• 한국HCI학회:학술대회논문집
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• 2009.02a
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• pp.1137-1144
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• 2009

Creativity, the ability to produce through imaginative skill, is pursued by all designers. However, originality does not refer to absolute novelty. In this age, information is shared and disseminated. Creation of works is an activity to re-establish all shared information and reorganize relationship among things. Therefore, a new design is a product of reorganization rather than originality. Moreover, designers can generate ideas different from each other because they individually espouse different system of knowledge. From such perspective, a very important task of designers is to explore methods of expanding design thinking that can enhance the ability to new connection among things in the process of assimilation and modification. The task can be carried out by identifying characteristics and limits of their unique system of knowledge. Therefore, it is necessary to seek methods of expanding design thinking for efficient cognitive activities. In explaining human knowledge, this study applied semantic network, a method used in cognitive science for creating structure, and the method of expanding design thought was proposed by corresponding method of design conceptualization. By organizing, categorizing, and flexibly combining and modifying the methods of design thinking conceptualization and expansion generated by this study, strengths of each method were enhanced and limits of each method were overcome to enable more effective design thinking. In this study, the method of expansion was used when connecting of nodes cannot be sustained after using each method of conceptualization. By avoiding unique method of thinking through diversification and vitalization of conditional points, efficient design thinking was achieved. The value of this study lies in the fact that the proposed method of expanding thinking using the mechanism of network enhances the ability to establish new connections in the process of assimilation and modification.

• Archives of design research
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• v.15 no.4
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• pp.307-316
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• 2002

Metaphor thinking is a kind of intuitive thinking and plays a central role in design process. But there are not many researches on this topic because it happens in designer's mind during design problem solving. In this paper, we considered cognitive aspects of metaphorical thinking as they cropped up in the process of design concepts development. As a method of cognitive experiment we used a protocol analysis of the design review reports. At the end of this research we concluded that metaphorical thinking is engaged in restructuring of new frames and reconciliation of conflicting frames for the development of new design ideas and concepts. This role of metaphorical thinking makes the design thinking divergent and the design process creative.

• Proceedings of The KACE
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• 2018.01a
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• pp.111-114
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• 2018

4차 산업혁명의 특징 중 하나는 생산과 소비의 결합이다. 이제는 소비자가 직접 구매할 물건의 생산에 관여하고, 직접 필요한 물건을 생산한다. 이는 다양한 제작도구들이 보편화되면서 가능해졌다. 이런 흐름으로 세계적으로 메이커 운동, 메이커 교육이 주목받고 있다. 메이커들은 실생활의 문제를 해결하기 위해 창의적인 문제해결 방법을 활용하여 무언가를 만들고 공유한다. 이런 공유문화는 메이커들의 축제인 메이커 페어에서 쉽게 확인할 수 있다. 창의적인 메이커를 교육을 통해 길러내야 될 필요성을 공감하고 있으며, 메이커 교육을 학교 현장에 적용하기 위한 방법으로는 디자인 사고가 있다. 디자인 사고 프로세스는 실제 제품을 사용할 소비자에게 공감하여 이해한 뒤, 다양한 대안을 찾는 확산적 사고, 주어진 상황에서 최선의 방법을 찾는 수렴적 사고의 반복을 통해 결과물을 도출하는 창의적 문제해결 방법이다. 현재 온라인과 오프라인 상에서 다양한 메이커 교육이 이뤄지고 있다. 이를 학교에 도입하여 학생들을 가르치기 위해서는 교사의 역량이 중요하다. 아무리 좋은 교육이라도 교사들이 모른다면 학생들을 가르칠 수 없기 때문에 메이커 교육을 학교 현장에 투입하기 위해서는 메이커 교육을 위한 교사 연수 프로그램 개발이 필요하다. 따라서 본 연구에서는 디자인 사고 기반 메이커교육을 위한 초등교사 연수프로그램을 개발하고자 한다.

• The Journal of the Korea Contents Association
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• v.12 no.12
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• pp.587-596
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• 2012

This research works has newly proposed ideation method for development of innovative product design by using four design thinking framework in the aesthetic issue, material issue, function & structure issue which are usually called three major design issues. The four design thinking framework is consisted of eliminate, reduce, raise and create. This research also analyzed 232 innovation products in order to verify the proposed ideation method. The main outputs of this research are as follows; first, the ideation method which was newly developed in this research can help to create new ideas for innovation product design. Second, 41% existed innovation product designs were developed based on the ideation in the 'function & structure' issue. Three, 74% existed innovation product designs were developed based on the 'raise & create' issue rather than 'eliminate & reduce' issue. The results of this research can help a designer who wants create new innovation product.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.343-350
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• 2017

This current study employs multi-year design-based research to design and implement a course in teacher education in Korea. Specifically this paper reports our first attempt to work with 3 primary in-service teachers majoring in computer education. We have incorporated design thinking (DT) into the course design and investigated how primary teachers appreciate the role of DT and recognize the connection between teaching computational thinking and DT. This qualitative study reports the course design, its progression, reflections, and learning outcomes.

• Proceedings of The KACE
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• 2018.08a
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• pp.129-132
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• 2018

미래사회가 요구하는 창의융합형 인재 육성을 위한 기초소양 함양을 위해 소프트웨어 교육이 의무화되는 등 컴퓨팅 사고력과 지능정보사회에 필요한 핵심역량인 협력적 문제해결력의 향상을 위한 소프트웨어 교육에서의 교수 학습 방법이 강조되고 있다. 이에 따라 본 연구에서는 감성적 사고와 창의적 사고력의 균형을 추구하는 디자인 사고와 실생활 맥락적 문제를 해결하는 메이커 활동을 결합한 디자인 사고 기반 메이커교육을 소프트웨어 교육에 적용하여 초등학생의 협력적 문제해결력에 미치는 영향을 검증하고자 한다. 이를 통하여 디자인 사고기반 메이커 교육의 학습효과를 밝히고, 초등학교 수업에서 다른 교과목과 융합한 소프트웨어 교육의 적용방법에 대한 시사점을 제공하고자 한다.

