• 공학교육연구
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• 제18권3호
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• pp.24-32
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• 2015

The purpose of this research is to consider theoretical points of view on a preceding research related to an engineering design and abstract the definition of engineering design ability, its subdivision and element on the basis of experts' recognition. To achieve this goal, various literature researches were carried out by examining domestic and foreign articles in journals, lots of dissertations, and books related to engineering design through theoretical consideration. And to secure the validity on the definition of engineering design ability, its subdivision and element through the theoretical study, a feasibility evaluation method by the experts was applied. And the feasibility evaluation of the experts was conducted through 2 stages. The major conclusions of this study are as follows. Firstly, based on the experts' recognition on the definition of engineering design ability, its subdivision and element, which were revised through the 1st feasibility evaluation and then utilized in the 2st one, the validity was confirmed, and the subdivisions of the engineering design ability were divided into 5 and the elements of the subdivision ability were 33. Secondly, the engineering design ability was defined as "the one to design a realizable product with consumers' demand fully satisfying, based on a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability to solve engineering problems." Thirdly, the subdivisions of the engineering design ability were divided as a knowledge application ability, thinking ability, communication ability, problem-solving ability, and teamwork ability.

• 한국산학기술학회논문지
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• 제21권7호
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• pp.66-72
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• 2020

급격히 변화하고 있는 21세기 현대 사회에서 국가 경제력을 갖춘 인재 양성을 위해 최근 미국, 영국 등 선진국을 중심으로 STEM(Science Technology Engineering Mathematics) 교육이 점차 강조되고 있으며 우리나라에서는 Arts(예술)를 추가하여 STEAM(Science Technology Engineering Arts Mathematics) 교육이 나타났다. 융합(STEAM) 교육 목표는 기존의 주입식 및 암기식 교육이 아닌 학습자들의 흥미도와 학습에 대한 동기 부여를 강화하여 체험, 탐구, 실험이 중심이 되어 융합적 사고와 실생활 문제를 해결할 수 있는 능력을 갖추어 국가 경제력을 강화하는 것이다. 본 연구가 이루어진 Y 초등학교에서는 세계 공용어로 자리매김한 영어와 4차 산업 혁명으로 인한 발전으로 거의 모든 분야에서 찾아볼 수 있는 과학을 융합하여 학습자들이 주도적으로 수업에 참여하여 문제해결능력을 향상할 수 있는 PBL 모형과 ADDIE 모형이 기반이 된 수업 모형을 설계하였다. 이 모형은 크게 5가지 절차로 분석(Analysis), 설계(Design), 개발(Development), 실행(Implementation), 평가(Evaluation)로 구성된다. 국가 경제력을 갖춘 인재 양성이라는 목표도 중요하지만, 교육 현장에 있는 교사들이 융합(STEAM)교육의 중요성을 인지하고 이에 알맞은 수업 설계에 관한 연구가 지속하며 강화되어야 한다.

• 공학교육연구
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• 제24권4호
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• pp.21-29
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• 2021

The objective of this research is to devise a BARS evaluation system as a performance evaluation plan for non-face-to-face capstone design and to verify the validity through the expert FGI as the remote education is highlighted as a new normal standard in the post corona epoch. The conclusion of this research is as follows. First, the non-face-to-face capstone design is a competency centered subject that allows you to develop the engineering and majoring knowledge and its function and attitude, and the achievement of program outcome is the objective competency, and the researcher proposes the BARS method evaluation, one of competency evaluation method, as a new performance evaluation plan. Second, for the evaluation of PO achievement of non-face-to-face capstone design, the researcher deduced 20 behavior identification standard(anchor) of BARS evaluation system, and developed the achievement standard per 4 levels. Third, as the evaluation tool of non-face-to-face capstone design, the presentation data(PPT), presentation video, product such as trial product(model), non-face-to-face class participation video, discussion participating video, team activity report, and result report for the evidential data of BARS evaluation were appeared as proper. Finally, the BARS evaluation plan of non-face-to-face capstone design would be efficiently made through the establishment of evaluation plan, the establishment of grading standard of BARS evaluation scale, the determination of evaluation subject and online BARS evaluation site.

• 인터넷정보학회논문지
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• 제2권5호
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• pp.31-39
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• 2001

인터넷 가상 현실을 기반으로 하는 각 분야에서의 활동은 너무도 왕성하다. 교육분야도 예외는 아니어서 원격 강의 형태로 그 활동이 단발적으로 나타나다가 이제 가상 대학의 설립이란 본격적인 단계로 진입했다. 건축 교육도 일부 그 대열에 합류하고 있지만 유독 건축 설계 교육에서는 그렇지 못했다. 물론 그것은 3차원인 공간이 2차원인 웹 상에서 구현되는 것에 제약이 많이 따랐기 때문이다. 그러나, 근자에 인터넷 기술의 발달로 이런 제약이 사라졌다. 따라서, 건축 설계 교육에서도 인터넷을 기반으로 원격 강의를 실현할 수 있게 되었다. 이번 연구는 인터넷 가상 현실의 장점을 활용하여 건축 설계 교육방법을 기존에서 진일보시킬 수 있는 기반이 되는 것을 목적으로 한다.

