• The Mathematical Education
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• v.56 no.4
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• pp.365-385
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• 2017

This study aims to explore mathematics teachers' pedagogical design capacity. For this purpose, we googled and collected 327 lesson plans for middle-school mathematics and investigated how mathematics teachers plan and design their mathematics lessons through the format and structures, objectives and mathematical tasks, anticipation for students' thinking, and assessment and technology use. The findings from the data analysis suggest as follows: a) all the lesson plans are structured in a very similar way; b) the lesson plans seem to be based on the textbooks exclusively, that is, the mathematical tasks and flow is strictly followed and kept in the lesson plans in the way the textbooks suggested; c) the lesson plans do not include any evidence of what teachers anticipate for students' thinking and would do to resolve the students' issues; and d) the lesson plans do not contain any specific plans to assess students' thinking processes and reasoning qualitatively, and not intend to use technology in order to promote effective teaching and meaningful understanding.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.6
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• pp.177-196
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• 2021

In the era of the 4th industrial revolution, high technology is causing many changes in modern society and economy. Among them, changes in industries and jobs require new competencies of future human resources. As an educational alternative to these changes, maker education and design thinking methods are spreading around the world, and it is necessary to actively apply such education in university curriculum. Therefore, this study examines the effects of the maker education using the design thinking method on the learners' competencies required as future human resources and, relationship between the development of university students' entrepreneurial competencies and learners' competencies. And the purpose of this study is to contribute to the vitalization of entrepreneurship education for university students by suggesting an educational model. For this purpose, this study investigated the prior research on maker education/environment and design thinking methods to examine concepts and characteristics, and analyzed the influences between maker education/environment and design thinking methods and the development of learners' personal, social and technological capabilities. In addition, this study analyzed the relationship between learners' developed capabilities and university students' entrepreneurial capabilities, and based on the results, suggested directions and conceptual models for education that combine maker education/environment and design thinking methods. In conclusion, maker education/environment and design thinking methods in university education have a positive effect on the cognitive, social, and technological development of learners, and this has a significant relationship with the factors of personal, social, and technological dimensions of university students' entrepreneurial competency. It is analyzed that it has a positive effect on the promotion of entrepreneurship activities of university students. Therefore, it is judged that university's interest and support should be given to the vitalization of maker education using the design thinking method for university student entrepreneurship education and future human resources nurturing.

• Journal of Engineering Education Research
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• v.22 no.4
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• pp.12-21
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• 2019

This paper asserts to teach engineering writing while teaching cornerstone design as well as addresses its background of the assertion. Cornerstone design course in which students study what is engineering design and what is the design process by team activities provides suitable circumstance for them to learn technical writing for solving communication problems and to produce some language artifacts. Studying the process-based writing and making use of the written artifacts in the course of engineering design process boosts design thinking for developing creative design concepts and mediates problem solving communications among design stakeholder.

• The Journal of Korean Association of Computer Education
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• v.14 no.1
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• pp.137-146
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• 2011

Edward de Bono's six thinking hats is effective to increase the excellence of the thinking and cultivate divergent thinking. In particular, this method is effective in finding a reasonable solution through analyzing issue from a variety of perspective. In this paper, we developed the system for an effective debate learning that student's own ideas based on six thinking hats are shared and expressed in speech and images through Android devices sensors. We analyzed the tools and guidelines by making design structural model for system design. The developed system was evaluated by the teacher through demonstration and practice and we analyzed through evaluation results the effectiveness and the improvement of the system. The evaluation results were analysed that the developed system is more effective improve motivation and debate ability than web based debate learning system.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.23-35
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• 2019

In order to cultivate talented people who have problem solving ability due to computational thinking according to the trend of the fourth industrial revolution, each university is actively promoting software education. This study suggests that understanding-oriented SW curriculum is needed for non-majors students to improve computational thinking. In order to achieve the purpose of the study, this study designed the basic education program based on the understanding of the SW with the backward design model. The SW Basic Education Program was applied to 15 weeks of instruction and conducted three surveys. The positive effects of the understanding-oriented SW basic education on the computational thinking efficacy and the computer perception were verified. In addition, it was found that the understanding-oriented computational thinking and programming education are effective when they are linked to one process. It is expected that understanding-based SW based education, which uses the backward design model, can be applied as one of the efficient ways to improve computational thinking in the education field.

