• 대한공업교육학회지
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• v.36 no.1
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• pp.1-22
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• 2011

The purpose of this study was to develop and apply activity-centered STEM education program of electricity and electronics technology are in middle schools. The program was developed on the emphasis of problem solving in real world in relation to knowledge, attitude, and skill of Science, Technology, Engineering, and Mathematics. Basically the activity-centered STEM education program was developed through three steps of preparation, development and improvement. In the preparation stage the fellowing was included: (1) need analysis of student, educator, society (2) selection of integration type (3) analyzing subject matter of electricity, electronics area (4) establishing criteria for selecting activity tasks. In the development stage the fellowing was conducted: (1) selection of activity tasks (2) setting up educational goals (3) analyzing activity and clarifing the detailed activity (4) selecting program content, (5) organization of instructional content (6) statement of instructional objectives (7) structuring STEM education program In the improvement stage the fellowing was consisted of: (1) verification of validity by experts (2) execution of pilot test and field test by students and correction of program. The results of the applied the Activity-Based STEM Education Program to 'Afterschool' activities of S middle school were as follow: First, student' satisfaction level was high. Second, student' achievement in the cognitive domain, and affective domain was positive change. Third, student' problem solving ability was positive effect.

• 대한공업교육학회지
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• v.37 no.2
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• pp.147-160
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• 2012

The purpose of this study was to examine the effects on the academic achievement and learning satisfaction according to the presentation method of the multimedia materials for 'transportation technology' units of technology home economics subject. The subjects were assigned in third conditions; Text type explanation class, multimedia class and multimedia video class with narration. The data of six evaluation questions obtained from the survey of 93 high school girl were analyzed using SPSS program. The results of the study were as follows : First, in the learning satisfaction average level(M) of the students' overall responses to the questions, multimedia teaching learning class(experimental group 1) is the first(M=4.14), multimedia video class with narration(experimental group 2) is the second(M=3.16), and instructor-led class(control group) is the third (M=2.63). Therefore, the teaching learning multimedia class(experimental group 1) was most effective. Second, looking at the correlations between the students' responses to the questions, in an interesting class, the students have a retentive memory and comprehension, but a lower concentration can not a retentive memory. Third, multimedia teaching learning class(experimental group 1) has the best degree at the level of academic achievement, but instructor-led class(control group) and multimedia video class with narration(experimental group 2) have similar degree in the second place. To increase academic achievement, an instructor-led class is important to arouse interest and a multimedia video class with narration is required ways to improve level of concentration.

• 대한공업교육학회지
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• v.37 no.2
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• pp.127-146
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• 2012

The purpose of this study is to exploring the procedure of developing hands-on activity and provide the generalized development procedure adjusted for the technology subject. The research method for this study is mainly based on document and experience. exploration of hands-on activity and development procedure of hands-on activity given by preceded researchers and the common factor was derived from them. For the result of the study. first. the concept of experience and hands-on activity was examined and the procedure of developing hands-on activity in technology education was reviewed. Second. suggested 3 steps for the procedure of developing hands-on activity in technology education ; preparation. development. improvement and the detailed steps. Third. presented contents included for hands-on activity task materials. For the teachers. those are ; hands-on activity subject. readings before the class. object for the course class. main activity in class courses. material. tools and facility. design brief. reference data. score sheet. detailed class process. For the students. those are; subject for class. matters to be attended to. portfolio and etc.

• 대한공업교육학회지
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• v.39 no.1
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• pp.66-84
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• 2014

The purpose of this study is to develop STEAM hand-on activity task for middle school manufacturing & automation unit. This study was conducted following three stages. First of all, I carried out documents research and requirements analysis. And the goals for STEAM hand-on activity were set at this stage. Second, topics for STEAM hand-on activity were selected, and the organized for designing hand-on activity related STEAM in the development step. Finally, pilot and field test were conducted in order to amend and/or complement in improvement step. The theme and/or title of the hand-on activities were 'Making the print using wood', 'Making the close up photography & telephoto lens for smart phone'. The STEAM hand-on activities were designed for ten hours for each subject respectively. Each hand-on activity consists of problem situation, objectives statement, materials and tools, an evaluating criteria, related knowledge, portfolio and so on.

