가솔린기관의 연소현상 진단을 위한 브레이크다운 전압의 특성에 관한 연구

박재근,조민석,황재원,장기현,채재우,Park, Jae-Keun,Jo, Min-Seok,Whang, Jae-Won,Jang, Gi-Hyun,Chae, Jae-Ou 대한기계학회 2000 大韓機械學會論文集B Vol.24 No.9

A classic examples of the abnormal combustions are the knock and misfire, which raise noxious performance and life of the engine. A heavy knock can also cause severe damages to the engine itself, which gives more reason why it must be detected and corrected. With the response of the today's requirements, we have researched the new diagnostic system which uses the breakdown voltage characteristics between electrodes of spark plug. This breakdown voltage depends on the pressure, temperature and even the shape and material of electrodes. But there is no data of breakdown voltage in case of using the spark plug as a electrodes. So, in this study, we show the breakdown voltage characteristic by pressure and temperature in constant volume bomb, which will make it possible to diagnose the engine combustion phenomenon.

초등학교 교육과정의 환경교육 관련 내용 요소 비교

박재근 ( Jae Keun Park ),이극희 ( Keuk Hee Lee ) 경북대학교 과학교육연구소 2011 科學敎育硏究誌 Vol.35 No.2

The purpose of this study is to analyze how the content elements of the environment education are displayed between related subjects in elementary school curriculum and find a desirable direction of the environment education. Major subjects that handle the components of the environment education include science, physical education, social studies, ethics, and practical arts. Among these subjects, science aims for the ecological perspective, social studies aims for rational decision making and practical behaviors, and ethics aims for the correct formation of environmental ethics and values. In the component ratio of the environment education, the domains of the natural environment, environmental ethics, environmental pollution, environmental protection and measure were higher. In the formation of content elements according to grades, the connectivity of the environment curriculum has been relatively well secured in the order of the learning about the environmental components, awareness on environmental problems and the measures and efforts to overcome environmental problems. Based on the findings above, the followings are proposed for future environment curriculum in elementary school. First, it is necessary to increase the ratio of the ecological perspective based on science and coordinate the period to suggest this contents. Second, it is necessary to complement the contents of social studies regarding green growth and sustainable development which have become global issues in the environment education. Third, Pan-curriculum and integrated discussions to prepare multi-academic and interdisciplinary environment curriculum have to be preceded and through this process it is necessary to set the target of environment education and select the content elements of the curriculum.

2009개정 교육과정에서 과학과와 타교과의 성취기준 중복성에 대한 분석

박재근 ( Jae Keun Park ) 경북대학교 과학교육연구소 2014 科學敎育硏究誌 Vol.38 No.2

The purpose of this study was to compare the duplication problem of achievement standards between science and other subjects in the 2009 Revised National Curriculum and to search for solutions and implications for this problem. From the results of this study, we found that the achievement standards of practical arts, social studies, physical education and ethics were overlapped with science`s ones. The duplication of content elements for ‘our body and health’, ‘living things and environment’, ‘biodiversity’ and ‘natural disaster’ categories was not high, that is, their achievement standards were relatively well-differentiated and reflected the intrinsic characteristic of each subject under common topics. But, in case of ‘reproduction and development’ and ‘world of technology’ categories, the problem of duplications was serious. In order to cope with this problem, we need to consider solutions such as merging or integrating the achievement standards of related subjects. The relevant experts should conduct in-depth discussion and negotiation, and develop achievement standards more consistent with the identity of each subject.

초등 교육과정에서 과학과의 생물 영역과 타 교과의 내용 연계성에 대한 분석

박재근 ( Jae Keun Park ),강호감 ( Ho Kam Kang ),김용진 ( Yong Jin Kim ) 한국초등과학교육학회 2007 초등과학교육 Vol.26 No.1

초등 예비 교사들의 탐구 수업 지도 전문성 향상을 위한 수업 컨설팅의 적용

박재근 ( Jae Keun Park ),노석구 ( Suk Goo Noh ) 한국초등과학교육학회 2011 초등과학교육 Vol.30 No.2

The purpose of this study is to diagnose difficulties and problems that the preservice teachers experience when teaching inquiry-based classes in elementary science and to improve their professionalism through prescriptive instruction consulting utilizing PDRE (preparation, diagnosis, reflective implementation, evaluation) model. The result of this study was as follows. First, preservice teachers considered themselves to be lack of scientific knowledge, but this study confirmed that the application of instruction consulting improved their understandings in scientific concepts and principles and corrected their misconceptions. Second, preservice teachers experienced difficulties in variables that might influence the results of experiments, cautions for the experiments and unexpected results of experiments, and this consulting allowed them to gain instruction ability to cope with such circumstances and solve problems effectively. Third, preservice teachers experienced difficulties in applying instructional model into their classes and preparing lesson plans, but consulting actually made limited but positive changes in their abilities. However, from a longer-term perspective, quantitative increase in their teaching opportunities, the development and distribution of example manuals, and the utilization of various class materials provided by the assistant centers for teaching and learning should be achieved side by side.

