유한요소법을 이용한 SI엔진의 온도 분포해석

임성만(Sung Man Lim),김광현(Gwang Hyun Kim),박정규(Jung Kyu Park) 한국자동차공학회 1995 한국자동차공학회 춘 추계 학술대회 논문집 Vol.1995 No.6_1

최근의 엔진개발은 엔진의 고성능화가 전반적인 추세이며 엔진의 고성능화를 실현하는 방법에는 몇 가지가 있다. 그 실현방안 중에서도 다밸브화가 가장 일반적이며 많이 사용되고 있으나, 엔진의 고출력화는 연소실 내의 연소온도 및 압력을 증가시키며 엔진의 각 요소에 열적, 기계적 부하를 증가시키는 역할을 하게 된다. 따라서 실린더 헤드의 열전달 현상과 열적거동은 엔진설계 단계에서 세밀히 검토될 필요가 있다. 이에 본 연구에는 FEM 해석 프로그램은 P3/PATRAN을 이용해 실린더 블럭과 헤드에 대한 3차원 열전달에 의한 온도분포를 수치해석하였다.<br/>

‘에너지로 대화하는 인터렉티브 아트’ STEAM 프로그램 개발

임성만 ( Lim Sung-man ),현동걸 ( Hyun Dong-geul ),장진혁 ( Jang Jin-hyuk ),허진아 ( Heo Jin-ah ),신애경 ( Shin Ae-kyung ),양경식 ( Yang Kyoung-sik ),김성운 ( Kim Seong-un ) 한국초등과학교육학회 2015 한국초등과학교육학회 학술대회 Vol.68 No.-

인터렉티브 키네틱 아트는 키네틱 아트에서 가져온 용어로, 키네틱이란 움직임과 깊은 관계를 가지고 있다. 키네틱 아트에서 탐구된 움직임의 표현, 시지각적 환영에 의한 잔상 효과 등은 오늘날 움직이는 그래픽 표현에서 근간을 이루고 있으며, 키네틱 아트에 있어서의 관람객과의 상호작용성에 의한 움직임의 구현은 현재 인터렉티브 아트에 있어서도 가장 큰 이슈가 되고 있다. 종래의 예술에서는 제시된 작품을 관객이 수동적으로 감상하는 것이 일반적이었으나, 인터렉티브 키네틱 아트에서는 관객이 직접 참여하여 결과를 좌우할 수 있어 능동적 감상을 가능하게 한다. 인터렉티브 키네틱 아트에서의 움직임은 인터렉션에 의한, 인터렉션의 모습을 시각화한 표현이기에 관객의 참여와 상호작용이 다른 어떤 예술작품보다 중요하다. 이러한 인터렉티브 키네틱 아트를 구현하기 위해서는 인간의 상상력과 더불어 디지털, 미디어 관련 기술이 필요하며, 특히 과학적 개념과 원리에 대한 지식이 있어야 가능하다. 따라서 인터렉티브 아트를 활용한 STEAM 프로그램을 구현하는 과정에서, 인터렉티브 키네틱 아트에서 과학적인 원리를 적용하고, 상호작용하는 작품을 제작해 봄으로써 과학적이고 창의적인 융합의 경험을 시도하고 결과물을 통해 미적가치를 경험하는 기회를 제공하고자 한다. 인터렉티브 키네틱 아트를 활용한 STEAM프로그램을 개발하기 위해 2009개정 교육과정을 분석한 결과, 중학교 과학 ‘일과 에너지의 전환’ 단원과 미술 ‘새로운 매체와 미술’ 단원의 결합이 가능하였다. 따라서 ‘에너지’를 주제로 ‘에너지로 대화하는 인터렉티브 아트’라는 제목의 프로그램을 개발하게 되었다. 이 프로그램은 총 10차시로 구성되어 있으며, 전체적인 흐름은 보기→따라하기→버리기 단계로 이루어져 있다. 보기 단계에서는 학생들이 다양한 인터렉티브 작품을 감상하고, 이를 통해 인터렉티브 아트에 대해 이해하는 과정이다. 그리고 따라하기 단계에서는 보기 단계에서 감상했던 인터렉티브 아트 작품 중 에너지를 이용한 몇 개의 작품을 학생들이 직접 모방하여 만들어 보는 과정이다. 마지막 버리기 단계에서는 지금까지 보거나 따라했던 작품 기법을 버리고, 학생 자신만의 창작 기법을 고안하여 ‘우리 고장’을 상징하는 인터렉티브 키네틱 아트 작품을 만드는 과정이다. 이 프로그램은 대부분 그룹 활동으로 구성되어져 있어, 구성원들의 협력이 절실하게 요구된다. 특히 마지막 버리기 단계에서 학생들 자신만의 기법을 창안하기 위해서는, 그룹내 구성원들끼리 많은 토론과 시행착오의 과정을 거치게 된다. 차시별 내용 구성을 살펴보면, 1∼5차시는 인터렉티브 아트 보기와 따라하기 단계로, 움직임이 나타나는 인터렉티브 키네틱 아트를 감상하고 일반 조형물과 달라진 조형적인 특징과 감상자의 태도를 살펴본 후 과학과 예술의 관련성에 대해 탐색하기, 다양한 작품 감상을 통해 과학적 개념과 원리 및 인터렉티브키네틱 아트의 개념과 특징 알기, 인터렉티브 키네틱 아트 작품에 적용된 각각의 과학적 원리를 살펴보고, 이를 응용하여 창의적 설계에 활용하기, 간단한 모형을 직접 제작 및 체험해 보고 다른 학생들의 작품과 비교해 보기, 실제 작품 제작을 위한 생각 발전시키기로 구성되어 있다. 그리고 6∼10차시는 인터렉티브 아트 작품 창작하기(버리기) 단계로, 우리 고장 관련 영상을 통해 우리 고장의 가치에 대해 생각해 보기, 우리 고장을 상징하는 작품 주제와 기법 정하기, 우리 고장을 상징하는 움직임이 있는 인터렉티브 아트 작품 만들기, 작품 전시회 및 작품제작 소감 발표하기로 구성되어 있다. 이 프로그램을 통해 학생들이 성취할 수 있는 학습 목표는 내용 목표로 ‘과학과 수학 등 타 영역과의 관계 속에서 힘과 운동의 관계를 설명할 수 있다.’, ‘키네틱 아트의 성질을 이용하여 우리 고장을 알릴 수 있는 인터렉티브 아트 작품을 제작할 수 있다.’, ‘감상자와의 상호작용을 중점으로 작품에 대한 의미를 설명할 수 있다.’를 설정하였고, 과정 목표로 ‘움직이는 미술을 창의적으로 설계할 수 있다.’, ‘일정한 조건에서 주어진 공동의 과제해결을 위한 협동심을 기를 수 있다.’, ‘현대미술에 대한 흥미를 가진다.’를 설정하였다. 이 프로그램 내용에 사용된 STEAM 과목별 요소를 살펴보면, 과학(S)에는 ‘움직임’, ‘힘과 운동’, ‘위치에너지’, ‘운동에너지’, ‘에너지 전환’이, 기술(T)에는 ‘골드버그 장치’, ‘오토마타’가, 공학(E)에는 ‘움직임의 요소를 인터렉티브 아트 작품으로 구현하기 위한 실제’가, 예술(A)에는 ‘인터렉티브 아트’, ‘미적 표현’, ‘예술가적 창의성’이, 수학(M)에는 ‘관객참여를 위한 적절한 작품의 크기 및 형태 구상’, ‘작품설치 및 전시회를 위한 공간적 구성과 배치’가 사용되었다.

