사고각에 따른 자속구속형 전류제한기의 전류제한특성

박형민,최효상,조용선,임성훈,박충렬,한병성,Park, Hyoung-Min,Choi, Hyo-Sang,Cho, Yong-Sun,Lim, Sung-Hun,Park, Chung-Ryul,Han, Byoung-Sung 한국전기전자재료학회 2005 전기전자재료학회논문지 Vol.18 No.8

We Investigated the current limiting characteristics of the flux-lock type superconducting fault current limiter(SFCL) by fault angles. The flux-lock type SFCL consists of the primary and the secondary copper coils wound in parallel through the iron core and YBCO thin film. In this paper, the current limiting characteristics of the flux-lock type SFCL by fault angles in case of the subtractive and the additive polarity windings were compared and analyzed. The flux-lock type SFCL limited fault current more quickly as the fault angles increased. On the other hand, the initial power burden of the superconducting element during the fault increased as the fault angles increased. In addition, we found that the resistance of the flux-lock type SFCL in case of the subtractive polarity winding was more increased than that of the additive polarity winding. The peak current of the fault current in case of the subtractive polarity winding was larger than that of the additive polarity winding.

양성자펌프억제제, 스테로이드흡입제, 보툴리늄톡신 주사를 이용한 접촉성 육아종의 치료 결과

박형민,오나래,백민관,김동영,우주현,Park, Hyoung Min,Oh, Na Rae,Baek, Min Kwan,Kim, Dong Young,Woo, Joo Hyun 대한후두음성언어의학회 2017 대한후두음성언어의학회지 Vol.28 No.1

Background and Objectives : This study evaluated the efficacy of combination therapy of proton pump inhibitor (PPI) and steroid inhaler (SI), with or without botulinum toxin injection (BTX) for contact granuloma. Subjects and Methods : Fourteen contact granuloma patients were enrolled in this study. Combination therapy of PPI and SI were used for the first line treatment. When combination therapy was not effective, BTX was performed as the second method. Treatment results were recorded as responsible or non-responsible. Farwell grade, size, history of voice abuse, gender, and reflux finding score (RFS) were compared between responsible group and non-responsible group. Results : Initial response rate was 28.6% after treatment of PPI and SI. BTX was performed on three un-responsible patients. After BTX injection, three patients had complete remission of granuloma. Final response rate was 50.0%. Un-responsible group had significantly higher RFS than responsible group. Conclusion : The efficacy of PPI and SI was limited for contact granuloma in this study. Botulium toxin injection was recommended in early phase when PPI and SI did not effective for contact granuloma. Prospective studies evaluating the effects of PPI and SI are warranted.

자속구속형과 저항형 초전도 전류제한기의 특성비교

박형민,임성훈,박충렬,최효상,한병성,Park, Hyoung-Min,Lim, Sung-Hun,Park, Chung-Ryul,Chol, Hyo-Sang,Han, Byoung-Sung 한국전기전자재료학회 2005 전기전자재료학회논문지 Vol.18 No.4

we compared the operating characteristics between flux-lock type and resistive type superconducting fault current limiters(SFCLs). Flux-lock type SFCL consists of two coils, which are wound in parallel each other through an iron core, and a high-Tc superconducting(HTSC) element is connected with coil 2 in series. The the flux-lock type SFCL can be divided into the subtractive polarity winding and the additive polarity winding operations according to the winding directions between the coil 1 and coil 2. It was confirmed from experiments that flux-lock type SFCL could improve both the quench characteristics and the transport capacity compared to the resistive type SFCL, which means, the independent operation of HTSC element.

e학습터 플랫폼을 활용한 원격 생물 학습이 초등학생들의 과학 관련 태도에 미치는 영향

박형민 ( Park Hyoung-min ),임채성 ( Lim Chae-seong ) 한국초등과학교육학회 2021 초등과학교육 Vol.40 No.1

This study analyzed the effects of ‘online biology learning using E-learning system’ on elementary school students’ science-related attitudes. Samples of the study were composed of 95 sixth-grade students of N elementary school in Seoul, Korea. The learning was conducted for 11 times over a month. The main results of this study are as follows. First, for the paired t-test, a statistically significant difference between the pre and post scores of science-related attitudes was found. After conducting the online biology learning science related attitudes scores of students generally declined. “The boredom caused by simply watching online biology contents” is the decisive cause of the decline in science-related attitude scores analyzed through interviews. Second, in ANCOVA, according to ‘levels of meta-cognition’. there was no statistically significant difference in scores of science-related attitudes. but, there was statistically significant difference in science-related attitudes according to ‘adoption of scientific attitudes’. Students of high meta-cognition type showed a greater decline in scores than students of low meta-cognition type. Based on the results of this study, implications for research of online biology education and elementary science education are discussed.

