고등학교 과학 ‘에너지와 환경’ 단원 탐구 활동의 탐구 유형 및 창의적 사고 요소 분석

한화정,심규철 에너지기후변화교육학회 2013 에너지기후변화교육 Vol.3 No.2

본 연구는 2009 개정 교육과정에 근거하여 개발된 고등학교 과학 교과서의 에너지와 환경 단원에 제시된 탐구 활동의 탐구 유형 및 창의적 사고 요소를 분석하였다. 과학 탐구 활동 의 탐구 유형은 생각해보기, 해보기, 실험하기 등으로 구분하여 분석하였고, 창의적 사고 요소 는 발산적 사고, 수렴적 사고, 연관적 사고 등으로 구분하여 분석하였다. 분석 결과, 고등학교 과학 교과서 에너지와 환경 단원에 제시된 탐구 활동의 탐구 유형은 대부분이 생각해보기로 나타났으며, 제시된 과학 탐구 활동 유형은 균등하게 제시되지 않았다. 창의적 사고 요소에 대 한 분석 결과에서는 매우 적은 창의적 사고 요소를 포함하고 있었으며, 그것도 극히 일부의 발 산적 사고와 수렴적 사고 요소를 포함할 뿐, 연관적 사고 요소는 전혀 없는 것으로 나타났다. 2009 개정 교육과정에 따라 개발된 고등학교 과학 교과의 취지를 살리기 위해서는 과학 교과서 개발 시 과학 탐구 활동에 대한 기본적인 틀을 개발하여 제공할 필요가 있으며, 과학 교과서에 창의적 사고 요소를 포함시키기 위한 보다 체계적인 연구가 필요하다.

GEANT4를 이용한 방사선 분포 평가에 활용 가능한 핵연료집합체의 기하학적 형상 모델 개발

한화정,이미연,박병기 순천향대학교 부설 산업기술연구소 2009 순천향 산업기술연구소논문집 Vol.23 No.2

The purpose of this study is to develop a geometry model of nuclear fuel assemblies that can be applicated to evaluate the radiation distribution of fuel assemblies using a Monte Carlo based tool. In this study, we modeled the geometry model of nuclear fuel assemblies reflecting the characteristics of nuclear fuel rods using GEANT4. Through simulation, it was confirmed that the guide and fuel rod constituting of the three-dimensional fuel assemblies were modeled according to actual properties and that they were distinguishable from each other. This model can be used as a fundamental geometry model to identify the characteristics of nuclear fuel assemblies.

GEANT4 toolkit을 이용한 광섬유 방사선 센서 모델 개발

한화정,김범규,박병기 순천향대학교 부설 산업기술연구소 2016 순천향 산업기술연구소논문집 Vol.22 No.1

The fiber-optic radiation sensors have been developed to detect gamma rays. In recent year, various fiber-optic radiation sensors using Cerenkov principle have been developed without employing any scintillating materials. Cerenkov effect is generated within transparent medium because gamma rays across the medium produce Compton electrons with a velocity greater than the phase velocity of light. Thus, the fiber-optic radiation sensor can use to detect gamma rays. In this study, we developed the fiber-optic radiation sensor model using GEANT4 toolkit and then we evaluated the model in relation to the intensity of the radioactive source. The simulation result indicated that Cerenkov photon is proportional to the intensity of the radioactive source.

공중방사선 측정을 위한 CZT 기반 방사선 검출기 전산모델 연구

한화정,박병기,신상훈,김범규 대한방사선방어학회 2020 대한방사선방어학회 학술발표회 논문요약집 Vol.2020 No.11

고등학교 과학 ‘에너지와 환경’ 단원 창의․인성 활동의 탐구 과정 및 STS 요소 분석

한화정,심규철 에너지기후변화교육학회 2012 에너지기후변화교육 Vol.2 No.2

This study examined scientific inquiry processes and STS contents of creativity-personality activities presented in the 'Energy and Environment' unit of high school science textbooks, which were developed according to the 2009 Revised Science Curriculum. The framework for analysis of scientific inquiry process was composed of perceiving a problem, designing an inquiry, performing an inquiry, interpreting data, and formulating a conclusion. On the other hand, the framework for STS contents analysis was composed of scientist story, the history of science, sciences in a life, advanced science, career and vocation, science and ethics, and general science. As a result of analysis, scientific processes and skills of creativity-personality activities were not used in balanced according to textbooks. Regarding the portion of STS contents in the textbook, it took 19% for science and ethics, and 15.9% for advanced science, and 60% for gerneral sciences, which relatively well reflected the purpose of 2009 Revised Science Curriculum. It is suggested that the framework of activities based on the curriculum objectives be provided when developing science textbooks. More studies need to be done to provide the history of science, science in a life, and career and vocation of creativity-personality activities.