• Journal of Engineering Education Research
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• v.23 no.2
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• pp.3-13
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• 2020

Key objective of cornerstone design is that students are able to experience developing creative design concepts through team activities, but the objective is hard to achieve. Based on a study of research materials, this paper asserts that the possibilities of creative problem solving can be promoted in question-centering ideation model if design artifacts are represented in some forms that could invoke design thinking and then the solution space is appropriately established. In particular, design problem on which divergent questions are asked should be explored and defined so that it can be a linguistic artifact represented by various visual aids. It is recommended that curriculum is modified so that students can experience creative conceptual design.

• Journal of the Architectural Institute of Korea Planning & Design
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• v.36 no.3
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• pp.49-58
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• 2020

Based on Merrill's instructional theory, this study pursued to develop a demonstration-based architectural design class operation model for the 3^rd year undergraduate students taking a Spring semester design studio class. The model was designed and used particularly to improve architectural thinking abilities of under-motivated learners. Learning effects of the model were examined based on the preliminary data obtained for 3 consecutive years, 2017 through 2019. A total of 52 students were participated in the class and observed by the instructor. Once developed, the model has been continually updated and improved based on results of each class operation. Five types of demo. were used in the model. First, direct contacts of the instructor with under-motivated learners were turned out to be the most preferred demo(demo. 4), while watching and listening of the demo(demo.3) between the instructor and motivated learners taking place in class was ranked at the second place. Belief of under-motivated learners on the instructor as a professional should be highly valued for improving their architectural thinking abilities. Second, motivated peers' direct help for under-motivated ones was placed in the third rank. Social attitudes of under-motivated learners towards accepting motivated ones' helps were determined the particular demo's appropriateness. Third, a set of guidelines for operating the model in undergraduate design studio classes were developed and suggested.

• Proceedings of the Korea Society of Design Studies Conference
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• 2004.05a
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• pp.276-277
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• 2004

• Archives of design research
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• v.4 no.1
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• pp.31-37
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• 1991

Process of thinking on the form in product design includes the process in which unclear requirements are transformed into defined concepts, and the process in which the design as a form conforming to the concepts in conc1uded.(The former is called fconceptualizationJ which deals with abstract matters, and the latter "manipulation of the formJ which deals with more embodied matters) In conceptualization process the operation which transform the diverse requirements in the initial phase of de\ulcornersign to related linguistic expressions or to an image that directly suggests the form is executed. In the process of manipulation of the form the transformation to design as the description of relationships between the formal elements of the design solution resulted from the transformed requirements. It is the job of selecting the most suitable formal elements, balancing the relationships between them, out 01 the possibilities that reside in the individual attributes of formal elements, and finally leading to the design as the end solution. This writing focuses down to the wilfulness and ambiguity of design, and the diversity of design solution after the requirements, formal elements, and the process of relating the formal attributes to each other is built up the two phases.ases.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.73-84
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• 2019

Maker movement is emerging as one of the key areas of the fourth industrial revolution in recent years. The maker movement is to create and share what users need using a variety of inexpensive production tools such as open source software and hardware, 3D printers and laser cutters. We think that the effect would be enhanced if design thinking is applied to elementary and middle school (K-12) class. The purpose of this study is to develop a design thinking-based maker education program and to apply it to classroom for clarify the effect on the creative problem solving ability of elementary school students. In order to verify the purpose of the research, students in the 5th-6th grades of elementary school were divided into a controlled group and an experimental group. The general lecture maker class was applied in the controlled group, and our developed design thinking-based maker class was simultaneously applied in the experimental group. The creative problem solving ability test was conducted before and after the test, and its effectiveness was verified using statistical t-test. In conclusion, this study suggests that design thinking-based maker education program has a positive effect on elementary school students' creative problem solving ability.