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- 저자 : 방선욱(Sunwook Bang) (검색결과 2 건)
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김두현(Doohyun Kim),황유진(Yujin Hwang),박재홍(Jae-Hong Park),정성일(Seong-Ir Chung),정영만(Young-Man Jeong),구본철(Bon-Cheol Ku),이재근(Jae-Keun Lee),안영철(Young-Chull Ahn),방선욱(Sunwook Bang),김석로(Seok-Ro Kim) 대한설비공학회 2008 설비공학 논문집 Vol.20 No.6
The presence of non-condensable gases as an additional thermal resistance inside a refrigerating circuit has been found for a general refrigerator. The effect of non-condensable gases was varied by controlling the injection amount of dry air into the refrigerating circuit to increase a thermal resistance. Energy consumption tests for the refrigerator were conducted under the various amounts of non-condensable gases. The tested refrigerating circuit was the household refrigerator. As the molar fraction of non-condensable gases was increased from 0% to 1.46%, the amount of energy consumption was found to increase up to 25%. The increase of the amount of non-condensable gases in refrigerating circuit was found to result in increasing the condensation temperature at the condenser and decreasing the evaporation temperature at the evaporator, which were presumably caused by the low specific heat and increased partial pressure of non-condensable gas.
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방선욱 청주대학교 교육문제연구소 2001 교육과학연구 Vol.15 No.1
The purpose of this study is to investigate the theoretical implications and educational applicability of constructivist persprctive as alternative paradigm. Constructivism is one of the hot topics in educational philosophy nowadays. Constructivism is an educational philosophy which holds that learners ultimately construct their own knowledge that then resides within them, so that each person's knowledge is as unique as they are. There are two major strands of the contructivist perspectives. These two strands are cognitive constructivism and social constructivism. Cognitive constructivism, as derived from the work of Piaget, defines learning as process of accommodation, assimilation, and equilibration. Social constructivism views learning as a process of enculturation brought about through social interaction. These two theories are different in emphasis, but they are also share many common perspectives about teaching and learning. Constructivist approaches view learning a process in which individual students construct or build their own internal interpretations of external events. So Constructivists view learning as the result of mental construction. Constructivist learning is based on students' active participation in problem-solving and critical thinking regarding a learning activity which they find relevant and engaging. Learner autonomy and initiative is accepted and encouraged. The teacher is a facilitator or coach in the constructivist learning approach. The teacher guides the student, stimulating and provoking the students' critical thinking, analysis and synthesis throughout the learning process. The teacher is also a co-learner. Constructivists suggest that for meaningful learning to occur individuals must work with realistic problems in realistic contexts. Since problems usually have many aspects, multiple viewpoints should be explored by students in order for them to build networks of related ideas, The student is pursuing a problem or activity by applying approaches they already knows and integrating those approaches with alternatives presented by other team members, research sources, or current experience. Learning is then assessed through performance-based projects or open-ended form rather than through traditional paper and pencil testing.
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