대상으로 면담을 하고 이를 전사하여 코딩한 후 3개의 경험주제와 9개의 주제의미로 나타내었다. ESD프로그램 개발 과정을 통한 참여자들의 경험은 다음과 같다. 첫째, 참여자들은 ESD프로그램 개발 과정을 통하여 ESD의 이론과 실제를 연계하는 경험을 하였다. 둘째, 참여자들이 개발한 ESD프로그램에는 참여자 개인의 관심사가 반영되었다. 셋째, 참여자들은 ESD프로그램의 계획과 프로그램 개발, 그리고 실행 과정에서 성찰을 하지만, 외부로부터 강제된 성찰에 대해서는 거부감을 나타냈다. 이 과정을 통해서 이들은 자신의 한계를 느끼기도 했지만 이를 극복하기 위해 노력하였다. 이러한 참여자들의 모습은 이미 전문성을 인정받아 ESD프로그램 개발을 하게 되었지만 ESD전문가로 거듭나고 있는 것으로 해석하였다. 본 연구를 통해 나타난 ESD프로그램 개발자들의 경험적 특징을 통해 ESD활동에 보다 전문적이고 실천적인 교사의 역량이 개발되기를 기대한다. With the high awareness on ESD, this study raised implication on activating ESD program through the experience of people who are trying to adapt to the school. The research question is set as the experience of teachers who participated in the development of ESD program. From September to December 2014, this research interviewed four participant teachers, then transcribed and coded into 3 topics of experience and 9 meanings. The experiences of participants in the ESD program development are followed; First, the participants put ESD theories into practice during the development process of ESD program. Second, the developed ESD program contained individual interest of the participants. Especially, the participants have continued active and constant activities related to the interest. With adopting cooperation themselves during the development process, they have generally used cooperative learning in the education pursuing the main value of ESD. Third, although the participants self-examined through planning, developing, and practicing of ESD program, they presented resistance from the external forced reflection. The self-examination not only included themselves but also educational field and the social flow of the educational policy. They awarded their limit but tried to overcome. They already recognized their professionalism to produce ESD program, further became ESD experts. This study described the experimental characteristic of the ESD program development participants, and therefore expected the development of teacher competency in the ESD programs.

교육연극을 활용한 상호문화교육의 이해-Schulz-von Thun의 의사소통 모델을 중심으로

오영훈 ( Young Hun Oh ),김창아 ( Chang Ah Kim ) 한국독일언어문학회 2015 독일언어문학 Vol.0 No.67

In dieser Arbeit wird gezeigt, wie das Kommunikationsmodell von Schulz-von Thun durch die Dramapadagogik fur Kinder multikultureller Familie angewendet werden kann. Dabei bietet das Kommunikationsmodell die Chance, sich in differenzierter Weise auf die “Spuren des Anderen” zu begeben und den Prozess des Fremdenverstehens zugleich als Gelegenheit zur Selbst-Vergewisserung zu nutzen. Die Lehrerin und die Kinder multikulturellen Familien unterhalten sich nicht auf Koreanisch, sondern mit Korpersprache, d.h. Mimik und Gestik. Dabei wird “ein Minodrama” in der Schule benutzt, um sich zu verstehen. Die Fahigkeit zu interkultureller Kommunikation besteht - abgesehen von der sprachlichen Seite - aus einer Vielzahl von emotinalen und sozialen Teilkompetenzen, die sich unter dem Begriff Empathie zusammenfassen lassen. Es wird erwartet, dass interkulturelle Kommunikation in der Praxis in absehbarer Zeit aktiver und tiefer diskutiert wird.

일반논문 : 베트남 소수민족 전문가의 문화다양성 정책 참여경험에 관한 연구

( Kieu Trang Le ),김영순 ( Young Soon Kim ),김창아 ( Chang Ah Kim ) 인하대학교 교육연구소 2016 교육문화연구 Vol.22 No.1

본 연구는 베트남 소수민족 문화다양성 정책에 참여하는 베트남 전문가들을 대상으로 한 심층면담을 통하여 베트남의 문화정책 수립의 요건과 그 영향을 기술하고 해석하는데 목적이 있다. 이를 위해 총 6명의 연구참여자를 선정하였다. 이들은 다수민족 출신과 소수민족 출신으로구성된 베트남 문화관련 기관의 전·현직 기관장이다. 면담의 주요 질문은 베트남의 문화정책 수립과정의 참여 경험에 초점을 두었다. 심층면담, 문헌조사, 현지 조사를 통해 수집한 자료는 전사와 코딩을 통하여 의미단위를 추출하고 ``다양한 소수문화``, ``문화다양성 정책 과정``, ``문화다양성정책의 영향`` 으로 재범주화 하였다. 연구결과, 전문가들은 베트남의 문화다양성 요소로서 언어, 역사, 문화 공간, 생활문화, 풍습과 종교, 전통예술 및 관습과 관습법을 제시하였다. 베트남 문화다양성 정책의 수립 과정의 특징은 체계성, 소통의 어려움, 문화의 정제로 규정할 수 있었다. 또한 문화다양성 정책의 결과로는 소수 민족의 시혜, 가치 있는 문화에 대한 배려, 대외적 호평 등이 확인되었다. 하지만 베트남의 문화다양성은 정부의 민족 공존을 위한 많은 노력과 별도로 소수민족들이 실제 생활을 함께 함으로써 변화되는 부분이 더욱 많은 것으로 드러났다. The purpose of this study is to describe and analysis the influence of cultural policy process in Vietnam by conducting an in-depth interview of Vietnamese experts who participate in cultural policy process in Vietnam. For this purpose, we conduct in-depth interview with experts who participate in minority ethnic policy process in Vietnam. There are six research participations who are current or former heads of organizations related to culture in Vietnam. They are consisted of both majority and minority ethnic group. Questionnaire which is used in the interview focuses on cultural policy process. After transcribing and coding data collected through in-depth interview, literature research, field study, we extract these data into units of meaning, then re-categorize them as ``Diverse Minority Cultures``, ``Cultural Diversity Policy Process`` and ``Influence of Cultural Diversity Policy``. The results of this study shows that experts mentioned language & history, cultural space, living culture, custom & religions, traditional art and common law as elements of cultural diversity in Vietnam. The process of making cultural diversity policies in Vietnam could be prescribed by identity, difficulty in communication and purification of culture. It is also verified that the consideration for dispensation and valuable culture of minority ethnics as well as its public popular is result of cultural diversity policies. However, the cultural diversity in Vietnam shows that the government makes an effort for the harmony among ethnics and tries to makes separated minority ethnics to live together. It is necessary to evaluate the limitation of this study that it focused merely on recognitions of experts whose representation is on the government. Therefore, we suggest further study which analyses the recognition of Vietnamese people in general.