전기증착법으로 제조된 다공성 텅스텐 산화물의 고대비 전기변색 특성

박성혁,모호진,임재근,김상권,최재효,이승현,장세화,차경호,나윤채,Park, Sung-Hyeok,Mo, Ho-Jin,Lim, Jae-Keun,Kim, Sang-Gwon,Choi, Jae-Hyo,Lee, Seung-Hyun,Jang, Se-Hwa,Cha, Kyung-Ho,Nah, Yoon-Chae 한국분말야금학회 2018 한국분말재료학회지 (KPMI) Vol.25 No.1

In this study, we synthesize tungsten oxide thin films by electrodeposition and characterize their electrochromic properties. Depending on the deposition modes, compact and porous tungsten oxide films are fabricated on a transparent indium tin oxide (ITO) substrate. The morphology and crystal structure of the electrodeposited tungsten oxide thin films are investigated by scanning electron microscopy (SEM) and X-ray diffraction (XRD). X-ray photoelectron spectroscopy is employed to verify the chemical composition and the oxidation state of the films. Compared to the compact tungsten oxides, the porous films show superior electrochemical activities with higher reversibility during electrochemical reactions. Furthermore, they exhibit very high color contrast (97.0%) and switching speed (3.1 and 3.2 s). The outstanding electrochromic performances of the porous tungsten oxide thin films are mainly attributed to the porous structure, which facilitates ion intercalation/deintercalation during electrochemical reactions.

중등교원 자격검정 정책과 사범대의 자율적 책무성에 관한 연구

박성혁 ( Park Sung-hyeok ) 한국법교육학회 2018 법교육연구 Vol.13 No.2

이 연구의 목적은 교육부의 중등교원 양성정책의 오류와 혼란으로 인하여, 헌법적 가치인 대학의 자율성이 훼손되는 실태와 그 개선 방법을 모색하고자 하는 것이다. 2007년 이후부터 교육부는 중등교원 양성기관이지만 법적 지위와 성격이 다른 사범대학과 교직과정의 차이를 무시하고, 사범대학의 교사양성과정을 직접 통제하기 시작하였다. 중등교원 양성기관으로서의 사범대의 법적 지위는 법률에 기초하지만, 교직과정의 그것은 교육부장관의 정책적 판단에 기초하는 것이다. 그럼에도 불구하고 교육부가 중등교원 양성정책을 강화하면서, 사범대의 교육과정의 구체적 내용까지 직접 규정하는 오류와 혼란을 일으킨 것이다. 그 결과 중등교원 양성과 관련 있는 법체계를 혼란시키고, 교사자격 검정정책을 혼란시켰으며, 대학의 자율성을 훼손시키기에 이른 것이다. 더욱이 교원양성기관의 평가 결과를 행정·재정적 지원과 연계시키면서 이런 혼란을 가중시키고 있다. 따라서 중등교원 양성과 관련 있는 법규의 적용대상은 원칙적으로 교직과정에 한정시켜야 하며, 사범대는 예외적인 경우를 제외하고는 자율적 책무성에 의해 운영될 수 있도록 하여야 한다. Purposes of this study are to analyse an actual realities of fallacy and confusion of secondary teacher preparation policy, and to search the way of reforming. Since 2007, Ministry of Education began to disregard the difference of legal status between coe(college of education) and ctp(curriculum for teaching profession), and to control the curriculum of coe related to teacher preparation directly. Coe & Ctp are secondary teacher preparation institutes alike, but their legal status are entirely different. Because that of the former is prescribed by the legislation, meanwhile that of the latter is based on administration regulation or the official authority of Minister of Education. Naturally, the controlling power of administration regulation or the official authority of Minister of Education on the coe should be restrictive. Nevertheless, Ministry of Education began to control the curriculum of coe just as ctp since 2007. As a result, systemicity of the legal system and policy related to secondary teacher preparation were confused, and the autonomy of university protected by the constitution was undermined. Further these fallacy and confusion of secondary teacher preparation policy were deteriorated by evaluation of teacher preparation institutes, which was connected to financial support & administrative measures of the Ministry of Education. Therefore for developing and reforming secondary teacher preparation policy, application of enforcement ordinance related to secondary teacher preparation should be limited to ctp. Basically the autonomy of coe on education matters should be protected. For the sake of that, the curriculum of coe related to teacher preparation should be performed by management of self-controlled accountability.

