• Journal of Engineering Education Research
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• v.10 no.3
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• pp.5-20
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• 2007

This study was carried out to analyze the design pattern on engineering design curriculum P University based on the curriculum design model. For this study, the relation model between organizational factors by Drake & Burns(2004) and university curriculum design pattern Toohey(1999) were used as a frame of the analysis. From the analysis, we confirmed following results. Firstly, the relation between the subjects in the engineering design curriculum was designed to acquire the knowledges of facts, topics, and concepts and then to improve low-level skills, broad-range skills, and high-level skills related to engineering design sequently. Secondly, the design pattern of the engineering design curriculum analyzed in this paper is project and problem based structure. This result will be useful for reviewing and improving the relation between engineering design curriculum.

• Ingenium
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• v.11 no.4
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• pp.49-54
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• 2004

입문공학$\rightarrow$전공기초$\rightarrow$CAD$\rightarrow$해석프로그램$\rightarrow$센서 설계로 구성되는 흐름도로부터 각전공 능력은 전문기능보다는 공학의 가치를 부여하는 창희적 설계 역량에 중점을 두어야 함을 보였다. $\blacktriangleright$결국 담당 교수나 흐름 체계를 구성하는 학제는 일반적이고 보편적인 공학 설계 기술을 포함하는 고유하고 창의적인 새로운 교육체계를 스스로 계획해야 한다. $\blacktriangleright$담당 교수가 꾀하는 교육은 학부 모든 학년을 관통하는 일관성을 가지고 이론과 설계 실습을 병행한 형태로 수행해되어야 한다. $\blacktriangleright$공학 교육에서 현장성을 배제하면 큰 실효가 없으므로 제품과 생산성에 대한 설계 또한 중요하다$\blacktriangleright$이것은 산업체 현장 적응성을 키우는 교육 목적에도 부합하지만 학생 스스로 창의적 아이디어를 도출하고 이것을 제품으로 만들어내는 역량을 도모하는 것에 더 큰의미를 두는것이 바람직하다. 현대 공학기술이 빠르게 발전하는 것을 고려한다면 담당교수와 교육흐름 체계는 항상 변화를 추구해야 한다. 이것이 공학 교육을 통한 공학 설계 창의성 개발의 성공을 이룰 수 있는 기반인 것으로 판단된다.

• Journal of Engineering Education Research
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• v.1 no.1
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• pp.27-32
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• 1998

Engineering methodology which is defined broadly as the various nontechnical knowledge such as design process and the personal skills such as creativity that an engineer must have to be a successful practitioner, is not sufficiently implemented in the present undergraduate engineering programs. A systematic design education model is proposed in this paper to teach the principles and art of engineering. First level design education is to introduce engineering process and cultivate student's creativity. Second one is to apply the knowledge of sciences, mathematics and engineering sciences to the solution of basic engineering problems. Third one is to solve a real-life problem.

• Journal of The Korean Association For Science Education
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• v.43 no.3
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• pp.321-331
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• 2023

This study aimed to develop an engineering design-based science education program for high school students and to investigate its effects on students' science-related attitudes and engineering design abilities. "Creating healthy shoes for maintaining proper posture program" was developed as an activity to come up with creative solutions using the methodology of an engineering design process to solve problems in daily life. The creating healthy shoes for maintaining proper posture program consisted of the following five stages: "defining the problem," "ingathering information related to the problem," "generating the solution," "implementing the best solution," and "evaluating the solution & reflecting." As a result of applying this engineering design-based science education program, it improved the high school students' science-related attitudes and engineering design abilities. Therefore, the program developed in this study has a positive effect on enhancing high school students' science-related attitudes and engineering design abilities. These findings imply that the continuous operation and expansion of activities incorporating an engineering design process in science education are necessary as a teaching and learning strategy for cultivating future science talents.

