Punkte, die beim rekonstruktiven Schmelzversuch des vorund fruehgeschichtlichen Rennofens zu beruecksichtigen sind . - Eine Vergleichsanalyse von 9 experimentellen Schmelzversuchen -

노태천(Thae Tscheon Rho) 대한공업교육학회 1993 대한공업교육학회지 Vol.18 No.1

유럽 5개국(독일·영국·폴란드·체코·덴마크)과 일본에서 실시된 고대 제철로에 대한 9개의 복원적 실험연구를 비교·분석하였다. 필자가 계획하고 있는 고신라(B.C57-A.D.668)와 가야(A.D.42-532) 시대의 고대 제철로를 복원·실험할 때 고려해야 할 몇 가지 시사점을 얻었다. 9개의 실험연구에서 적용된 고대 제철로의 구조와 제철방식이 서로 다르기 때문에 어떤 절대적 기준으로 이들 실험연구를 비교·평가할 수는 없다. 그러나 각각의 실험연구에서 공통적으로 고려했던 사항들을 종합할 수는 있었다. 앞으로 이들 연구와 비슷한 실험을 계획할 경우에 참고가 될 시사점들을 아래와 같이 정리함으로써 본 연구의 결론으로 삼고자 한다. 1) 포함된 철(Fe)의 양이 가능한 많은 철광석을 미리 가열한 후에 지름 10㎜ 이하로 잘게 부수어 사용한다. 철광석과 숯을 처음 넣을 경우에는 한꺼번에 많이 넣지 않고 조금씩 자주 넣는다. 2) 숯을 20㎜ 이하로 잘게 부수고 체로 걸러서 사용하되, 가루가 함께 섞이지 않도록 한다. 3) 숯이 타는 속도와 공기를 불어 넣는 속도(ℓ/min)는 철광석이 환원되는 조건과 관련이 있기 때문에 정확하고 세심하게 기록한다. 4) 최소한 3곳 이상에서 노내의 온도를 측정하되, 노내의 분위기를 방해하지 않도록 한다. 노벽 속에서 노의 온도를 측정할 경우에는, 이러한 방식으로 측정한 온도로 노의 운전을 파악하여 제어할 수 있는 방안을 강구해야 한다. 5) 고대 제철로를 성공적으로 운전시키는 데 필요한 온도는 1200-1400℃의 범위에 있다. 6) 복원 실험을 할 경우 용융의 과정은 규칙적이어야 한다. 측정을 자주할수록 많은 철을 얻기가 어렵다. 7) 공기를 불어 넣는 풀무구멍 앞 부근에서 슬랙이 많이 발생하므로 슬랙을 뽑는 구멍을 자주 뚫어주어야 한다. 이때 풀무구멍은 막아 두고 천천히 뚫어 주어야 한다. 8) 슬랙이 자주 발생할 때는 노를 부수고 슬랙을 꺼내야 하는데, 이렇게 하기 전 미리 연료를 넣지 않고 비워둔다. 9) 용융 실험을 한 후에 얻게 되는 잡쇠덩이는 가급적 2차 가공을 하여, 최종적으로 얻는 순수한 철의 양을 정확히 재어 노의 효율을 측정하도록 한다.

정보화사회에 대비한 공업계 고등학교 교육의 성격과 목표의 구성 방향

노태천 충남대학교 공업교육연구소 1998 論文集 Vol.21 No.1

This study was carried out by looking for the constructive directions for the educational characteristics and objectives of the technical highschool(THS) to prepare the THS's students for the information society. The results of this study could be summarized as follows; 1) THS should educate the technicians who have creative and problem-solving abilities to prepare for the information society in 21th century. 2) THS has a final and intermediate educational chracteristics; the former to train the basic and fundamental abilities of skill-technology in industrial fields, the latter to learn the specific skill-technological abilities as a technician in a career. 3) THS must offer the special subjects to bring up the student's for the directions; firstly to master the basic skill and technology which are prerequisite to carry out the practical duties in industry, secondary to realize ones self in industry as a technician, thirdly to make a contribution to industrial growth of nation as a competent technician.

금속역사읽기 : 금속 기술의 역사[26] -금속의 붙이기(접합)와 녹여 붙이기(용접)-

노태천 대한금속재료학회 ( 구 대한금속학회 ) 2007 재료마당 Vol.20 No.5

『장자』 에 나타난 기술관에 대하여

노태천 한국동서철학회 1990 동서철학연구 Vol.7 No.1

금속역사읽기 : 금속 기술의 역사(25) -금속의 붙이기(접합)와 녹여 붙이기(용접)-

노태천 대한금속재료학회 ( 구 대한금속학회 ) 2007 재료마당 Vol.20 No.4

제7차 중학교 '기술·가정' 교과 교육과정 운영을 위한 교사의 양성 방안에 대하여

노태천(Tae Cheon Rho),신경구(Kyoung Koo Shin) 대한공업교육학회 1998 대한공업교육학회지 Vol.23 No.2

The purpose of this study were to investigate the teacher-education plan for the implementation of the 7th `Technology and Home-economic` subject in Korea which would start in 2001 year from middle-school first grade. The Ministry of Education(MOE) in Korea have unificated the Technology & Home - economics educational curriculum coming 2001 year for the first time. MOE will adopt this unification curriculum a new student in 2001 chronologically. There are still two problems to teach students this curriculum efficiently. One is the improvement of the condition of teacher`s actual training in college. The other problem is teacher`s training and supply new teachers to practical schools. To solve these problems, there should be a unified Technology & Home-economics department in Education College, and should have a Home-economics course at Technology deparanent, also a Technology course at Home-economics department. So new teachers can get a certification of Technology & Home-economics education.