학습 부진아의 교육받을 권리 보장 -기초학력 책임지도제를 중심으로-

박성혁 ( Sung Hyeok Park ),이지혜 ( Ji Hye Lee ) 한국사회과교육학회 2008 시민교육연구 Vol.40 No.1

According to our constitution Article 31 Clause 1, all people have the right to get an equal education depending on one`s ability. Furthermore, to guarantee this, a nation has to set up all kinds of education systems based on law. For this, Ministry of Education & Human Resources Development is enforcing `the Accountability System for Underachievers` Basic Learning Abilities` to prevent learning underachievement and to raise academic attainments of underachievers so that it can make the consolidation of public education and reduce the educational gap. However, this system hasn`t been appropriately functioning because of some reasons. First of all, each school has used their own standard for Basic Learning Abilities without any discussion and agreement about that. Moreover, there has been only formal and administration opportunistic support which has no consideration for individual characteristics of underachievers. Starting from recognizing this critical problems and situations, this study searches the range and limit of underachievers through consideration about their concept and looks around the realization of the right to education. As a concrete methods to be improved, an agreement about Basic Learning Abilities must be accomplished and a systematic and clear standard should be indicated to each school. Also, teachers have to guide underachievers responsibly and improve real support systems about underachievers. The most effective way for underachievers is the systematic learning consultation to understand individual characteristics of underachievers. Therefore, the foundation for effective realization of systematic learning consultation needs to be established. With getting over some problems mentioned above, `the Accountability System for Underachievers` Basic Learning Abilities` will practically be able to heighten the educational effect dramatically. At the same time, the right to education for underachievers could be guaranteed more substantially.

사회과 교육과정 법 영역의 내용타당성에 관한 연구

박성혁 ( Sung Hyeok Park ) 한국사회과교육학회 2007 시민교육연구 Vol.39 No.1

재외 한국학교 실태조사를 통한 법적 타당성 검토

박성혁 ( Park Sung-hyeok ),송성민 ( Song Seong-min ),김경래 ( Kim Kyong Rae ),최윤경 ( Yoon Kyung Choi ) 한국법교육학회 2021 법교육연구 Vol.16 No.3

재외 한국학교는 우리나라 정규 교육기관임에도 불구하고, 역사적 맥락과 소재국 여건 등으로 인해 다양한 상황에 처해 있다. 이로 인해 2007년 재외국민교육법이 제정·시행되어 왔음에도 여전히 법규 미비나 법적 모순 상태가 일부 나타나고 있다. 이에 본 연구는 한국학교와 관련한 법적 쟁점을 확인하고, 이에 대한 개선 및 보완 방안을 도출하고자 한다. 우선 재외국민교육법 등을 분석하여 학교운영, 학사, 교육과정 측면의 관련 쟁점을 도출하였다. 이를 중심으로 한국학교의 현실을 파악하기 위한 실태조사를 실시하였다. 그 결과, 한국학교 설립 주체의 법적 지위가 모호하거나 학교법인과 대한민국정부와의 권한 소재가 명확치 않은 문제도 발견할 수 있었다. 학사 관리에 대한 규정이 미비하여 뚜렷한 법적 근거 없이 한국학교의 학사가 운영되는 사례도 다수 존재하였다. 교육과정 측면에서도 국내 기준에 맞지 않는 경우가 일부 확인되었으며, 한국학교만의 독특한 수요를 반영한 운영 사례도 확인되었다. 이를 통해 한국학교의 법적 타당성을 검토하여 한국학교 관련 법령의 규범력을 제고하면서, 동시에 한국학교의 여건을 고려한 자율성과 재량을 보다 확대할 수 있는 방향을 제시하였다. Overseas Korean schools are official educational institutions of Korea. Nevertheless, due to the historical context and the conditions of the country where they are located, Overseas Korean schools are existing under diverse features. As a result, there are a few problems with the Act on the Educational Support for Overseas Korean Nationals. The purpose of this research is to identify legal issues related to overseas Korean schools, and to derive improvements respectively. Firstly, the educational issues in terms of the school administration, the academic affairs, and the curriculum of overseas Korean schools were derived through analyzing the Overseas Korean Nationals Education Act. Secondly, a survey was conducted to understand the reality of Korean schools. The main findings are as follows. There was a case in which the legal status of the establishment entity of a overseas Korean schools was ambiguous. It was found that legal authorities between the school foundation and Korean government were vague. Also, There were many problems in statutes of academic management of overseas Korean schools. In terms of the curriculum, it was discovered that some school cases did not meet the domestic standards. Finally, legal feasibility was examined in the following directions: to enhance legal power of Overseas Korean Nationals Education Act; to expand the autonomy and discretion as considering the conditions of overseas Korean schools.