• 공학교육연구
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• 제26권1호
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• pp.20-26
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• 2023

In this study, as a competency strengthening program to support learner-centered education, we developed the 'Capstone-design competency Program' for the purpose of cultivating the 4C skills and problem-solving ability required as core competencies of the 21st century. The program was based on the project method, and strategies were derived and materialized for each step through core competency analysis. Then, the validity was confirmed through the implementation of the program. As a result of the implementation of the program, it was confirmed that this program was effective in cultivating the core competencies of college students. In addition, it was confirmed that learners showed results such as specific reflection on core competencies, changes in perspective, and action plans, so that the possibility of actual application was high.

• 공학교육연구
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• 제13권2호
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• pp.33-37
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• 2010

This paper deals with the introduction of capstone design project by team activities in Department of Electronics and Communication Engineering, Korea Maritime University. This course is referred to as Creative Engineering Design for spring semester of 4th-year undergraduates. The course focuses on creative thinking and cooperative mind to students by learning engineering design skills, realizing their idea through design project and recognizing practicality of their systems. The intent of the course is to provide a true "capstone" experience, where students can combine their skills to achieve the successful completion of a project. This paper describes class process and evaluation method, and cooperative works with mentees and industrial mentors connected through Hanium network for IT mentoring activities.

• 한국실천공학교육학회논문지
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• 제2권2호
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• pp.23-29
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• 2010

본 연구에서는 종합 설계 교과를 중심으로 졸업 자격을 검증하는 작품 완성까지의 절차에 대한 단계별 모델을 설정하고, 운영 절차 및 결과를 서술하며, 대상 인원에 대한 자체 평가 결과와 앞으로의 개선 방향을 모색한다. 평가하기 한 학기 전에 주제 선정을 마치고, 작품 제작을 목표로 2인을 한조로 하여 진행한 결과, 총15조의 주제를 중심으로 작품이 제작되었다. 평가결과는 모두 합격 기준 60점 이상을 취득하였으며, 취득 평균은 예년(5년) 평균과 비슷하였다. 전반적인 만족도는 긍정적으로 평가(5점 기준 3.8~4점)되었으나, 구성 및 계획 분야가 부족한 부분으로 지적되었다. 또한 팀원 구성에서도 상호 보완적 측면보다는 개인적 친분에 우선을 두는 단점도 발견되었다.

• 대한건축학회연합논문집
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• 제21권1호
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• pp.89-95
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• 2019

In the era of the Fourth Industrial Revolution, a new curriculum that breaks away from the existing education programs is needed to cultivate men of talent for this new industrial era. In this regard, this study aimed to develop innovative curriculums that can be applied to the capstone design of architectural engineering at universities in Korea. To this end, it analyzed the operational status of the capstone design curriculum of domestic universities that operate engineering certification education programs. In addition, it examined educational innovation cases of advanced universities at home and abroad, and analyzed other studies related to educational renovation. Based on the analysis results, it developed the capstone design curriculum of architectural engineering that can be applied to domestic universities. The curriculum was developed into two contents: operating method and syllabus. The method which has been commonly applied to domestic universities was adopted as the operating method. The syllabus was developed by applying flipped learning and design thinking theory, which has widely been dealt with in advanced universities and recent studies. In addition, the curriculum was developed in the form of a prototype to meet the conditions of each university for its efficient utilization.

• 유통과학연구
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• 제21권2호
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• pp.45-52
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• 2023

Purpose: The Malaysia Education Blueprint is primarily concerned with the transformation of students' minds through the curriculum offered at the school level (2013-2025). Diversity in the application of teaching and learning methods is one means of achieving the transformation of students' minds through the Secondary School Standard Curriculum. Consequently, the production of ExSheetLink's Module for Accounting Education is the primary outcome of this study, which had three objectives: the need for ExSheetLink's Module in the process of producing financial statements for Accounting Students in secondary school to the Accounting Teacher; and the design of ExSheetLink's Module that meets the entire process in the production of financial statements for Accounting Students in secondary school based on the Documents Curriculum and the Accounting Students' needs. Research design, data and methodology: This study outlines the research framework for module development in accordance with the Design and Development Research Method, which combines multiple research techniques (Mixed Method). Results: The development of ExSheetLink's Module is completed and can be used for the level of effectiveness purposes. Conclusion: The transformation of Accounting Students' minds is a success thanks to the ExSheetLink Module. Researchers also suggested that all Malaysian Secondary School accounting students test the ExSheetLink Module.

• 공학교육연구
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• 제20권5호
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• pp.34-42
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• 2017

This study aimed to identify the causal relationships among self-regulated learning strategy, problem solving efficacy, task value and learning outcome, and mediation effect of self-regulated learning strategy in engineering capstone design course. The data were collected from 363 university students who enrolled in capstone design courses and analyzed using structural equation modeling method. The results were: first, problem-solving efficacy and task value exerted significant effects on self-regulated learning strategy. Second, self-regulated learning strategy exerted significant effects on learning outcome, but problem-solving efficacy and task value did not. Third, problem-solving efficacy and task value showed significant indirect effects on learning outcome, which confirmed that self-regulated learning strategy fully mediated between two exogenous variables and learning outcome.