• The Journal of the Convergence on Culture Technology
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• v.9 no.4
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• pp.153-160
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• 2023

The process of verifying design concepts and ideas by producing real or equivalent model is essential in the product development process. Against this background, the purpose of this study is to consider the case of developing subjects that can systematically cultivate the ability to produce model from the basic stage to a certain level or higher, focusing on design engineering majors. As a theoretical consideration for this, prior studies related to making such as modeling or prototyping in related areas and majors such as industrial design are considered, followed by Bloom's revised taxonomy model and Hioshi Ishikawa's industrial design program as a methodological consideration for curriculum development. Finally, by applying this, we propose a new course that includes a lecture plan corresponding to the 16th week of learning, which is a general semester of university education. As a result of the study, it was confirmed that producing a physical model was still essential for the development of a new design, and accordingly, it was also necessary to establish a systematic curriculum suitable for the major area. Since the scope of this study extends to the development of subjects, in subsequent studies, it is necessary to consider the contents such as verification and reflection of the utility as competency education through actual application and suggestion of improved subject design.

• 대한공업교육학회지
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• v.34 no.2
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• pp.128-160
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• 2009

Narratively I have described interactions between two teachers performing an introduction to the engineering class with various situations such as place, teacher, student and subject. I have specifically illuminated a three-dimensional narrative inquiry space embracing the culture of the university, the college of engineering and the ABEEK(Accreditation Board of Engineering Education of Korea)program. The result of the study is as follows: First, in order to stimulate the students' motivation, the teachers have to make not only their class PowerPoint slides match the size of the classroom, but the content of the slides must be condensed with core concepts. They also should utilized some video clips to empower students' interest in the subject within their classrooms. Second, the teachers should do various class activities in the classroom. Instead of spending most of the class time with his/her explanation, it would be advantageous for the teachers to allow the students to perform a task in class. Third, the teachers should ask their students about assignments which are helping students' understanding of the subject and planning of their future. Lastly, the teachers need to design the mid-term and the final tests inducing the students' motivation. Those tests also must test students' creativity and insight of the subject. Thus, the test should consist of an interpretive exercise and an essay type of item thus reducing the multiple choice types of items. There are several limitations to the study. First it is difficult to generalize what we found here because it is a case study. Second, we could not study in depth the effect of the interaction between the two teachers who were performing the introduction to the engineering course during the academic semester. Third, this study just probed into the difficulties of teaching the course. Hence, we have to understand more by focusing on each issue such as adapting to a new learning environment as a student from abroad, a practical experience boosting the students' interest in the introduction to the engineering course, also a practical experience on process based learning-versus result based learning, and an effective management of the student team presentation etc.

• 대한공업교육학회지
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• v.33 no.2
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• pp.154-169
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• 2008

The purpose of this study was to develop learning model turtle boat of teaching-learning materials in order for the students to enhance knowledge, skill and attitude and give interest in transportation technology, and also to recognize the legacy of Korean history. The model turtle boat was developed through three major phases; preparation, development and improvement. The main results of this study were as follows: First, the model turtle boat was developed for students to cultivate design, fabrication, process abilities, and also technological literacy by experimenting and fabricating for themselves. Second, the learning model turtle boat developed is equipped with the sail using natural energy, the linkage and screw applying a mechanical energy and solar cell using solar energy among driving energy. Third, in order to increase interest and attitude regarding a ship in transportation technology, the model turtle boat was developed for students to be able to operate with wireless transceiver on water. Fourth, the model turtle boat was developed to apply the teaching and learning materials for the classes of experiment and practice in primary and secondary schools.

• 대한공업교육학회지
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• v.31 no.2
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• pp.203-232
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• 2006