대학생들의 인지양식에 따른 관찰에서의 안구 운동 분석

임성만 ( Sung Man Lim ),최현동 ( Hyun Dong Choi ),양일호 ( Il Ho Yang ),정미연 ( Mi Yeon Jeong ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.4

The purpose of this study is to analyze observation characteristics through eye movement according to cognitive styles. To do this, we developed observation tasks that show the differences between wholistic cognitive style group and analytic cognitive style group, measured eye movement of university students with different cognitive styles after being given an observation task. The difference between two cognitive style groups is confirmed by analysing gathered statistics and visualization data. The findings of this study are as follows: First, to compare fixation time and frequency, we compared the average value of total time used in the observation task by the wholistic cognitive style group and analytic cognitive style group. The numbers of Fixation (total) and number of Fixations (30s), is based on the fact that the wholistic cognitive style group has more numbers of fixation (Total) and number of fixations (30s) means the wholistic cognitive style group can observe more points or overall features than the analytic cognitive style group, in contrast, the analytic cognitive style group tend to focus on a particular detail, and observe less numbers of points. Second, to compare observation object and area by cognitive style, the outcome of analysing visualization data shows that wholistic cognitive style group observes the surrounding environment of spider and web on a wider area, on the other hand, the analytic cognitive style group observes by focusing on the spider itself. Through the result of this study, there are differences in observation time, frequency, object, area, and ratio from the two cognitive styles. It also shows the reason why each student has varied outcome, from the difference of information following their cognitive styles, and the result of this study helps to figure out and give direction as to what observation fulfillment is more suitable for each student.

