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ICT 활용과 자기 주도적 학습력 신장을 위한 사회과 교수-학습 시스템 개발
최용훈,황선영,고병오,Choi, Yong-Hun,Hwang, Sun-Young,Goh, Byung-Oh 한국정보교육학회 2003 정보교육학회논문지 Vol.7 No.2
Individual studying that compose knowledge and improve efficiency of studying through collection of information by various class strategy which takes advantage of web, and Cooperative learning that can elevate sense of responsibility and solve the problem through communication with another person have been developed actively. But, individuation tutoring materials that is developed present doesn't fit of causing learner's interest, and stimulating curiosity about problem because mostly studying is gone in presentation form. Also, cooperative learning materials are lacking connection with actual course of education, application is difficult in real class spot. So, this research has applied self-directed learning, centered with interested operation activity, aimed at improvement in various thought. Also, we have developed social studies tuition-learning system, purpose to the management is possible with on-line project studying which could improve mind-decision ability and ICT application ability. This system is developed for flexible management could be possible in various class circumstance, and level learning could be done through accomplishment-test and the result could be applied by feedback process.
감자와 무를 재배하는 사질양토 고랭지 밭의 시비량에 따른 비점오염 발생량 비교
최용훈,원철희,박운지,신민환,신재영,이수인,양희정,최중대,Choi, Yong Hun,Won, Chul Hee,Park, Woon Ji,Shin, Min Hwan,Shin, Jae Young,Lee, Su In,Yang, Hee Jeong,Choi, Joong Dae 한국관개배수위원회 2012 한국관개배수논문집 Vol.19 No.1
This study was performed to monitor the runoff of sandy soils on alpine uplands between March 2008 and December 2009, and assess non-point source pollution load. The fields were used to cultivete poteto in 2008 and radish in 2009. The fertilizers used in 200S, compared to those used in 2009, contained 2.1 times of nitrogen, 1.9 times of phosphorous, and 2.3 times of potassium. In 2008, the annual pollution load indiceted SS 2,908.47kg/ha/yr, COD 67.95kg/ha/yr, BOD 50.72kg/ha/yr, TN l3.29kg/ha/yr, and TP 9.97kg/ha/yr. In 2009, the annual pollution load indiceted SS 3,908.34kg/ha/yr, COD 225.04kg/ha/yr, BOD 156.96kg/ha/yr, TN 18.88kg/ha/yr, and TP 36.41kg/ha/yr. The amount of fertilizers used was about twice greeter in 2008, but the amounts of TN in pollution load per unit of rainfall were similar by 0.031kg/ha/mm to 0.029kg/ha/mm, whereas the amounts of COD (0.16kg/ha/mm to 0.35kg/ha/mm), BOD (0.12kg/ha/mm to 0.24kg/ha/mm), and TP (0.023kg/ha/mm to 0.057kg/ha/mm) doubled in 2009. We can infer thet the surface covering by the growth of crop mainly affected the transport of T-N through the subsurface flow to reduce non-point source pollution.
비강우시 도시 합류식 하수도의 오염부하 산정을 위한 최적관측시간 산정연구
최용훈,원철희,박운지,서지연,신민환,이찬기,최중대,Choi, Yong-Hun,Won, Chul-Hee,Park, Woon-Ji,Seo, Ji-Yeon,Shin, Min-Hwan,Lee, Chan-Ki,Choi, Joong-Dae 한국농공학회 2009 한국농공학회논문집 Vol.51 No.3
Flow and pollution load were monitored at 2 combined sewer outlets (C-1 and C-2) of urban watersheds during dry weather from September, 2004 to April, 2006 for 20 months. The objectives were to investigate the diurnal variation of flow and pollutant load and to find the proper sampling time that could measure representative flow and pollutant load. Pollution load closed to the average daily load at C-1 could be measured at 00:00 hour and by the mean of 15:00 and 18:00 hour measures, and 15:00 and 21:00 hour measures, respectively. In addition at C-2, it was 21:00 hour and the mean of 15:00 and 18:00 hour measures. This study concluded that arbitrary sampling of flow and water quality could cause large errors in the estimation of urban pollution load and recommended that urban combined sewers should be monitored when flow and water quality showed daily average and concentration.
학습부진학생의 학습능력 향상을 위한 구성주의 능력기반 교수학습설계 모형 개발
최용훈(Yong-Hun Choi) 한국컴퓨터정보학회 2011 한국컴퓨터정보학회 학술발표논문집 Vol.19 No.1
본 논문에서는 학습자들의 학습능력 향상을 위해 구성주의 능력기반 교수학습 설계 모형을 제안한다. 구성주의 능력기반 교수학습 설계 모형에서는 과거 내용 전달 위주의 교수설계와는 차별화된 방법을 적용한다. 본 모형에서는 먼저, 학습자들이 갖추어야 할 학습능력을 규명한다. 이후 규명된 학습능력을 일정 기간 이후 평가할 평가 방법을 결정한다. 학습능력과 그 능력을 평가할 수 있는 방법을 결정한 이후 실제 수업을 진행한다. 본 모형의 주요 특징은 세 가지이다. 첫째, 단순히 내용 전달 위주의 교수설계 방법이 아닌 학습자들에게 실질적인 학습능력을 형성시켜주는 교수학습설계 전략이다. 둘째, 학습자들이 형성해야 할 학습능력을 기초능력과 핵심능력으로 나누어 단계적으로 제시한다. 셋째, 학습자들의 학습능력을 향상시켜줄 수 있는 방안을 구성주의적 차원에서 제시한다.