• 공학교육연구
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• 제15권5호
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• pp.8-13
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• 2012

Faculty of engineering, Niigata University has been executing start-up engineering education programs for the first-year students to educate his or her ability to solve engineering problems. They are divided into teams and tackle a task that they expect to easily accomplish. The expected results are hardly obtained. Then they try to seek the gap between the results and their knowledge. They analyze the phenomena and improve the approach. They evaluate the results of second trial and the effectiveness of the measures. That is, the project requires so-called PDCA cycles for students to solve engineering problems. The start-up engineering project is one of the compulsory subjects and seven departments have given the students several tasks based on their technicality. The students exchange their knowledge, ideas and learn how to use knowledge to solve the problems. Their reports and questionnaire survey proved that the projects are highly effective to improve his or her ability to solve engineering problems and give them strong motivation to learn engineering. We introduce the some tasks and the outcomes of the projects set by seven departments; mechanical and production engineering, electrical and electronic engineering, information engineering, biocybernetics, chemistry and chemical engineering, civil engineering and architecture, and material science and engineering.

• 한국환경교육학회지:환경교육
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• 제16권1호
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• pp.12-24
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• 2003

Recently, endocnne dIsruptors have been known as one of the most harrnful chemical material. The purpose of this study is to investigate the cogintion and behavoor of milddle school students on the endocrine disruptors. To achieve this goal, survey research was conducted. Data were collected from 531 first and third-grade students in Suwon city. The main results of this study are summarized as follows FIrst, the mam source of information on the endocrine disruptors was mass media such as TV. This means environmental education in school is needed and mass media can be a very important tool for education. Secondly, as grades become higher, more students had knowledge on the endocrine disruptors. The difference between boys and girls was not significant. Thirdly, most students recognized endocrine disruptors as a dangerous material. However, they had an optimistic view on the possibility of resolving the environmental problems using science and technology in the future. Lastly, the scores of environmentally sound behavior was not highly correlated to those of knowledge. This means that in current environmental education system, more knowledge on the endocrine disruptors do not ensure more environmentally-correct behavior. These survey results show that environmental education on the endocrine disruptors should be constructed to induce correct behavior. That is, environmental education from now on has to be conducted to change the behavior of student as well as to increase knowledge.

• 한국실내디자인학회논문집
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• 제14권4호
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• pp.79-86
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• 2005

According to the new multi-media appeared as a result of rapid growth of the information and science technique, the school library must be changed to the integration of the teach-study media resource from the existing print media. It means that the school library has to play a role of the study center with a different media from the existing teaching material, teaching instrument, facility and opportunity. The Information education must be conducted in the way of an integrated education course and able to do both information transaction and problem settlement. The education facility to solve this problem is the school library. Therefore, the school library becomes important more and more. It means that the school library is the center of entire study and education material for the teacher and student is focused on it. It is urgent to make the standard of the school library In order to cope with the new education and information environments. And especially it is very important to make a plan about the location and scale of the school library to improve the quality of the children's studying activity. The location of the school library is decided under consideration of the relationship with other room of school house and the proper scale of it is between 2.5units and 7.0units of classroom based on the number of class.

• 한국전기전자재료학회논문지
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• 제33권6호
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• pp.510-514
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• 2020

Vocational education needs to be transformed to cultivate talents with diverse fusion competencies, which is in line with the recent changes that have become a part of the complex technological developments in the 4th Industrial Revolution. Therefore, it is very important for college graduates to obtain employment skills as they are required to prepare for careers within the complex environments of future societies. With the transition to the Internet of Things (IoT)-based control in the manufacturing industry, the development of technological education and related training programs is required to cultivate practical talents for students who have acquired not only the information on existing programmable logic controller (PLC)-based technology, but also that on embedded programming technology. Therefore, to develop an NCS-based education program for analog signal processing to ensure that programming can easily be learned for cultivating practical talent, this study summarizes the opinions of field experts, selects the appropriate NCS competency unit, and designs an adequate technology education training program.