• Proceedings of The KACE
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• 2017.08a
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• pp.31-34
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• 2017

현재 4차 산업혁명이 사회에 던지는 화두는 다양하다. 첫째, 소프트웨어 중심 사회이다. 빅 데이터, 인공지능 기술 등이 다양한 분야와 결합하고 그 중심에는 소프트웨어가 있다. 앞으로 소프트웨어 교육이 필수적이고 강화되어야 할 이유다. 둘째, 생산과 소비가 결합된다는 것이다. 즉, 더 이상 소비자가 수동적인 소비자로만 남지 않으며, 획일화된 제품과 서비스에 흥미를 느끼지 않고, 소비자가 직접 자신이 구매할 제품 생산과 판매에 관여하는 '프로슈머(prosumer)' 필요한 물건을 직접 만드는 D.I.Y.(Do It Yourself), 3D 프린팅 등이 새로운 소비 방식을 대표한다[3]. 이에 메이커 운동이 떠오르고 있고, 메이커에 대한 관심이 커지고 있다. 우리나라는 2015 개정 교육과정을 통해 소프트웨어 교육을 강화했다. 초등학교에서는 5~6학년 실과 교과의 정보 관련 단원이 ICT활용 중심에서 소프트웨어 기초 소양 내용 중심으로 개편되었다[1]. 아직 교육과정이 시행되기 전이지만 선도학교나 연구학교를 통해 진행된 소프트웨어 교육을 보면 기능을 익히는 프로그래밍 교육이 주류를 이루고 있고, 이래서는 다양하고 창의적인 결과물을 도출할 수 없다. 이를 해결하기 위해서는 디자인 사고를 도입할 수 있다. 디자인 사고는 인간을 관찰하고 공감하여 소비자를 이해한 뒤, 다양한 대안을 찾는 확산적 사고와 주어진 상황에 최선의 방법을 찾는 수렴적 사고의 반복을 통하여 혁신적 결과물을 도출하는 창의적 문제 해결 방법 중 하나이다[5]. 따라서 본 연구에서는 초등학생들의 소프트웨어 교육을 위한 디자인 사고 기반 메이커 교육 프로그램을 개발하고자 한다.

• The Journal of the Korea Contents Association
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• v.21 no.4
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• pp.707-722
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• 2021

The need for Maker Education has received attention as an educational environment for cultivating the active and creative ability that can solve new problems in this era, and it is applied in various educational fields. Many of them use Design Thinking as a stage of maker activities. However, the educational value of each concept has not been magnified, since maker programs are designed by simply borrowing steps without considering the similar but different features of them. Therefore, this study developed a model of Maker Education utilizing Design Thinking based on complementary relationships. To this end, formative research methodology was conducted by the following procedures, developing a draft, conducting a formative evaluation, and completing the final model. As a result, the stages of Maker Education were visualized and detailed activities and instructing strategies in each step by reflecting the features of Maker Education, the autonomy of the learner and producing visible outputs using various tools and materials, and Design Thinking, the specific process of solving problems and enabling social participation.

• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.6
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• pp.177-196
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• 2021

In the era of the 4th industrial revolution, high technology is causing many changes in modern society and economy. Among them, changes in industries and jobs require new competencies of future human resources. As an educational alternative to these changes, maker education and design thinking methods are spreading around the world, and it is necessary to actively apply such education in university curriculum. Therefore, this study examines the effects of the maker education using the design thinking method on the learners' competencies required as future human resources and, relationship between the development of university students' entrepreneurial competencies and learners' competencies. And the purpose of this study is to contribute to the vitalization of entrepreneurship education for university students by suggesting an educational model. For this purpose, this study investigated the prior research on maker education/environment and design thinking methods to examine concepts and characteristics, and analyzed the influences between maker education/environment and design thinking methods and the development of learners' personal, social and technological capabilities. In addition, this study analyzed the relationship between learners' developed capabilities and university students' entrepreneurial capabilities, and based on the results, suggested directions and conceptual models for education that combine maker education/environment and design thinking methods. In conclusion, maker education/environment and design thinking methods in university education have a positive effect on the cognitive, social, and technological development of learners, and this has a significant relationship with the factors of personal, social, and technological dimensions of university students' entrepreneurial competency. It is analyzed that it has a positive effect on the promotion of entrepreneurship activities of university students. Therefore, it is judged that university's interest and support should be given to the vitalization of maker education using the design thinking method for university student entrepreneurship education and future human resources nurturing.

• Archives of design research
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• v.21
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• pp.1-12
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• 1997

This research is that it could use a theory from a .cognitive science, making a hypothesis to explain the thingking steps of designing, adapting the problem solving of the design from knowledge of a cognitive science, to meet the possiblity which it can be developed the new way of the thinking. Design is a field where it needs a complexity with hi-brain activities. And cognitive science is a science which it study human brain activities. However, it is also quite possible to bo adaped over all design by linking with design and cognitive science. I explaned the ideation of the thinking steps on this study by the knowledge of cognitive science, to observe to be possible. I found out the new ways of possibilities from design thinking process. It is a result that I've been interpretated the design process and the thinking process out of the theory of knowledge structure.