• Research in Mathematical Education
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• v.24 no.3
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• pp.137-173
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• 2021

Research and national standards, such as the Next Generation Science Standards (NGSS) in the United States, promote the development and implementation of K-12 interdisciplinary curricula integrating the disciplines of science, technology, engineering, mathematics, and computer science (STEM+CS). However, little research has explored how teachers provide epistemic support in interdisciplinary contexts or the factors that inform teachers' epistemic support in STEM+CS activities. The goal of this paper is to articulate how interdisciplinary instruction complicates epistemic knowledge and resources needed for teachers' instructional decision-making. Toward these ends, this paper builds upon existing models of teachers' instructional decision-making in individual STEM+CS disciplines to highlight specific challenges and opportunities of interdisciplinary approaches on classroom epistemic supports. First, we offer considerations as to how teachers can provide epistemic support for students to engage in disciplinary practices across mathematics, science, engineering, and computer science. We then support these considerations using examples from our studies in elementary classrooms using integrated STEM+CS curriculum materials. We focus on an elementary school context, as elementary teachers necessarily integrate disciplines as part of their teaching practice when enacting NGSS-aligned curricula. Further, we argue that as STEM+CS interdisciplinary curricula in the form of NGSS-aligned, project-based units become more prevalent in elementary settings, careful attention and support needs to be given to help teachers not only engage their students in disciplinary practices across STEM+CS disciplines, but also to understand why and how these disciplinary practices should be used. Implications include recommendations for the design of professional learning experiences and curriculum materials.

• Proceedings of the Korea Information Processing Society Conference
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• 2003.05b
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• pp.1173-1176
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• 2003

본 논문에서는 유선망과 무선망 환경에 적합한 멀티캐스트를 게이트웨이 시스템을 개발하였다. 유선망과 무선망에서의 스트리밍 서비스를 제공하는 련도의 게이트웨이에 멀티캐스트 기법을 적용하여 유선망의 서버의 부하를 분산시키고 네트워크 대역폭 자원을 효율적으로 사용할 수 있도록 개발하였다. 실시간 영상 멀티캐스팅의 경우 동시에 같은 비디오의 동일 시점을 재생하고 있는 가입자들이 있을 때만 멀티캐스팅이 가능하다. 따라서 기존의 기법을 개선하여 본 논문에서는 멀티미디어 데이터 전송을 능동적으로 무선망에 적용하기 위하여 이에 적절한 Patching 기법을 적용하였다. 이를 통하여 유선과 무선망이 흔합된 단일망의 변화를 효율적으로 적용한 멀티캐스트 게이트웨이를 개발하였다.

• Journal of Engineering Education Research
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• v.9 no.4
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• pp.10-18
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• 2006

Today it is critical for all engineers to have the capability of interacting in teams with members of different background and to meet the challenges that they will encounters in their careers. To satisfy such needs multidisciplinary engineering-design courses are attracting more attentions than ever in the engineering education community. In this paper we analyze the learning effectiveness of interdisciplinary design teams in an engineering design course in Dongguk University. The comparison analysis between monodisciplinary teams and interdisciplinary ones demonstrates higher learning effectiveness of interdisciplinary teams. In addition, the student evaluation of learning effectiveness points out that communication skill is one of the most important factors for a successful project. Such results show that multidisciplinary design courses must gain wider acceptance in engineering education and engineering students must have more chances to experience multidisciplinary teamwork.

• Journal of Digital Convergence
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• v.19 no.3
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• pp.353-361
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• 2021

As demands for health and wellbeing in the ageing society have grown, complex problems involving diverse stakeholders arise in the healthcare environment. The objective of this study is to identify roles and abilities of designers in a healthcare setting where professionals from different disciplines collaborate to achieve a common goal. Case studies on healthcare design projects adapting interdisciplinary approach were explored to find which methods and processes were implemented effectively. Results are based on three research questions that lead to analyzing multifaceted roles of designers regarding process facilitation, manage relations, visualization, and imagination.

• Proceedings of the Korea Society of Design Studies Conference
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• 2005.05a
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• pp.20-21
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• 2005

• 한국생물공학회:학술대회논문집
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• 2005.04a
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• pp.314-314
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• 2005

• 한국생물공학회:학술대회논문집
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• 2005.04a
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• pp.93-94
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• 2005

• Journal of Engineering Education Research
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• v.11 no.1
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• pp.117-125
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• 2008

Today it is critical for all engineers to have the capability of interacting in teams with members of different background and to meet the challenges that they will encounters in their careers. To satisfy such needs multidisciplinary engineering-design courses are attracting more attentions than ever in the engineering education community. In this paper we analyze abroad cases of engineering interdisciplinary design. And we suggest an activation strategy of engineering interdisciplinary design.

• Journal of Engineering Education Research
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• v.17 no.2
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• pp.59-67
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• 2014

This paper is about a case study of an interdisciplinary and intercultural collaborative design project course that has been offered for six years. The distinct characteristics of this course lie in that its students consist of those in two different disciplines, mechanical engineering and industrial design, and also in two different countries, Korea and Germany. The themes of the design project have been selected differently over the years, but always were related to transportation and, particularly, personal mobility devices. The paper first delineates the course and illustrates examples of the outcomes. Then, unique aspects and challenges of the course that have been observed through the six runs and that are associated with the intercultural and interdisciplinary nature are indicated and discussed. The author is convinced that this course has been successful in helping prepare the students for globally-operating manufacturing companies in the future. It is hoped that the findings from this course and the discussions contained in this paper would help those who plan to offer similar courses.

• The Journal of the Convergence on Culture Technology
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• v.10 no.1
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• pp.325-335
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• 2024

In this study, I investigated cases of operating Sustainable Development Goals (SDGs) sustainable design courses based on interdisciplinary education for diverse design major students in the fashion design department. Through literature review, we examined the necessity of this course operation and analyzed the course through class design, execution, and operational results. Sustainable design courses were organized for 2nd to 4th-year students, promoting integrated learning for fashion design and various design majors to enhance interdisciplinary skills based on the in-depth study of SDGs issues. The educational content in the classes focused on the sustainable development goals achieved through upcycling design of waste PET bottle fibers developed by local industries, aiming to pursue sustainable values of designers through problem discovery and resolution. Students developed various upcycled products, evaluated metrics, and assessed satisfaction levels. Through this process, students gained an understanding of the practical value of SDGs, recognized the importance of sustainable development through design approaches for solving local issues, and acknowledged the significance of interdisciplinary education with various design majors.