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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.
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 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.
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.
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.