The purposes of this study are to examine the effects of learning, which was applied TRIZ's 40 inventive principles, on the improvement of learners' creativity and to offer basic information that would be necessary to study on Inventive Education in Technology Education. In order to achieve the purposes, objects were divided into two groups, experiment group(74 students) and control group(67 students), who were from B Middle school in Daejeon. Creativity Self-Assessment and Student Inventive Rating Scale were used as tools for research so that we could find the homogeneity in two groups. An applied design method was nonequivalent control group pretest-posttest design. This study was performed for 2 hours on the 1st and the 3rd Saturday in every month from the 3rd week of March, 2006 to the 3rd of July of 2006, and total researching period was 9 weeks. In that time, the students were required to learn 40 inventive principles. The results from this study are as below. (1) Applying TRIZ's 40 inventive principles had a positive effect on students' CQ(creative quotient), as influencing on the subordinate factors of creativity, such as, originality, germinal, trasformational, value, attraction, expressive power and organic systemicity. However it didn't have any effect on adequateness, properness, merit, complex and elegance. (2) Applying TRIZ's 40 inventive principles had a significant effect neither on CQ by sex, nor on the subordinate factors of creativity, except for originality and expressive power. Based on the results of the experiment, below suggestions were made to promote the application of TRIZ's 40 inventive principles to Technology Education. (1) Although this study was performed by using development activities, it is necessary to study more systemically to apply 40 inventive principles to regular subject in Technology Education. (2) As creativity was very important in Technology Education, there should be studies on the various types of inventive principles and techniques for Inventive Education in Technology Education.

• 대한공업교육학회지
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• v.38 no.2
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• pp.89-113
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• 2013

The study started from the point that learners should be basically equipped to quickly respond to changes in demand for future human resources efficiently and effectively, and an attitude to take part in learning voluntarily should thus be cultivated. To this end, the author applied the TAI model based on a module as a class strategy to solve problems related to several classes occurred in specialized high schools. This application of the TAI model was also motivated by the necessity for designing an appropriate teaching-learning method that encourages improvement of self-learning capacity, consistent learning motivation, and willingness rather than external factors. Through this work, the author aims to heighten the interest of learners and improve endurance in learning. The study results are as follows. First, the learning unit was structuralized as a module and then learning stages were proceeded with so that capacity to adapt to learning would improve. The achievement standard (learning goal) was structuralized in a module type by analyzing and reorganizing the textbook considering the link between the actual practice field and a curriculum based on subject characteristics. Through the process of module type learning stages, the student's capacity to ascertain characteristics of units and to adapt to learning both improved. Second, through application of a TAI model based on a module, Self-Directed Learning capacity and capacity to adapt to a new field improved. By applying the module, Self-Directed Learning could be accomplished more effectively than in the existing passive learning environment. By grafting cooperative learning of the TAI model, students had greater interest and achievement in classes, self-confidence and community consciousness, and an opportunity to broaden their thinking. In particular, improvement of self-confidence is effective in cultivating the capacity required in industrial society to transcend the learning of simple functions and knowledge, as well as the capacity to adapt to new environments. Third, by solving tasks focused on fields related to industrial sites, not only actual survey capacity but also additional capacity to identify and solve tasks through various experiences improved. Furthermore, it was helpful for students to have interest and motivation about their own life and learning to cultivate the qualities and capacity to adapt to the working world where new knowledge and technology rapidly change. Fourth, by applying a standard-based assessment system for technical subjects introduced in 2012 to model design for learning plans, clearer and more objective assessment criteria were arranged, and individual learning through instruction at each achievement level could be accomplished. This improved achievement level of individual learners was helpful in reaching achievement goals at specific levels by overcoming the disadvantages of cooperative learning in each group.

• 대한공업교육학회지
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• v.39 no.2
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• pp.81-100
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• 2014

This study developed training program to educate professional workers for software industry with growing importance in this area as software industry takes more parts in Korean economy. Additionally, this study developed the program based on national competency standards(NCS) using structured on the job training(S-OJT), For this study, we reviewed economic index about software industry such as economic ratio and the influx of the workforce. Also literature review for S-OJT was conducted to explore its concept for better application of the concept to the program development. In addition, this study used training program development manual suggested by Korean Department of Labor. We selected specific job which needs training program to be developed based on thorough needs analysis for a company A. Previously developed NCS and other documents were reviewed and focus group interviews were conducted to find out core knowledge and skills for the job. 44 training programs were developed and objective of each program, hours, contents and methods were also suggested. Additionally detailed program name, education system, road map and operation strategy were developed and suggested. The result of this study is expected to contribute to other industry and jobs which are facing to the development of NCS based education program by suggesting detailed stage of development process. For more animated development of education program using NCS, the effect of the program should be tested in the future. For the test, appropriate evaluation methods and measures should be developed as well.