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고온 양생방법을 이용한 고강도 콘크리트의 미세공 미세공극과 강도발현 관계에 대한 연구
이한용 ( Han Yong Lee ),김성덕 ( Seong Deok Kim ),이영도 ( Young Do Lee ),명로언 ( Ro Oun Myung ),정상진 ( Sang Jin Jung ) 한국건축시공학회 2013 한국건축시공학회 학술발표대회 논문집 Vol.13 No.2
In this study, the standard specimen heated to curing experiments and simulation experiments the absence of porosity distribution and the effect on the compressive strength has been investigated.
고강도 콘크리트 고온양생 방법의 압축강도 특성에 관한 실험적 연구
이한용(Lee, Han-Yong),남경용(Nam, Kyung-Yong),하정수(Ha, Jung-Soo),임남기(Lim, Nam-Gi) 대한건축학회 2014 大韓建築學會論文集 : 構造系 Vol.30 No.10
Greater emphasis is given to the reduced period of construction and the performance of concrete following recent trend of high-rise and large-sized buildings. Especially, the focus is on the management of concrete quality in the early stages regarding reduced construction period. Domestic and foreign studies have already examined the technique of accelerating the hardness to check the quality of the concrete in a short period of time such as hot water curing and microwave irradiation as a method to check the concrete quality in the early stage. However, there are not many studies that considered such techniques on ultra-high strength concrete. To examine ultra-high strength concrete, tests were conducted on following settings: W/B 20.7%, 80MPa strength for unit quantity 155kg/㎡, and curing in hot water heated to 20, 40, 60, and 80℃ using curing water tank. Three specimens were produced for each age and the mean value was taken for compression strength to reduce error, and mock-up specimens (column, wall) were produced, the core was extracted using KS F 2422 (Method of Obtaining and Testing Drilled Cores and Sawed Beams of Concrete) for the comparison with heated specimen for each age, and the compression strength was measured three times for each age to review field applicability. Also, it appeared that the distribution of pores and hydration products which appears to have impact on the concrete strength was not fully considered, and therefore, the generation and distribution of micropores were observed using mercury intrusion porosimeter and the distribution of microtissue was observed using scanning electron microscope (SEM) to increase the accuracy of the test.
과학교육과 지속가능발전교육(ESD)의 통합을 위한 Science-ESD 수업모델 개발
이한용 ( Lee Han Yong ),손연아 ( Son Yeon-a ) 한국통합교육과정학회 2018 통합교육과정연구 Vol.12 No.4
최근 개정된 2015 과학교육과정에서는 그동안 과학교육에서 강조해왔던 통합과학교육을 실제 수업에서 실현하기 위하여 ‘재해·재난과 안전’이라는 통합단원을 신설하여 제시하고 있다. 이 연구에서는 ‘재해·재난과 안전’ 단원에 지속가능발전교육을 접목하고, 5단계 수업 설계 절차에 따라 수업모델을 초안으로 개발한 후, 과학교육과 지속가능발전교육 전문가들의 자문과 현장적합성 검토, 실제 수업적용 및 분석, 과학교육 전문가 자문을 바탕으로 정규 과학수업에서 활용할 수 있는 ‘Science-ESD 통합 수업모델’을 개발하고자 하였다. 이 연구에서 수업모델을 개발하기 위해 활용한 5단계 수업모델 개발 절차는 ‘1) 교육과정의 통합적 분석 및 주제 선정→ 2) Science-ESD 내용 조직도 구성→ 3) Science-ESD 수업 전개도 구성→ 4) Science-ESD 교수학습과정안 구성→ 5) Science-ESD 수업 활동지 및 평가지 구성’ 단계로 되어 있다. 이러한 절차로 개발된 Science-ESD 수업모델 초안을 과학교육과 ESD 분야에 대한 전문성을 모두 갖춘 전문가들을 대상으로 수업모델에 대한 평가를 실시하여, 피드백을 받아 수정 보완하였다. 그 이후 이 수업모델을 실제 학교 수업에 적용하고, 학생들의 반응과 교사 성찰을 바탕으로 수업 적용에 대한 적합성 평가를 통해 수업모델을 다시 수정하였다. 마지막으로, 과학교육학 전문가의 검토를 거쳐 Science-ESD 수업모델을 최종적으로 개발하였다. 이 연구의 결과는 통합과학교육을 강조하는 2015 개정 과학교육과정의 통합단원에 대한 실제적인 수업전략을 모색하는데 의미 있는 시사점을 제공해줄 수 있을 것이다. The recently revised 2015 science curriculum introduces an integrated unit called ‘Disaster and Safety’ to realize the integrated science education that has been emphasized in science education. The purpose of this study was to develop a ‘Science-ESD Instructional Model’ for the integrated unit of ‘Disaster and Safety’ of the 2015 revised science curriculum. In this study, the five-step class design process used to develop the Science-ESD Instructional Model is as follows: 1) Integrated analysis of the curriculum and selection of the subject, 2) Construction of the Science-ESD content organization, 3) Construction of the Science-ESD instructional development 4) Construction of the Science-ESD teaching-learning process, 5) Science-ESD teaching activity and evaluation guide. The draft Science-ESD Instructional Model developed by these procedures was supplemented by a program assessment of the instructional model for experts with both science education and ESD expertise. Since then, the instructional model was applied to actual school classes, and the instructional model was modified through conformity assessment of class application based on student responses and teacher review. Finally, the Science-ESD Instructional Model was finally developed after a review by a scientific education expert. The results of this study could provide meaningful implications for seeking practical classroom strategies for the members of the revised scientific curriculum that emphasizes integrated science education.