• Journal of Engineering Education Research
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• v.10 no.4
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• pp.5-16
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• 2007

It is a fact that current engineering education is insufficient to cultivate engineers who can fulfill industrial demands. Engineering colleges and the government have expended much effort to develop new education model to overcome these shortcomings. The purpose of the present research is to formulate direction of engineering design education to cultivate talented engineers meeting engineering and industrial needs. We compared and analyzed Creative Design Project (3) (a core subject in engineering design) from the feedback of practising engineers, professors and students based on essential design technology factors and the educational achievement contents of ABEEK. The three essential factors of design technology which are prerequisites for the designers to implement design work were selected by surveying experts in the field of device design of cellular phone company. Moreover, educational purpose of the professors, educational achievement of the students, and educational direction of industry needs are deduced based on the three factors. It is also ascertained that Creative Design Project (3) meets most of the requirements of industrial design field by comparing and analyzing deduced results.

• Ingenium
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• v.16 no.4
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• pp.27-28
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• 2009

• Journal of Science Education
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• v.45 no.3
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• pp.364-378
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• 2021

This study explores the perception of Engineering Design of teachers who have long experience in the Integrated STEAM education. The teachers participating in this study were 12 elementary and secondary teachers with more than five years of experience in the Integrated STEAM Education. The study conducted semi-structured interviews. Interview questions focused on experiences of Integrated STEAM Education and recognition of Engineering Design, whether or not to reflect the curriculum of Engineering Design, and actual cases of Integrated STEAM Education with Engineering Design. As a result of this study, the teachers who participated in this study recognized that 'identification and coexistence of concepts for science, technology, and engineering' about Engineering Design, 'Creative design is possible when creativity is added to Engineering Design', 'Engineering Design is to analyze the economic feasibility and utility of the output created through the creative design process', 'Engineering Design is only for students who choose a career in science and engineering'. Based on this research, We need to establish and present correct concepts for science, technology, and engineering, and make an effort to include Engineering Design for solving scientific problems in the curriculum. In addition, we will have to develop and spread the Integrated STEAM Education program including Engineering Design and apply it in the field. Through this, we will have to find concrete action plans to improve the perception of science and engineering Integrated STEAM programs and Engineering Design among novice teachers and preservice teachers.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.159-165
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• 2019

Engineering design education has been established and implemented as three stages of basic design, element design, and capstone design with the introduction of engineering education accreditation system. In the basic design, the concept and procedure of design is introduced to the beginners of engineering, and the creativity and teamwork is practiced rather than mathematical detailed design for the purpose of being connected to and used effectively in the capstone design. In this study, the opinions of the students performing capstone design after taking basic design were surveyed through questionnaire. Overall, students recognize the importance of basic design education and experienced that it is useful. The results indicate that effective basic engineering design education is being carried out, and are considerably agree to those at the professors in the former survey.

• Journal of Digital Contents Society
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• v.16 no.1
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• pp.53-61
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• 2015

Recently a demand for student-centered creative design education is rapidly growing, but well organized design curriculum and design practice complex are not established properly in most universities. In this paper, we present a scheme for design-centered engineering curriculum and a method to build a design practice complex for creative design education which it is currently attracting a lot of interest in engineering education. Based on the analysis of the conventional curriculum of electronic engineering, a new curriculum and a design practice complex that is suitable for enhancement of professional practice capability and by which an effective engineering education through introductory design, element design and advanced design steps can be performed is described.

• Journal of the Korea Convergence Society
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• v.11 no.5
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• pp.125-130
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• 2020

Universities that hold engineering education accreditation emphasize the importance of design education. In particular, comprehensive design courses in the engineering field are designed to produce the result reflecting the functional and limiting factors of the design. Systematic design education is also important, but the application of multidisciplinary convergence education is very high in view of the comprehensive design curriculum as a creative education program. This study describes a case study of convergence of curriculum and engineering and design, focusing on the 2019 comprehensive engineering design subject of the researcher. For the collaboration between engineering and design, the process of developing students' ideas and applying them to actual results was presented as the procedures of planning and theme selection, content design, software design, presentation and evaluation. As a result, it is meaningful that the method of convergence between engineering and design was presented without focusing only on technology in the comprehensive design subject of engineering by applying a design that considers the user in producing the work.