사고각에 따른 자속구속형 전류제한기의 전류제한특성

박형민(Hyoung-Min Park),임성훈(Sung-Hun Lim),조용선(Yong-Sun Cho),박충렬(Chung-Ryul Park),한병성(Byoung-Sung Han),최효상(Hyo-Sang Choi),현옥배(Ok-Bae Hyun) 대한전기학회 2004 대한전기학회 학술대회 논문집 Vol.2004 No.10

뇌기반 과학 학습의 효과성에 대한 메타 분석

박형민 ( Hyoung-min Park ),임채성 ( Chae-seong Lim ) 한국생물교육학회 2018 생물교육 Vol.46 No.3

In this study, we analyzed the effect of brain-based science learning. Based on the research results from 2001 to April 2018, we used 827 research articles that can be read in the original text as the primary analysis target when the search terms were ‘brain based learning science’, ‘brain based education science’ and ‘brain based learning science’. Then, we set PICOS (population, intervention, comparison, outcome, study design) which is the criterion for selecting the final analysis target. Based on PICOS, 27 research articles were selected as the final analysis target. A total of 81 effect sizes were calculated from 27 research articles. To reduce the threat of internal validity when calculating multiple effect sizes in the same research article, meta-analysis was conducted using ‘shifting unit of analysis’. In this study, the effect size was calculated by the Hedge’s g, which represents the standardized mean difference. The main results of this study are as follows. First, the effect of brain-based science learning are moderate(g=0.78, U₃=78.23). When analyzed by dependent variables, there was no statistically significant difference in the average effect size between dependent variables. However, when science knowledge was used as a dependent variable, the effect size of the research tended to be the largest(g=0.59, U₃=72.24), Second, as a result of the meta-ANOVA, there was a statistically significant difference in the average effect size between experimental designs (Q=4.50, df=1, p<0.05). The average effect size value obtained from a single group pre-post test design was greater than value of others. Third, the average effect size values vary statistically significantly depending on whether the target audience for gifted children(Q=7.866, df=1, p< 0.05). The brain-based science learning for gifted students was more effective. Fourth, the average effect size values by publication type showed no statistically significant differences(Q=5.14, df=2, p >0.05). Based on the findings, the research will discuss ways and directions to effectively improve brain-based science learning.

초전도 소자 병렬 연결에 따른 자속구속형 한류기의 전류제한 특성

박형민(Hyoung-Min Park),조용선(Yong-Sun Cho),최효상(Hyo-Sang Choi),오금곤(Geum-Kon Oh),정수복(Soo-Bok Jung),임성훈(Sung-Hun Lim),최명호(Myong-Ho Choi) 한국조명·전기설비학회 2007 한국조명·전기설비학회 학술대회논문집 Vol.2007 No.5월

We investigated the quench characteristics of a superconducting element, two superconducting elements in order to increase the current capacity of flux lock type SFCL. The flux-lock type SFCL consisted of the transformer with a primary winding and a secondary winding connected in parallel, and the superconducting element was connected with secondary winding in series. The applied voltage at that time was 160√3. We found that the parallel connection between the superconducting elements increased the power capacity and let quench characteristics improve through their mutual linkage.

초등 교사의 과학 관련 정의적, 행동적, 인지적 영역과 모둠 활동에 대한 인식 분석

박형민 ( Hyoung-min Park ),임채성 ( Chae-seong Lim ) 한국생물교육학회 2018 생물교육 Vol.46 No.3

In this study, we analyzed the relationship between perceptions elementary teachers’ affective, behavioral, cognitive characteristics and group activities in science learning. Samples of the study were composed of 100 elementary school teachers in Korea. We conducted a quantitative test to show the perceptions of their own affective, behavioral, cognitive characteristics and group activities in science learning as a five-step Likert-type scale. To find out more characteristics, qualitative data such as descriptive responses of the test, and interview were also gathered and analyzed. The major results of the study are as follows. First, the self-perception level of elementary school teachers on the affective, behavioral, and cognitive domains in science learning was slightly higher than middle level. Second, the frequencies of self-perception levels in behavioral·cognitive domain has significant difference according to self-perception levels in affective domain. Third, the teachers think that four members are appropriate for one group. Elementary teachers think that it is appropriate for the teacher to organize all the group members in terms of the context of the students. Elementary school teachers responded negatively to the formation of homogeneous groups with similar level of achievement. Forth, the teachers think that group activities are useful to both teachers and students. Fifth, the teachers regard increase of scientific communication skills and mutual growth by peer learning as major advantages of group activities. The teachers regard the activity monopoly of high achievement level students and the occurrence of some free riders as major disadvantages of group activities. On the basis of the results, the implications for the research in science education and group activities in school science are discussed.