참여형 법교육의 정당화 근거 -Fox의 주장에 대한 비판을 중심으로-

박성혁 ( Sung Hyeok Park ),옹진환 ( Jin Hwan Ong ) 한국사회과교육학회 2007 시민교육연구 Vol.39 No.4

Recently various and competing claims about the Law-Related Education(LRE) are suggested. To establish the desirable course of LRE, on the basis of practical meaning and possibility of application the review of the claims are very important. The purpose of this study is to review the Fox`s claims about the Participatory Approach of LRE. Fox`s claims have the problems like these: the content of LRE, the object and the method of participation, and the possibility of a teaching method. For that problems the suggestion of this study as follows. First, the content of LRE contains a reflective observation including Scared Straight Approach and Scared Straight Approach which Fox criticized strongly. Second, the object of participation should be reconstructed by the concept of Dewey`s significant experience and Peter`s desirable tradition. And for the method of participation, the concept of deliberation which is used in deliberative democracy should be introduced. Third, Case Method Approach is more relevant than using the legal experience of everday life as a teaching method of LRE. The discussion of this study will be the starting point of the Participatory Approach of LRE in the practical meaning and the possibility of application.

창간특집 : 법교육의 현황과 전망 ; 연구논문 : 법교육의 역사와 현황 그리고 발전 방향

박성혁 ( Sung Hyeok Park ) 한국법교육학회 2006 법교육연구 Vol.1 No.1

한국의 법문화에 적합한 법교육 학습경험 개발 기초 연구

박성혁 ( Sung Hyeok Park ) 한국사회과교육학회 2008 시민교육연구 Vol.40 No.2

The purpose of this study is to comprehend marked characteristics of Korean legal culture and to seek implication for developing appropriate learning contents of law-related education in social studies. Because of the impact of Confucian ideas on Korean legal culture after Choson dynasty, there is a little tendency to perceive that law is not a facilitative tool for protecting rights but no more than punitive tool for compelling ritual norms. Also Confucian ideas impact on Korean legal culture which regards private connection as important, and more regard private ritual norms than law. These characteristics of Korean legal culture remained as yet, because of unhappy historical experiences, for example, The Japanese colonial days, ideological conflict and social disorder after Liberation and Korean War. Therefore, for developing Korean civil society, law-related education in social studies should focus on participatory learning experience and positive legal consciousness, and traditional legal culture, dispute resolution process.

사범대학의 법교육 교육과정 운영 실태 분석

박성혁 ( Sung Hyeok Park ),배화순 ( Hwa Soon Bae ) 한국법교육학회 2009 법교육연구 Vol.4 No.1

본 연구는 전국 주요 사범대학의 일반사회 교육과에서 법 영역 교육과정을 어떻게 편성하고 있으며, 어떠한 영역을 다루고 있는지 분석하여 법 교육을 담당할 예비 교사 교육이 이루어지고 있는 실태와 문제점 그리고 개선점를 살펴보고자 한다. 주로 교과 내용학과 교과 교육학의 측면에서 법 영역 교육과정이 어떻게 편성되어 있으며, 어떠한 내용 영역을 다루고 있는지 분석할 것이다. 또한 이러한 분석을 통해 사범대학이 법교육 교사를 양성하는 교육기관으로 어떻게 운영되고 있는지 그 실태와 문제점를 살펴보고, 사범대학의 일반사회교육전공 법 관련 교육과정의 운영 및 내용 선정·조직에 있어 개선점을 제시하고자 한다. The Law-Related Curriculum in the Secondary Teacher`s College has been analyzed in this Thesis. The Purpose of this study is to make a contribution to build-up the law-related curriculum foundation in the secondary teacher`s college. In order to meet the purpose of this study, we analyzed the law-related curriculum of the secondary teacher`s colleges in Korea. Findings from this studies are as follow. First, it needs to be balanced of law-related subject number between the teacher`s colleges. Second, the sequence of economy-related curriculum in the secondary teacher`s colleges must keep the balance between the grades. Third, the law-related curriculum in the secondary teacher`s colleges must construct to be devoted effective teachers education.

법교육의 본질관에 입각한 법과 사회 교육과정 및 교과서 내용 분석 연구

박성혁 ( Sung Hyeok Park ) 한국사회과교육학회 2005 시민교육연구 Vol.37 No.1