• Journal of the Korea Academia-Industrial cooperation Society
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• v.14 no.11
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• pp.5396-5402
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• 2013

In this study, one for grades 1 Institute of Foundation Engineering Practice training to enable the creativity of problem-based learning as an alternative (PBL: Problem-Based Learning) training system was applied. The reason for the development of education systems engineering knowledge and practice skills related to the University no basis for first year students in the theory and practice based on the characteristics of the materials used and the tools to use, how to use the machine was to be accomplished. Hands-on training for existing structured learning plan driven by the faculty and students conducted hands-on training in the uniform limits on the ability of the practice has been shown. However, in this study on the basis of PBL learning materials, and the students themselves leading learner-centered practice problems derive and small unit exercises the ability to decide how to proceed on improving the educational process proposes. As a result of these studies, about 30% more than traditional hands-on training to improve the ability of learning respectively.

• Journal of Practical Engineering Education
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• v.8 no.1
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• pp.15-21
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• 2016

TRIZ, the theory of inventive problem solving, is widely used not only in traditional engineering fields such as mechanical, electrical, and electronic engineering but also in IT field and generated good results. Therefore, recently many universities have opened TRIZ as a regular course. Especially, 40 inventive principles of TRIZ are not only creative thinking tools that beginners can learn relatively easily but also very effective problem solving tools, but it is not that easy to utilize it properly for solving real problems as you think. In order to use inventive principles as powerful tools for creative problem solving, it is important to educate learners to use it repeatedly through stimulating their interest about the inventive principles. So, in this paper, we introduce various inventive principles hidden in the cards that can be easily accessible in everyday life, and propose how to educate learners to evoke their interest in the inventive principles through making cards by utilizing the inventive principles.

• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.159-165
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• 2019

Engineering design education has been established and implemented as three stages of basic design, element design, and capstone design with the introduction of engineering education accreditation system. In the basic design, the concept and procedure of design is introduced to the beginners of engineering, and the creativity and teamwork is practiced rather than mathematical detailed design for the purpose of being connected to and used effectively in the capstone design. In this study, the opinions of the students performing capstone design after taking basic design were surveyed through questionnaire. Overall, students recognize the importance of basic design education and experienced that it is useful. The results indicate that effective basic engineering design education is being carried out, and are considerably agree to those at the professors in the former survey.

• The Journal of Korean Institute for Practical Engineering Education
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• v.2 no.1
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• pp.17-27
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• 2010

In this study, the assessment and the factor analysis of the self-directed learning readiness for engineering students were conducted. As measurement tool was used the self-directed learning readiness scale of Guglielmino's SDLRS questionnaire in Korean translation. It was surveyed under 519 students of Faculty of Engineering of Korea University of Technology and Education. Responded questionnaires were 496. As a result, seven factors were identified: (1)openness to learning, (2)initiative and inquiring mind, (3)independence and basic learning skills, (4)creativity, (5)accepting responsibility for learning, (6)love of learning, (7)positive orientation of the future. And the scale was confirmed in validity. It was confirmed that the mean value of openness to learning and of love of learning were higher than average, while mean value of independence and basic learning skills, accepting responsibility for learning were lower than average, there was the difference in SDLRS by students' personal backgrounds, but there were statistically significant differences in seven factors.

• Journal of the Korea Convergence Society
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• v.11 no.5
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• pp.125-130
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• 2020

Universities that hold engineering education accreditation emphasize the importance of design education. In particular, comprehensive design courses in the engineering field are designed to produce the result reflecting the functional and limiting factors of the design. Systematic design education is also important, but the application of multidisciplinary convergence education is very high in view of the comprehensive design curriculum as a creative education program. This study describes a case study of convergence of curriculum and engineering and design, focusing on the 2019 comprehensive engineering design subject of the researcher. For the collaboration between engineering and design, the process of developing students' ideas and applying them to actual results was presented as the procedures of planning and theme selection, content design, software design, presentation and evaluation. As a result, it is meaningful that the method of convergence between engineering and design was presented without focusing only on technology in the comprehensive design subject of engineering by applying a design that considers the user in producing the work.

• The Journal of the Korea Contents Association
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• v.19 no.3
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• pp.466-474
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• 2019

The purpose of this study was to investigate the enhancing creative competency and changes in academic challenge for the pre-service teachers. For this purpose, 94 pre-service teachers participated in project learning through the preparation of the convergence instruction and the class demonstration during one semester. The pre and post questionnaire survey was conducted the measurement of creative leader competence and K-NSSE for academic challenge. Analysis of data was performed using the IBM SPSS 18.0 program for the corresponding sample t test. The creative competency included 'higher mental thinking', 'problem solving', 'curiosity', 'sensitivity' 'task commitment', 'the pursuit of social value', and 'co-operations and considerations'. This results was significant(p< .05). Academic challenge, high-order learning domain and learning strategies domain were significant(p< .05). Based on this, in order to generalize the convergence education and convergence lesson, it is necessary to design various convergence lessons and practice study to make a plan and practice it. In addition, the implications for the necessity of correcting and supplementing the effects after repeated convergence lessons were discussed.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.1
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• pp.656-664
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• 2020

This study obtained basic data for developing human resources with creativity convergence competency by surveying and analyzing the level of creativity convergence competency of university students. The study was conducted from October 1, 2019 to November 10, 2019 on university students attending the departments of computer science, pharmaceutical engineering, physical therapy and dental hygiene. The data from 296 students was finally used for this study, and IBM SPSS/Win statics 23.0 programs were used to analyze the data. Students who graduated from Seoul/Gyeonggi High School or those students with high undergraduate satisfaction were found to have high creativity convergence ability, and these results were statistically significant. Further, the group of students who had experience with Campus/Suburban competition, Global Competency training/ International exchange programs or the Capstone Design/Team Based Project showed high creativity convergence competency, and these results were statistically significant. Thus, this study identified the necessity of developing and operating various extra-curricular programs at education institutes in order to enhance students' creativity convergence capability.

• Journal of the Korean Society for Precision Engineering
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• v.23 no.11 s.188
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• pp.17-23
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• 2006

• Journal of Engineering Education Research
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• v.12 no.2
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• pp.36-50
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• 2009

The Capstone Design courses in the final academic year of undergraduate engineering education provide students with a realistic design experience in which they can integrate and capitalize on the basic disciplinary material they have learned during their engineering program to synthesize a new product, device or process. The objective of this study is to assess the student satisfaction of Capstone Design courses. This paper briefly describes the history, administration and implementation of the Capstone Design courses in engineering colleges of Korea. It highlights the weaknesses of the Capstone Design courses and suggests improvements. To investigate the student satisfaction questionnaire was surveyed.

• Journal of the Korean Institute of Telematics and Electronics D
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• v.35D no.9
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• pp.70-76
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• 1998

By controlling the pixel of a LCD spatial light modulator electronically, we made a real-time moving window passing through the light on a LCD spatial light modulator. By using this LCD moving window, we suggested an angular multiplexed holographic memory system and in case of windows of 10$\times$10 pixels and 2$\times$2 pixels the total numbers of address are 1,536 and 38,400, respectively. To demonstrate the feasibility of the proposed method, we recorded and reconstructed 30 images by 30 input addresses.