홍대용과 공학교육

노태천,Rho Tae-Cheon 한국공학교육학회 2002 공학교육연구 Vol.5 No.1

홍대용은 서양의 과학기술이 수학적 원리와 정밀한 관측에 근거하고 있음을 확인하고, [주해수용(籌解需用)]이라는 수학책을 저술함으로써 수학자로 일컬을 만 하다. 그리고, 홍대용은 동양의 자연관과 우주관을 비판적으로 수용 검토하고, 서양의 과학사상에 근거하여 무한우주설을 포함한 여러 가지 진취적 과학사상을 제시함으로써, 조선후기의 자연과학자로 인정할 수 있는 업적을 남겼다. 또한, 실천을 중요시한 홍대용은 서양식 혼천의와 자명종을 이해?수용하고 기술자의 도움을 받아 제작하여, 자신의 개인관측소(籠水閣)에 설치할 정도로 기술자로서의 면모도 갖추었다. 홍대용의 과학자 및 기술자로서의 측면을 통하여, '수학적 사고, 창의적 구상, 실천적 활동' 등을 21세기 한국의 우수한 기술자를 양성하기 위한 교육방향으로 설정하여도 좋을 것으로 판단된다. The 18th century Joseon(朝鮮) science philosopher Hong Dae-Yong(洪大容, 1731-83) tried to create his own scientific system, while partially keeping the Eastern view of nature and accepting Western science and technology. Most of all, he confirmed that Western science and technology was based on mathematical principles and accurate observation and wrote a math book, [Juhaesuyong(籌解需用)]. Therefore, we have good reason to call him a mathematician. He produced so many achievements that he can be considered a natural scientist in the late Joseon era; he accepted the Eastern view of nature critically and sometimes refused it. He also suggested new and various scientific thoughts, including an infinite universe theory, on the basis of Western scientific thought. Hong Dae-Yong emphasized the importance of practice. He understood the principle of the Western Honcheonui(渾天儀) and manufactured an alarm clock with a craftsman's help. He was an excellent engineer and he set a personal observatory. Considering the level of scientific technology at that time, it is reasonable to regard Hong Dae-Yong as a 'scientific technologist in the 18th century Joseonera', well equipped as a mathematician, a natural scientist, and an engineer. In conclusion, it is with 'mathematical thinking, creative conception, and practical activities' that Hong Dae-Yong maintained throughout his life that we can set a guide to produce excellent Korean scientific technologists and engineers in the 21st century.

해방이후 과학기술의 발전과 삶의 질에 대한 연구 : 과학기술의 정책과 성과를 중심으로

노태천 충남대학교 공업교육연구소 1995 論文集 Vol.18 No.1

This study was carried out to examine the development of science and technology(DST) and to classify its relationship, direct or indirect, to life quality since the 1945 Liberation of Korea. According to the study, the process of DST in Korea falls into five phases as follow. 1) Beginning Period (1945-59): The government carried out the policy of science and technology(PST) centering around the Nucleur Project. It also started the R&D activities in industrial technology for light industries. 2. Preparing Period (1960-69): The Ministry of Science and Technology (MOST) and the Korean Institute of Science and Technology (KIST) were established in 1967 to promote and solidify the DST. The results of PST appeared in mechanics and electronic based industries. 3) Setting Period (1970-79): Special institutes of research for mechanical, metallurgical, chemical, electrical and electronic fields were established in order to assimilate and to improve foreign science and technologies. Heavy industrial factories were constructed and produced Korean-developed automobiles and electronic products. 4) Developing Period (1980-89): The government carried forward special R&D projects to develop frontier technologies. These projects laid a foundation for newly-created Korean technologies by means of their own innovations in engineering fields of semi-conductors, new-materials, bio-technology, etc. 5) Challenging Period (1990-95): The government developed projects for large, core and frontier technologies striving to become one of the industrially advanced nations. Several products from these frontier technologies were produced. The policy of DST and utilization of the R&D to improve the quality of life began in 1980. Also, from that time, the Genetic Research Center and other corporate research institutes started the environmental, health and medical technologies related to people's quality of life. As a result of DST, various products which have improved the quality of life, for example, the B-type vaccine for hepatitis, microbiological fertilizer, α-interferon, the artifical-heart, and non-polluting agri-chemicals.

중학교 공업과 교육과정의 구성을 위한 탐색적 연구

노태천(Tae Cheon Roh) 대한공업교육학회 1987 대한공업교육학회지 Vol.12 No.2

The purpose of this study is to show a direction of building a curriculum of Industry subject in middle school by examining its characteristics, objectives and contents. The major findings of this study can be summarized as follows: 1) The main goals of Industry subject should be the acqusition of thinking/ practical ability in the industrial technology. The subject should be structured from the industrial technology as a separate discipline. The teaching methods should be such that makes it possible for students have practical experiences of the fundamental process in industrial production technology. 2) The major objectives should be related to the following concepts: a basic understanding of industrial production technology, thinking / practical ability of industrial technology, exploring / developing a industrial / technical career, an attitude of developing industrial technology, adaptability to the industrial society, etc. 3) The contents should include following domains: a history of industrial technology, the environment and its relation with industrial technology, material processing technology, energy transforming technology, information processing technology, and those which help students to understand inventors and their inventions, occupations in the field and the future of industrial technology.

기술이란 무엇인가 ?

노태천(Tae Cheon Roh) 대한공업교육학회 1986 대한공업교육학회지 Vol.11 No.2