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영역 특수적인 입장에서의 과학적 창의성에 대한 정의, 구성요인에 대한 탐색
임성만,양일호,임재근 경북대학교 과학교육연구소 2009 科學敎育硏究誌 Vol.33 No.1
본 연구는 창의성의 영역 특수적인 입장에서 과학적 창의성을 다룬 논문들을 내러티브 리뷰의 방법을 사용하여 탐색한 것이다. 창의성을 바라보는 2가지 입장 중에서 한 가지인 영역 특수적인 입장은 창의성에 대해 “그 아동이 얼마나 창의적인가?”라는 창의성의 일반적인 입장에서 “그 아동은 어느 영역에서 창의적인가”라는 영역 특수적인 접근방법으로 창의성을 바라보는 것이다. 이러한 관점에서 본 연구는 과학을 바라보았을 때, 과학적 창의성은 어떻게 정의될 수 있으며, 또 어떤 구성 요인들로 이루어졌는가를 탐색해 본 연구이다. 과학적 창의성 관련 논문들에 대한 리뷰를 통해 본 연구는 과학적 창의성은 과학적인 지식을 바탕으로 논리적이고 분석적인 사고를 통해 새롭고 적절한 것을 찾아내는 능력으로 정의할 수 있었으며, 과학적 창의성의 구성 요인은 정의적, 인지적, 환경적 요인으로 나눠 살펴본 결과, 영역 특수적인 관점에서 가장 두드러지게 차이를 보이는 과학적 창의성의 인지적 요인은 과학 관련 지식, 과학 탐구과정, 문제 발견력, 문제 해결력 등으로 구성되어짐을 알 수 있었다. 이러한 과학적 창의성에 대한 논의는 보다 과학적 창의성에 대한 실증적인 연구에 대한 좋은 길잡이가 될 것으로 사료된다. The purpose of this study is to identify a domain-specificity of the scientific creativity and the component of scientific creativity. Conducted from theoretical study, this study suggests that a domain-specific view of creativity offers a more useful and constructive components of scientific creativity based on the literature associated with the component of scientific creativity. Scientific creativity has a domain-specific component and so there is need to distinguish scientific creativity from creativity in general. As a result, scientific creativity is different from other creativity it is concerned with scientific knowledge, science process skill, creative scientific problem finding and solving and so on. And since scientific creativity is a kind of ability, it is possible to improve through a scientific creativity program.
순환식 반응기에서 UV-TiO₂를 이용한 반응성염료의 제거에 관한 연구
조일형(II Hyoung Cho),김현용(Hyun Yong Kim),이용규(Yong Gyoo Lee),박경렬(Kyung Yeul Park),이홍근(Hong Keun Lee) 한국환경보건학회 2000 한국환경보건학회지 Vol.26 No.1
Photocatalytic degradation of reactive dye, Red 120, has been carried out on TiO₂ particles as photocatalyst under UV irradiation. In this experiment, comparison on the removal of reactive dye by photolysis photocatalyst adsorption and photocatalysis as well as the effect of experimental parameters such as the number of column employed, circulation flow rate, intensity of the light, pH and TiO₂ dosage affecting the reaction efficiency of photocatalytic degradation of reactive dye in circular type reactor was examined. The results of this study were as follows. 1. With both UV light illumination and TiO₂ present, reactive dye was more effectively eliminated than with either UV or TiO₂ alone. It was found that application of TiO₂ photocatalysis to reactive dye was possible. 2. As the number of column employed increased, the removal efficiency of reactive dye was increased. 3. A s the circulation flow rate of solution increased, the removal efficiency of reactive dye was increased. However, over 1 !/min of the circulation flow rate, the efficiency was limited. 4 . Photocatalytic degradation of reactive dye increased linearly with increasing UV light intensity. However, over 15 mW/㎠ of UV light intensity, the efficiency reached a plateau. 5. The photocatalytic degradation rate was greater in acid media of pH 5.2 than in neutral and alkaline media. 5. Photocatalytic removal efficiency of reactive dye increased with increasing TiO₂ dosage. However, over 1.0 g/L of TiO₂ dosage, the efficiency reached a plateau.
( Ii Ho Yang ),( Dong Yun Chae ),( Sung Man Lim ),( Su Kwon Kwon ),( Eun Ae Kim ),( Jae Keun Lim ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.3
This study introduces the development of elementary science textbooks in Korea, In Korea there has been eight revisions to the National curriculum and the development of nine textbooks. The State of Korea has organized textbook development teams, but this time the State chose the development team through public contest. Researchers suggested the ``FLOW`` development model based upon results of studies in creative education and developed the new science textbooks. The ``FLOW`` model includes four stages, aimed towards capturing students`` interest in science (Fun Science), engaging students in various scientific inquiries and experiences (Lab. Experience), organizing their own knowledge of science (Organizing Knowledge), and to encourage students to become little scientists (Willing to be a Scientist). The textbook is a research-developmental textbook that utilizes various literature and exploration-strategic textbooks. The textbook`s basis is formed upon scientists` experiences that assist in the realization of ``inquiry`` that is emphasized within the science field.