• 한국도서관정보학회지
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• 제45권4호
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• pp.95-117
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• 2014

인성교육에 있어서 독서의 중요성과 가치에 대해서는 많은 연구에서 강조하고 있으나 정작 독서를 통한 인성교육 프로그램을 개발하는데 도움을 줄 수 있는 도구 혹은 프레임워크는 전무한 실정이다. 독서를 통한 인성교육 프로그램을 개발하기 위해서는 독서교육의 관점과 인성교육의 관점을 함께 고려한 프레임워크의 개발이 선행되어야 한다. 따라서 본 연구는 독서교육을 담당하는 사서교사가 독서를 통한 인성교육 프로그램을 개발하고자 할 때 참고할 수 있는 프레임워크를 개발하는데 목적이 있다. 본 연구에서는 독서 및 인성과 관련된 핵심 변인으로서 인성 덕목, 인성교육에 적합한 독서자료, 독서전략, 수업 방법으로 구분하여 교육 프로그램을 개발할 때 고려해야 할 요소를 분석한 후에 이를 바탕으로 프레임워크를 제안하였다. 본 연구에서 제안한 프레임워크는 분석 내용과 동일하게 프로그램을 통해 개발하고자 하는 인성 덕목, 인성교육에 적합한 독서자료, 인성교육을 위한 독서전략, 인성교육에 적합한 수업방법으로 구성하였다.

• 한국지역사회생활과학회지
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• 제23권4호
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• pp.467-478
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• 2012

This study was carried out to develop nutrition education materials for nutrient intake and the prevention of disease for the elderly and to test their effects on the health-related matters and nutrition intakes after nutrition education. The mean age of the subjects was 71.6 years old. Diet adjustment for health increased a little bit from 2.2% to 11.1% after education but with no significance. The highest reported chronic illness was hypertension. The drinking of the subjects decreased a little bit after their education but wasn't significant. There were no significant changes to the frequency of food consumption across all the items after education, but there was a small increase to the daily intake of milk and dairy products and fruits and to a balanced diet three times per day. There was a significant increase in the intake of such nutrients as energy(p<0.05), protein(p<0.01), lipid(p<0.05), phosphorus(p<0.05), sodium (p<0.05), vitamin $B_2$(p<0.05), vitamin $B_6$(p<0.05), and niacin(p<0.001) after education. Those findings show that nutrition education provided to the elderly had no clear effects on the items that required memorization such as nutrition knowledge but did have some effects on dietary life. If the nutrition education requiring memorization is provided repeatedly with data supplemented, more effective nutrition management will be possible.

• 한국산학기술학회논문지
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• 제18권12호
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• pp.735-743
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• 2017

본 논문은 통합설계교육 방법론에 대한 연구로서 1990년대 물질조직화의 개념으로 작업하였던 건축가들 중 특히 FOA에 집중하여 건축관과 설계방법론을 고찰하고 이를 적용한 수업사례를 중심으로 통합설계교육 방법론으로서의 가능성을 고찰하는 것을 목적으로 한다. FOA의 설계방법론은 프로토타입에서 출발하여 건물을 구성하는 요소를 물질로서 다루고 다이어그램의 위상학적 변환의 과정으로 이들을 조정하고 통합하여 하나의 건물로 일관성 있게 조직화하는 방법이다. 이를 실제 본인이 지도하였던 통합설계스튜디오의 설계방법론으로 적용하여 학생들의 설계과제를 진행하고 이를 분석하였다. 통합설계스튜디오는 대지의 문화적, 역사적 맥락의 이해를 바탕으로 한 설계개념의 추출에서 시작하여, 기본법규사항과 무장애 설계에 대한 이해와 적용을 거쳐, 필요한 기술적 요소들을 적용하고 조정하면서 상세설계까지 발전시키는 것을 교육목표로 삼아 진행되었으며, 학생들은 물질조직화의 방법으로 여러 관련 이론과목에서 배운 지식들을 통합한 설계안을 도출하고자 하였다. 이 과정에서 학생들은 구조, 대지의 역사, 극장 시야각 등을 주요 물질 요소로 삼아 형태를 형성하며 학습한 지식과 설계안을 일관성 있게 통합할 수 있음을 보여주었으며, 이에 FOA의 물질조직화를 기반으로 한 설계방법론은 통합설계방법론으로서의 의의를 갖는다고 판단된다.