2009 개정 고등학교 과학 교과서에 제시된 생명과학 관련 창의,인성 교수 학습 활동 분석

한화정,김남희,홍보라,심규철 韓國生物敎育學會 2012 생물교육 Vol.40 No.1

The purpose of this study was to analyse creativity-personality activities related to life science presented in high school science textbooks, which were developed according to 2009 Science Curriculum. The frameworks to analyse creativity-personality activities consisted of activity type (inquiring, debating, writing, and reading), inquiry (inquiry type, process, and openness), decision making, creative reasoning, and personality factor. Most of creativity-personality activities were inquiring of activity type. Minds-on activity was the highest type of inquiries. None of perceiving a problem and designing an inquiry were in the inquiry process, and most of them were structured inquiries in terms of inquiry openness. To analyse in terms of creative reasoning, convergent thoughts and divergent thoughts would be used, but associative thoughts would be never used in creativitypersonality activities. The care of personality factors was the highest proportion, but honesty factor was rare in creativity-personality activities. The results showed that there were various efforts and attempts to present balanced creativity and personality factors in creativity- personality activities, and suggested that should be considered concerned with other subjects.

GEANT4를 이용한 선량 측정 시뮬레이션

한화정,박병기,김범규 한국방사성폐기물학회 2015 한국방사성폐기물학회 학술논문요약집 Vol.13 No.1

교육과정에 따른 고등학교 생명과학 교과서의 생명과학의 이해 관련 단원의 탐구활동 분석

한화정,심주혜,심규철 한국생물교육학회 2019 생물교육 Vol.47 No.2

The purpose of this study is to analyze the types of the inquiry activities presented in the unit‘Understanding of Life Science’ of the life science textbooks. The textbooks were developed and published according to the 7th, 2009 revised and 2015 revised science national curriculum. Types of the inquiry activity were categorized into ‘experimental observation’, ‘investigation’, ‘data interpretation’, ‘debate’, ‘science writing’, ‘reading’, and ‘simulation’. The result shows that the types of inquiry activities had been diversified as the curriculum changes. Especially, the science writing was presented newly in life scienceⅠtextbooks according to the 2009 revised science national curriculum, and the simulation activities are presented newly in Life ScienceⅠtextbooks according to the 2015revised science national curriculum. However, even though the curriculum changed, theme, type, and frequency of inquiry activities still varied with textbooks. The findings of this study suggest that criteria for the theme, type, and frequency of exploration activities should be made at the national level and considered when developing textbooks, and the need to reorganize inquiry activities by referring to other textbooks.

고등학생의 감염병 관련 교육에 대한 인식 조사

한화정,심규철 한국생물교육학회 2022 생물교육 Vol.50 No.3

This study set out to investigate high school students' perceptions about the education related to infectious diseases. An inventory of high school students' perceptions about the education related to infectious diseases consisted of four areas including the understanding of infectious diseases, sources of information about infectious diseases, needs for education related to infectious diseases, and lesson methods for education related to infectious diseases. High school students had a slightly above-average level of perception that they had good knowledge of infectious diseases. They responded that the Internet of the sources of information about infectious diseases was used mostly. They perceived that the internet was the most useful for understanding infectious diseases. They did not believe that the education related to infectious diseases provided by their schools was enough, but they wanted to learn more about infectious diseases including their symptoms, spreading courses, causes, types, prevention methods, countermeasures, and the related occupations. Especially, they showed a greater need for learning about the causes and countermeasures than others of the education related to infectious diseases. They received the education related to infectious diseases in the expository instruction approach most in school and considered expository instructions as the most effective method of education related to infectious diseases in school. These findings imply that school education needs to promote its systematic and continuous management and expansion so that high school students can have access to opportunities to obtain academic and accurate information about infectious diseases, understand infectious diseases correctly, and learn about practical prevention and countermeasures effectively.

2009 개정 및 2015 개정 교육과정에 따른 초등과학 다양한 생물과 우리 생활 단원의 성취기준 및 학습내용 비교 분석

한화정 한국생물교육학회 2020 생물교육 Vol.48 No.2

The purpose of this study is to analyze achievement standards and learning contents presented in the “Diverse Living Things and Our Life” unit of elementary school science developed under the 2009 and 2015 revised national curricula. For achievement standards, this study analyzed the achievement standards statements, inquiry activities and learning factors written in the 2009 and 2015 revised national curricula documents. The learning contents were analyzed in four areas, learning topics, learning objectives, inquiry activities, and biology materials. For learning objectives, this study analyzed the learning objectives of each lesson in teachers’ manuals of the 2009 and 2015 revised national curricula, For learning topics, inquiry activities, and biology materials, the investigator extracted and analyzed the learning topics, inquiry activities, and biology materials of the analysis unit in the science textbooks of the 2009 and 2015 revised national curricula. The analysis results show that inquiry activities and learning factors of achievement standards, learning topics, inquiry activities, and biology materials changed in accordance with the intents of 2015 revised national science curriculum in the domains of scientific attitude, proper amounts of learning, emphasis on the core competencies of the science subject, and student participation-based lessons. For achievement standards, there were no achievement standards in the domain of scientific attitude, and learning objectives were focused on the domain of scientific knowledge in the 2015 revised national science curriculum, Therefore, it is necessary to organize more achievement standards and learning objectives in the domain of scientific attitude.