초등학교 2학년 학생들이 과학학습 상황에서 보이는 행동 특성; 과학학습 동기체계에 관한 현상학적 연구

임성만 ( Sung Man Lim ),강원미 ( Won Mi Kang ),위수민 ( Soo Meen Wee ),양일호 ( Ii Ho Yang ) 한국과학교육학회 2012 한국과학교육학회지 Vol.32 No.4

The purpose of this study was to investigate the behavioral characteristics of elementary second graders depending on SL-BIS/BAS (Behavioral Inhibition/Activation System about Science Learning) in science learning situation. For this study, 20 second grade students participated. This study followed a phenomenological research method, a form of qualitative research. As the results show, students who have a sensitive motivation system to SL-BIS directly expressed their disappointment of the result and easily get distracted in class when they failed in science learning activity. They participated in group work passively, for example, they interacted less in the group or avoided answering questions. Even though the students have a lot of questions that were usually simple, empty or repetitive words, They have within themselves the good will of challenging difficult experiment that was their only expression of passive will, The students have a tendency to be dependent on their friends in an experiment, making it unlikely that they preferred group work from the beginning. Otherwise, students who have sensitive motivation system to SL-BAS endured science learning activity to the end regardless of the negative result. In particular, they were enthusiastically working on home-school materials. When the students succeeded in the experiment, they responded to the cheers and openly expressed their feeling. They were satisfied with their achievement. The students have more desire for in-depth activity. Their questions were more progressive, specific and expanded. They showed a strong desire to challenge difficult experiment and preferred to interact with their group members to help each other. Based on the results, they were limited but we could find that the behavioral characteristics of second grade students in science learning situations can be predicted with a score of SL-BIS/BAS t.

우리나라 역대 초등학교 교과서에서 다루어진 “지구과학” 영역의 중심개념과 탐구활동 분석 및 차기 교과서 개선 방안 모색

임성만 ( Sung Man Lim ) 한국초등과학교육학회 2015 초등과학교육 Vol.34 No.3

This study aimed to analysis of concepts and inquiry activities related to the ‘Earth Science’ area in the South Korean elementary school textbooks to the current and to seek the improvement of future textbook. For the study, we were collected South Korean elementary school textbooks to the current. After the collection had been made, we were analyzed related to the ‘Earth’ area in the South Korean elementary school textbooks and were extracted central concepts and inquiry activities. The result of this study: First, there were ‘A change in the land’, ‘Strata and Fossil’, ‘Volcanoes and Earthquakes’, ‘Earth and Moon’, ‘The weather’, ‘The Solar system and the Star’, and ‘Seasonal Change’ in the central concepts related to the ‘Earth’ area in the South Korean elementary school textbooks to the current. Second, central concepts were almost the same but the curriculum was changed. Third, inquiry activities also were confirmed to be maintained with little change. This result was believed that it can provide a variety of suggestions at this point in changing the curriculum.

초등학생의 인지양식에 따른 자료해석 특성 분석

임성만 ( Sung Man Lim ),손희정 ( Hee Jung Son ),양일호 ( Il Ho Yang ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.1

The purpose of this study was to analyze elementary school students` interpretation of data characteristics by cognitive style. Participants were elementary students in sixth grade who can use integrated inquiry process skills. The students were divided into two groups, analytic cognitive style and wholistic cognitive style according to their response to Cognitive Style Analysis. They performed scientific interpretation of data activity. To collect data for this study, participants recorded the result on scientific interpretation of data activity paper and researcher recorded the situation on videotape and interviewed with participants after the end of interpretation of data to get additional data. And the findings of this study were as follows: First, the study analyzed interpretation of data characteristics by the operator regarding different situations of interpreting data according to cognitive style. For example, in the intermediate state, analytic-cognitive style students showed high achievement in identifying variables, and wholistic-cognitive style students were active in using prior knowledge to interpret data. Second, the result of analysis on the direction of interpreting data and preference for data types in interpreting data activities according to cognitive style are as follows: Wholistic-cognitive style students showed relatively high perception of information through the top-down approach. On the other hand, analytic-cognitive style students usually used the bottom-up approach gradually expanding detailed information to the scientific question-related answer and showed a preference data of the table type. Through the result, this study aimed to help establish a data interpretation strategy for learners to solve problems based on understanding of interpretation of data characteristics according to learners` cognitive style, and purposed the instruction design suggesting the data requiring various data interpretation strategies to develop learners` data interpretation ability.

관찰 상황에서 초등학생들의 과학학습 동기체계에 따른 시선이동 분석

임성만 ( Sung Man Lim ),박서정 ( Seo Jung Park ),양일호 ( Ll Ho Yang ) 한국과학교육학회 2013 한국과학교육학회지 Vol.33 No.6