• Bulletin of the Korean Chemical Society
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• 제33권11호
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• pp.3706-3710
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• 2012

A novel silicon-containing arylacetylene resin (MSAR) modified by dipropargyl ether of bisphenol A (DPBPA) and dipropargyl ether of perfluorobisphenol A (DPPFBPA) was prepared separately. The curing behaviors of modified resins, DPBPA/MSAR and DPPFBPA/MSAR, were characterized with differential scanning calorimeter (DSC). The kinetic parameters of modified resins were obtained by the Kissinger and Ozawa methods. The results of dynamic mechanical analysis (DMA) revealed that the glass transition temperature ($T_g$) of the cured DPBPA/MSAR reached $486^{\circ}C$. According to the thermogravimetric analysis (TGA), the decomposition temperature ($T_{d5}$) of the cured resins and char yield ($Y_c$, $800^{\circ}C$) decreased as the dipropargyl ether loadings increased, especially in air. With the same weight loading, thermal stability of DPBPA/MSAR was better than that of DPPFBPA/MSAR. The carbon fiber (T300) reinforced composites exhibited excellent flexural properties at room temperature with a high property retention at $300^{\circ}C$.

• 복식
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• 제66권6호
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• pp.95-109
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• 2016

The process of making fashion accessories brings many benefits to visually impaired people. It helps the development of their tactile sensation, improves their aesthetic attitude, creativity, and imagination, and brings energy to their life. The current accessory making education in Korea is targeted to people with normal vision, and does not reflect the specific needs of the visually impaired. This causes a lot of trouble in educating the visually impaired. Therefore, this study aims to increase the efficiency of accessory making education by selecting curriculum and material that are appropriate and systematic for the visually impaired. In order to understand visual impairment, literature review was conducted to examine the definition and classifications of the impairment. Research was also done regarding material types and production method of fashion accessory. The study also designed an education program, including teaching guidelines, by referring to literature related to fashion accessory design, teaching guideline. The study conducted 12 experiments based on the results from April to June 2014. After revising and supplementing the teaching method, 2nd set of experiments were conducted from July to September 2014. Each class lasted for one and a half hour every week, and the class was composed of 6 students, 1 instructor and 1 volunteer. After each class, interviews were done to collect student opinions about the curriculum and material. Total experiment results and interview were reflected in constructing the final education program. The result of the experiments and interviews showed that selecting the accessory materials for class must be selected carefully. The visually-impaired students were very sensitive to the size, texture, shape, hole size of beads and length of material. After the experiments, all the students were able to distinguish the size and shape of the beads well, and finished the accessories using the given materials. The study verified that there is a need for another approach when educating the visually impaired about fashion accessory design. Many factors need to be considered from selecting materials to class contents. This study will contribute as a reference to fashion accessory making education as well as other design education for the visually impaired.

• 한국과학교육학회지
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• 제24권1호
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• pp.76-89
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• 2004

Recent studies of science and technology "in-the-making" revealed that the process of designing material artifacts is not a straightforward application of prior images or theories by one (or more) person(s) isolated from his or her (their) environment. Rather, designing is a process contingent on the social and material setting for both engineering designers and students. Over the past decade, designing technological artifacts has emerged as an important learning environment in science classrooms. Through the analyses of a large database concerning an innovative simple machines curriculum for sixth-and seventh-grade students, we accumulated valid evidence for the nature of the designing process and science learning through it. In this paper, we show that design actions intertwine with the transformation of the objectified raw materials and artifact, the designer collective, and the mediating tools enabling that transformation, which constitute the elements of an activity from the perspective of cultural-historical activity theory. We conceptualize the continuous change of relation between material artifacts, designers, and tools throughout the design activity as co-evolution. Two episodes were selected to exemplify synchronic and diachronic change of relations inherent in co-evolving activity system. Finally, we discuss the implications of co-evolution during design activity for science learning.