• 공학교육연구
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• 제21권6호
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• pp.44-53
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• 2018

The purpose of this paper is to develop a technical writing model suitable for engineering students based on the practice of technical writing using the patent application form for engineering students. The Dick & Carey model was used to design the teaching of technical writing using the patent application form. In particular, the instructor communicates with the learner and instructs the learner to produce and express students' own ideas. Instruction design in technical writing progresses consists of four steps, such as creating ideas by brainstorming, comprising contents, exercising writing, and feedback. Feedback occurs between an instructor and a learner and also does among students. As writing is proceeding step by step, instruction design for technical writing should come forth with specific methods to make students practice writing in work. Following these steps will help engineering school students to make up new products after graduating university.

• 공학교육연구
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• 제17권1호
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• pp.26-41
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• 2014

This paper recommends to teach technical writing as a part of the curriculum of engineering design courses. Some features of both engineering design and keystone design course as well as capstone design course for engineering students are studied before the relationship of those features with written communication are investigated. After the characteristics of collaborative writing are reviewed, some aspects of integration of teaching technical writing into engineering design courses are evaluated. Technical writing for engineering students is best taught by collaborative writing approach in engineering design courses.

• 공학교육연구
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• 제15권1호
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• pp.9-17
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• 2012

Communication skills, such as writing documents and presenting technical details, are thought to be essential for modern engineers. Engineering students usually have less interest in writing and presentation than their humanities student counterparts and their concerns are different, too. So it is necessary to teach them in a different way which is suited to them. However, teaching such subjects has been a tricky problem for educators in terms of teaching methods. Also, to teach writing and presentation effectively for engineering students, collaboration between the faculties of different disciplines is necessary because each discipline has its own specific domain knowledge and approaches. But many unsolved problems exist with regard to how to deal with the technical and administrative aspects, and so on. This paper introduces one case in the education of technical writing and presentation, which is a collaboration between an engineering faculty and a faculty of literature. The literature faculty conducts basic education and training for writing skills, while the engineering faculty teaches the technical aspects of documentation, as well as presentation skills. The focus is placed on topics such as self-introduction, searching technical literature and materials, describing and explaining things and presentation practice, etc. During the class there is cooperation in each topic domain, while the faculties collaborate in teaching and evaluation.

• 공학교육연구
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• 제15권5호
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• pp.131-139
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• 2012

This paper emphasizes writing education for engineering students should be communication driven writing education based on KEC2005. Communication driven writing for engineering students is essentially same as Technical Writing(TW) developed on the basis of ABET. Considering the current writing capability of engineering students and social need for various types of writing, TW education should be divided into two courses: basic and advanced. This paper deals with contents of a basic TW course in Myongji University, as a model case of a basic TW course for engineering students. It underlines various methods of prewriting that should be stressed and practiced in the TW class, because the prewriting step in the writing process determines the overall direction and structure of an essay. In particular, this paper introduces Power Writing(PW) which uses the structure of a paragraph as a means for providing building-blocks for the essay, employing logic, and ordering information arrangement in a paragraph. This paper also deals with important guidelines about sentence structure and word selection and proposes various applications of TW such as resume, interview, proposal, report, and presentation as a latter part of the basic course. Finally this paper highlights the etics of writing, such as plagiarism and the basic principles of quotation.

• 공학교육연구
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• 제13권1호
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• pp.3-16
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• 2010

이 논문은 기술 의사소통 기량을 기르기 위해 공대생들에게 가르치는 글쓰기 과목에서 어떤 내용들을 가르쳐야 할 것인지를 연구한 것이다. 이를 위해 먼저 국내 대학들에서 사용하는 글쓰기 교재들의 내용을 분석하였다. 기술문을 정의하고, 기술문 쓰기에 필요한 기초 글쓰기에 관한 내용들과 기술문의 특성을 고려하여 계열 글쓰기에서 가르쳐야 할 내용들을 열거하였다. 그런 내용들을 정하고 가르칠 필요성의 배경과 가르치는 사람 및 가르치는 일에 관련되는 내용을 토의하였다. 열거한 내용들을 반영한 교재와 그것들을 가르칠 방법의 개발이 일거리이다.

• 공학교육연구
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• 제17권5호
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• pp.13-16
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• 2014

This paper describes the evaluation procedures which was applied to the team teaching-based technical writing and presentation class. Among the various evaluations for the class, three major cases are introduced. Self-established goal evaluation, presentation evaluation and team evaluation are those. Each evaluation is designed to promote or evaluate student activities from the class. And it was found to be effective for team-based writing class.

• 공학교육연구
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• 제14권2호
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• pp.30-39
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• 2011

아라비아 숫자를 읽을 때 글과 말이 일치하지 않는 문제가 있다. 아라비아 숫자를 읽는 기준이 확실치 않아, 숫자가 놓인 위치, 단위명사, 수의 크기, 구성요소들 간의 결합관계, 문맥 등에 따라 숫자를 다양하게 읽어야 한다. 이 논문에서는 더 읽기 좋은 기술문을 쓰는 관점에서, 수사, 분류사 및 수량 단위명사와 관련한 연구 자료들을 조사하여, 아라비아 숫자 자리에 우리말 숫자를 적어야 하는 여덟 가지 규칙을 정리하였다.

• 한국정보통신학회논문지
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• 제14권7호
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• pp.1521-1528
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• 2010

본 논문은 학습복잡계 이론의 시각에 근거하여 공학적 글쓰기의 관계 및 교수방법을 고찰한 것이다. 이를 위해 학습복잡계 이론의 구성요소와 특징을 살펴보고 새로운 글쓰기 교육의 가능성을 검토해보았다. 그 결과 공학적 글쓰기교육의 접근 방법이 확장되었을 뿐만 아니라 교육적 실현 가능성이 탐색되었다. 이는 새로운 공학적 글쓰기 교수학습의 가능성을 여는 계기가 될 것이다. 또한 이와 관련하여 앞으로 구체적인 사례 연구와 교재개발 등이 체계적 진행되어야 할 것을 제안하고 있다.

• 공학교육연구
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• 제15권5호
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• pp.60-63
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• 2012

This paper is about one practical case on applying interdisciplinary collaboration on the education of technical writing and presentation for the engineering students. There are many points for the collaboration on various stages. Points of collaboration from the literature faculty and engineering faculty are discussed. Also collaboration forms in each educational stage are discussed. Finally a practical case of applying the collaboration scheme are described based on a real class example.

• 공학교육연구
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• 제20권3호
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• pp.42-49
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• 2017

This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.