• The Journal of Korean Institute for Practical Engineering Education
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• v.4 no.2
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• pp.53-59
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• 2012

This article reviews the current issues of engineering education: engineering creativity, R&D 3.0 and Education 3.0 and comfirms need of refining quality of engineering education through learner-centered hybrid project learning. this article suggests the Global engineering project(GEP) program as an ideal hybrid project learning model that develop student's creativity and convergence capability. GEP program is learnner-centered interdisciplinary program that whole processes are managed by interdisciplinary students team aiming to global engineers who are globally competent and locally relevant so that they can function effectively in any country by local activity in developing country. The program consist of four main parts: 1)pre activity, 2)local activity from abroad, 3)design and producing prototype and 4)participating in the design contest or academic conference with the products. As a result, students' global competence, teamwork skill and capability of creative problem solving are remarkably improved.

• Superconductivity and Cryogenics
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• v.23 no.2
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• pp.7-12
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• 2021

• Ingenium
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• v.18 no.4
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• pp.27-31
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• 2011

• Ingenium
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• v.28 no.2
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• pp.26-30
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• 2021

• Ingenium
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• v.28 no.3
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• pp.14-21
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• 2021

• Annual Conference on Human and Language Technology
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• 2022.10a
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• pp.624-629
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• 2022

에세이의 창의성을 자동으로 분류하는 기존의 주요 연구는 말뭉치에서 빈번하게 등장하지 않는 단어에 초점을 맞추어 기계학습을 수행한다. 그러나 이러한 연구는 에세이의 주제와 상관없이 단순히 참신한 단어가 많아 창의적으로 분류되는 문제점이 발생한다. 본 논문에서는 어텐션(Attention)과 역문서 빈도(Inverse Document Frequency; IDF)를 이용하여 에세이 내용 전달에 있어 중요하면서 참신한 단어에 높은 가중치를 두는 문맥 벡터를 구하고, 자기부호화기(AutoEncoder) 모델을 사용하여 문맥 벡터들로부터 창의적인 에세이와 창의적이지 않은 에세이의 특징 벡터를 추출한다. 그리고 시험 단계에서 새로운 에세이의 특징 벡터와 비교하여 그 에세이가 창의적인지 아닌지 분류하는 딥러닝 모델을 제안한다. 실험 결과에 따르면 제안 방안은 기존 방안에 비해 높은 정확도를 보인다. 구체적으로 제안 방안의 평균 정확도는 92%였고 기존의 주요 방안보다 9%의 정확도 향상을 보였다.

• Journal of the Korean Society of Manufacturing Process Engineers
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• v.15 no.6
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• pp.16-23
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• 2016

This study was carried out to investigate how grade level and experiences when taking courses affect the creativity of engineering students in a Korean college. The sample group consisted of 372 engineering students of which 49.5% were first graders, 15.6% second graders, 22.6% third graders, and 12.4% fourth graders. They conducted self-report measures on a domain-general and domain-specific view of creativity. The engineering creativity test, developed by Kang and Yune (2015), is based on the domain-specific view of creativity and consists of four sub-factors: creative attitude, knowledge research, interest in engineering, and team work ability. The domain-general creativity test consists of three sub-factors. Analysis of the results led to the following conclusions: First, we found significant differences in engineering creativity between students depending on experiences in taking courses and tests; and, second, we discovered significant differences in integrative creativity among students depending on experiences in taking courses and tests, and/or grade level. These conclusions suggest that we should develop and apply appropriate strategies to enhance creativity in engineering education.

• Ingenium
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• v.8 no.1
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• pp.14-18
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• 2001

• Journal of the Korea Academia-Industrial cooperation Society
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• v.9 no.6
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• pp.1825-1829
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• 2008

The purpose of this study was to find a desirable time to ask a question to effectively improve creativity as an engineering viewpoint and apply it to daily schedule as a diverse teaching method in daily schedule of young children's curriculum. Forty five young children among three kindergarten of G Metropolitan City, aged 5, were selected as a subject for this study. Type A of Thinking Creatively with pictures, TTCT was used as an instrument, and the resistant score for the lower level of elements: Fluency, Ingenuity, Originality, Abstractness of Titles, hasty conclusion. The total score of creativity was highest in the 1st-time period ($M=95.52{\pm}12.21$). As a result, it was concluded that desirable story-telling time should be after 10 a.m., the 1st-time period, to improve the highest creativity.

• Journal of Convergence for Information Technology
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• v.9 no.5
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• pp.130-136
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• 2019

Recently, the importance of creativity and problem-solving skills are being emphasized in engineering education. In particular, research is actively being conducted on learning models considering practicality or applicability in practice and education among many creative problem-solving methods. The objective of the present study is to develop a teaching and learning model and verify its effects in order to promote creative thinking and problem-solving skills using the TRIZ Contradiction Analysis. This study led the participants to obtain basic knowledge of creative engineering design through the creative engineering design course for freshmen at an engineering college, and come up with ideas and solutions using the TRIZ Contradiction Analysis. A survey was conducted and analyzed to verify the effectiveness of education using the proposed teaching and learning model, and as a result, the effectiveness of education has been proven by an average of 89 positive responses. Follow-up research is needed on improved application models so that the proposed learning model can be applied to various subjects.