The present work was performed to find behavioral characteristics of elementary school students corresponding to the motivation system on science learning (SL-BIS/BAS; Behavioral Inhibition/Activation System about Science Learning) in the observation situation. Eye-tracking was used for this study, which is one of the neurophysiological methods. The findings of present study were as follows: First, students who have sensitive motivation system to SL-BIS (SL-BIS group) showed meaningfully shorter fixation duration the whole time during an observation task than students who have sensitive motivation system to SL-BAS (SL-BAS group) (p<.05). Total fixation counts of SL-BIS group were significantly larger than SL-BAS group and it indicates that SL-BIS group often generated new fixations. Therefore, fixation duration per count of SL-BAS group was longer than that of SLBIS group. Second, we studied fixations in situations with movement corresponding to the motivation system on science learning. SL-BIS group and SL-BAS group exhibited similar fixation duration in the study task segment with movement, which is one of the stimulus attracting students. However, for the study task segment when the movement was finished, total fixation duration and fixation duration per count of SL-BAS group were meaningfully longer than those of SL-BIS group. Third, comparing fixation targets classified by factors of study task, SL-BIS group showed fixation on the target that is not important for the study task. But SL-BAS group concentrated on the target-related factor of the study task. The present work could be helpful in understanding students` characteristics corresponding to the motivation system on science learning in observation situation and for making a learning & teaching plan that is suitable to the feature of students.

초등 과학영재 지도교사의 과학의 본성에 대한 인식 및 교수태도 분석

임성만 ( Sung Man Lim ),정운영 ( Woon Young Cheong ),양일호 ( Il Ho Yang ) 경북대학교 과학교육연구소 2010 과학교육연구지 Vol.34 No.2

This study aimed to investigate a perception of teachers engaged in special education for scientifically gifted regarding nature of science and identify attitudes toward teaching nature of science. The sample of this study consists of 122 science teachers who are teaching or taught students attending gifted classes of any primary school in Korea and any gifted education center of every District Office of Education. We made a partial amendment of a VOSE that was developed by Chen(2006) and then used. We tested their perception and attitudes in regard to nature of science. In terms of nature of science, we devide it into 7 sub-areas to analyse. For attitudes toward teaching nature of science, we investigate and analyse following 5 sub-areas; tentativeness of scientific knowledge, nature of observation, scientific methods, theories and laws and subjectivity and objectivity. The result showed that the generally teachers have a desirable recognitions about a nature of science. For attitudes toward teaching nature of science, the teachers showed that they have positive attitudes. However between degrees of teachers` recognition about a nature of science and attitudes toward teaching nature of science showed a low correlation. To increase their understanding of nature of science and develop attitudes toward teaching nature of science, there should be more training time for the teachers and training contents also should be changed. In addition, we hope that this study contribute to develop contents and direction of training for the teachers as a basic reference.

초등 영재학생을 위한 학교 학습 경험과 연계된 과학 탐구 프로그램 개발 및 적용 지질 박물관을 이용하여

임성만 ( Sung Man Lim ) 경북대학교 과학교육연구소 2014 과학교육연구지 Vol.38 No.2

The purpose of this study was to develop and apply an scientific inquiry program related to school science for elementary gifted students. And development of a program had been used a geological museum. A science inquiry program had developed after verifying a content validity to 3 science education experts about program`s design and content selection, and then program applied to 20 elementary gifted students during 4 weeks, 14 hours. The results of this study showed that gifted students interested in an inquiry program using a geological museum, and they were in full activity. Especially gifted students replied that they lodged in their memory that inquired into activities on listening a docent`s explanation about exhibits. Gifted classroom teacher also replied that gifted students saw a high level of participation and expectation. And they replied that this program supplied a chance that gifted students can understand a meaning of inquiry.

과학학습 행동억제체계 및 행동활성화체계와 자기효능감과의 상관관계 분석

임성만 ( Sung Man Lim ),홍은주 ( Eun Ju Hong ),양일호 ( Il Ho Yang ),임재근 ( Jae Keun Lim ) 한국과학교육학회 2011 한국과학교육학회지 Vol.31 No.5

This study was designed to investigate the relations of motivation to related variables, and the motivation by student`s variables basically through measure of motivation system about science learning. For this, 496 fourth-grade students and 425 eighth-grade students were required to accomplish a questionnaire on behavioral inhibition/activation system about science learning (SL-BIS/BAS), and self-efficacy. Based on these materials, SLBIS/ BAS by student`s variables and relations between the system to self-efficacy were analyzed. The result of this study shows the following: First, the sensitivity about SL-BIS in the eighth-grade was higher than in the fourth-grade. But sensitivity about SLBAS and self-efficacy in the eighth-grade was lower than in the fourth-grade Hence, the difference in sensitivity about SL-BIS/BAS agree with difference in motivation. Second, there were low negative correlation with SL-BIS and self-efficacy, and positive correlation with SL-BAS and self-efficacy. In addition, two systems account for 41% of self-efficacy, it showed that SL-BIS/BAS relates to self-efficacy. Through the results of this study, relations of motivation to related variables, and the motivation by student`s variables were identified. These results would be helpful for teachers to understand the difference about motivation by students` variables and to make a plan for the appropriate strategies for learners.