과학 현장 학습이 초등학교 영재 학생들의 과학 관련 태도에 미치는 영향

박형민 ( Hyoung-min Park ),임채성 ( Chae-seong Lim ) 한국생물교육학회 2017 생물교육 Vol.45 No.3

This study analyzed the effects of science field trip on elementary school gifted students’ science-related attitudes. Samples of the study were composed of 162 gifted students attending the Science Gifted Education Center of S National University of Education in Seoul, Korea. The science field trip was conducted for three days at six locations in Jecheon City and Taebaek City. To quantitatively analyze the scores of science-related attitudes of the gifted students participating in field trip, a retrospective pre-post test with modified format of ‘TOSRA (Test of science-related attitudes)’ was administrated after completion of the field trip. To find out more detailed characteristics, qualitative data such as daily records of field trip and interview were also gathered and analyzed. The major results of the study are as follows: First, in the paired t-test for data of science-related attitudes, a statistically significant difference between the pre and post was found (t=―9.9654, df=161, p< .001). In addition, there were statistically significant differences among the seven subfactors, especially in the ‘Adoption of Scientific Attitudes’ factor. As a result of the interview, it was revealed that the activities of peer discussion at the accommodation and the activities of verifying the knowledge gained from the book or the lesson in the natural field greatly influenced the increase of ‘adoption of scientific attitudes’ of the students. Second, in ANCOVA with the pre-test scores as the covariate, there was no statistically significant difference in sciencerelated attitudes according to gender [F(1, 159)=3.293, (p > .05)]. But, female students felt more pleasure in science lessons after science field trip than male students [F(1, 159)= 9.2733, (p< .01)]. And, there was no statistically significant difference in the scores of science-related attitudes according to the preferred science subjects (physics, chemistry, biology, earth science) [F(3, 157)=0.412, (p >.05)]. But, the gifted students who prefer earth science subject have more interest in science as a leisure after science field trip than those who prefer physical subject [F(3, 157)=4.098, (p<.01)]. However, there were statistically significant differences in the scores of science-related attitudes according to the preferred teaching method(knowledge acquisition class through books and lectures, science lab experiment class, and natural field inquiry class) [F(2, 158)=6.3707, (p<.01)]. The gifted students who prefer natural field inquiry class showed higher scores on science-related attitudes after science field trip than those who prefer to acquire knowledge through books and lectures. Especially, the scores in four sub factors (Adoption of Scientific Attitudes, Attitude of Scientific Inquiry, Enjoyment of Science Lessons, Leisure Interest in Science) were significantly increased [F(2, 158)=3.3179, (p<.05)], [F(2, 158)=4.6490, (p<.05)], [F(2, 158)=5.2376, (p<.01)], [F(2, 158) =4.4037, (p<.05), respectively]. Based on these findings, implications for research on the gifted education and gifted students' teaching and learning are discussed.

과학수업에서 초등학생들의 실험복 착용 경험이 과학 관련 태도와 실험복에 대한 인식에 미치는 영향

박형민 ( Park Hyoung-min ),임채성 ( Lim Chae-seong ) 한국초등과학교육학회 2018 초등과학교육 Vol.37 No.4

The purpose of this study was to analyze the effects of wearing lab coats on science-related attitudes of elementary school students in science learning. In addition, we analyzed the effects of wearing lab coats on perceptions of the authenticity of school science activities and the necessity of wearing lab coats. Samples of the study were composed of 4 classes of 92 fifth graders in Seoul, Korea. Unit of ‘Temperature and Heat’ was selected as a object of the research. The major results of the study are as follows. First, for the independent t-test of science-related attitudes, a statistically significant difference between the experimental group and the comparative group was found. Second, 9 students (9.78%) were more than 1SD above the average of the difference between the results of pre and post. Seven of them were experimental group students and two were comparative group students. Third, there was a statistically significant difference between the comparison group and the experimental group as a result of the perception test of the similarity of the scientific activity of the elementary school students and the scientific activity of the scientists. Fourth, there was no statistically significant difference between the comparison group and the experimental group as a result of the perception test of the necessity of wearing a lab coat. Based on these findings of this study, implications for science education research and teaching and learning at school are discussed.