2015 개정 초등 과학과 교육과정의 성취 기준과 탐구 활동 변화 분석

박재근 ( Park Jae-keun ) 한국초등과학교육학회 2017 초등과학교육 Vol.36 No.1

The purpose of this study was to compare the configuration changes of content elements and inquiry activities between 2009 and 2015 revised national elementary school science curriculum, and to examine the trends in achievement standards. The results of this study were as follows. First, the number of content elements presented in the 2015 revised science curriculum was slightly decreased in comparison to 2009 revised one, but fell short of goal level for revision, that was to cut 20 percent of present achievement standards. The characteristics of changes in achievement standards were to enhance the relation to practical life, to integrate the content elements separated, and to adopt the achievement standard to introduce new concept. Second, the number of inquiry activities presented in the 2015 revised science curriculum was also slightly decreased, and to be linked with the changes of achievement standards. In some cases, the range of inquiry activity was adjusted, or the unit to present it was changed. Teacher should know exactly about the elements to be changed in the 2015 revised national elementary school science curriculum, and it will be needed them to make an efforts in the cause of its smooth application.

2015개정 교육과정과 특수교육 기본교육과정 성취기준에 제시된 에너지 및 기후변화 교육내용 요소 분석

박재근(Park, Jae-Keun) 에너지기후변화교육학회 2020 에너지기후변화교육 Vol.10 No.3

본 연구는 2015개정 교육과정과 특수교육 기본교육과정의 성취기준을 분석하여 에너지 및 기후변화 교육의 적정성을 확보하고 바람직한 내용 요소 구성에 대한 시사점을 얻는 데 연구 목적을 두고 있다. 연구 결과는 다음과 같다. 첫째, 2015개정 교육과정에서 에너지 교육 성취기준 내용 요소는 학년간 안배 및 분산적 배치, 학교급간 연계성을 잘 확보하고 있는 것으로 보인다. 다만, 개념적 지식의 범위를 확장하고 내용을 추가하여 학년간 연계성을 강화할 필요가 있다. 둘째, 기후변화 교육 성취기준은 초등학교에서는 주로 기후변화 원인에 집중되어 있고 중·고등학교에서는 기후변화 원인, 기후변화 영향, 기후 대응 등을 두루 포함하고 있다. 셋째, 특수교육과정 성취기준을 분석한 결과, 에너지 및 기후변화 교육내용 요소의 구성이 모두 제한적이고 불충분한 것으로 나타났다. 에너지 교육에서 지식뿐만 아니라 태도, 참여 측면의 성취기준을 보강하고, 특수교육 학생들에게 적합한 개념의 위계와 연계성 있는 성취기준을 제시하는 것이 요구된다. 또한, 기후변화 교육에서는 장애 학생들의 삶과 관련지어 의미가 있는 성취기준을 개발하고, 기후변화 대응의 필요성과 방안을 포함하는 것을 고려할 필요가 있다. The purpose of this study was to analyze the achievement standards of the 2015 revised national curriculum and special education basic curriculum to secure the appropriateness of energy and climate change education and to obtain implications for the composition of content elements. The results were as follows. First, the content elements of the achievement standard for energy education seemed to be well secured the distributed arrangements between grades and linkages between schools. However, it is necessary to strengthen the linkages between grades by expanding the scope of conceptual knowledge and adding contents. Second, the achievement standards of climate change education were mainly focused on the causes of climate change in elementary school, and included the causes of climate change, the impacts of climate change, and response to climate in middle and high school. Third, as a result of analyzing the achievement standards of the special education basic curriculum, it appeared that the content composition of energy and climate change education was both limited and insufficient. In energy education, it is necessary to reinforce achievement standards in terms of not only knowledge, but also attitudes and participation, and present a hierarchy of concepts suitable for special education students and relevant achievement standards. In addition, climate change education should consider developing meaningful achievement standards in relation to the lives of students with disabilities, and including the necessity and measures for response to climate change.

러시아 대중문화예술에 대한 연구

박재근(Jae Keun Park) 대한무용학회 1998 대한무용학회논문집 Vol.24 No.-

2007년 개정 슬기로운 생활 교육 과정의 내용 요소 및 탐구 활동 분석

박재근 ( Jae Keun Park ),백현정 ( Hyun Jung Baik ) 한국초등과학교육학회 2009 초등과학교육 Vol.28 No.1

흡기과급에 의한 직접분사식 디젤기관의 연소와 배기특성에 관한 연구

박재근(Jae Keun Park),이상만(Sang Man Lee),정영식(Young Sik Jeong),황재원(Jae Won Hwang),채재우(Jae Ou Chae) 大韓環境工學會 1998 대한환경공학회지 Vol.20 No.7