• 건축역사연구
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• 제20권6호
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• pp.57-76
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• 2011

This study is on the pedagogical convention of architectural history in Korea, especially that of Western Architecture. Recent institutional change in architectural school in Korea has caused overall restructuring of academic program. In spite of extension in the field of history there was no progress of method and way of thinking. There is no change in the point of view to see the western architecture and its history as a unique and specialized phenomenon in the civilization of mankind. Because of no recognition about for what, for whom, and how to, and because of orientalism, the cultural position of western architectural history and its narrative was not asked. With the help of post-colonialism, de-constructivism and critical historiography this paper tries to show the fundamental premise of western architectural history as a myth and show its prejudice as not being justifiable. The background of the discourse there has been a representation effect with regard to knowledge as a power. we need to escape from this kind of cognitional frame With the analysis of the its premise and narrative we can find it is a historical construct that was made in the age of imperialism. In fact it has a lot of false information and problematic point of view. The Identity and originality of western architecture and its history has no logical reason or foundation if we think that it depends on the difference and comparison with other civilization. For example the explanation of its historical origin western architecture has big difference with Islamic architecture in spite of the resemblance each other. This paper try to show several reasons that discourse of western architectural history can not be survived any longer. So we need to reconstruct new pedagogy with deconstruction for the students of non western, or Korean students. Because it has important effect to see and think about architecture and its history.

• 건축역사연구
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• 제20권3호
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• pp.39-57
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• 2011

The goal of this paper is to analyze the relationship between pedagogy and the emergence of contemporary Korean architecture after the 1990s. For this purpose, the paper deals with the education and work of two important contemporary Korean architects, Kim Seung Hoy and Choi Wook. Kim and Choi were part of a group of young architects that went abroad in the 1980s to study at the centers of architectural education in Europe and the United States. Through their education and work, the paper discusses the relationship among education, history, and design practice in architecture. During their studies at Michigan University and IUAV in Venice, they were commonly influenced by Colin Rowe through their studios. In the case of Kim Seung Hoy, he was introduced to the Beaux Arts logic of the analytique and esquisse through the teaching of Steven Hurrt, a disciple of Colin Rowe. Choi Wook took studios that involved formal analysis and comparison of Palladio and Le Corbusier. The paper further analyzes their works in Korea by employing the concepts of fragments and systems, ignorance and knowledge. The paper concludes that, in Korean contemporary architecture, fragments and systems, ignorance and knowledge, lie in the middle of ongoing creative process that must distinguished from the West, where architectural history provides an established tradition of systematic knowledge.

• 한국공간구조학회논문집
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• 제18권3호
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• pp.83-91
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• 2018

In this study, we investigated the dynamic stability of the system and the semi-analytical solution of the shallow arch. The governing equation for the primary symmetric mode of the arch under external load was derived and expressed simply by using parameters. The semi-analytical solution of the equation was obtained using the Taylor series and the stability of the system for the constant load was analyzed. As a result, we can classify equilibrium points by root of equilibrium equation, and classified stable, asymptotical stable and unstable resigns of equilibrium path. We observed stable points and attractors that appeared differently depending on the shape parameter h, and we can see the points where dynamic buckling occurs. Dynamic buckling of arches with initial condition did not occur in low shape parameter, and sensitive range of critical boundary was observed in low damping constants.

• 교육시설 논문지
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• 제19권2호
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• pp.13-19
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• 2012

Under the WTO, UIA asks professional degree programs such as B.Arch program, practical experience, and an examination to meet the international requirements. In this context, we are started professional degree programs. Following the foundation of KAAB, Korean architectural education sectors have made substantial changes throughout the nation. There was lots of discussions about education system, however, we are lack of discussing about internship program in Korea. Therefore, this research was intended to review the professional practice program in other countries for the purpose of propose our education program. The specific content deals with various issues, like CPD and foreign architect legislations, and the recent korean legislation reform of 'Architect Law' centered upon Professional Training System. The aim is to identify the examples of forms and contents regarding the execution of new Professional Training System in current conditions.

• 대한건축학회논문집:계획계
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• 제36권3호
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• pp.31-38
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• 2020

The purpose of this study is to compare between professionalism in medical field(doctor) and architectural design field(architect) in Korea through synchronic and diachronic analysis, with basic requirement of expertise and systemicity, attitude requirement of the publicness, and structural requirement of exclusiveness and autonomy. The medical professionalism adapted by Korean government in the early period of modernization evolved from Western's professional expertise is highly divided as economy grew and society changed. In comparison, architecture was divided into architecture, urbanism, landscape, and interior architecture. Additionally, architectural field was subdivided with architectural design, engineering, construction, structure, and facilities, but architectural design focused on generalized education and practice system. From the systematical point of view, architectural design field has changed profoundly from architectural engineering as 5 year undergraduate educational system was introduced with Korean architectural accreditation. The publicness is approved through health service in medical field and safety and the public domain in architectural design field, but in reality the professionals are viewed as economic interest groups. Hence, the professionalism in both fields is required to reinforce ideology and ethics, and to practice concrete measures for publicness. Compared with the unified organization of medical field, architectural design professionalism faces various difficulties in unifying the organization, such as internal competition caused by tightened architect's requirements, along with external problems from architectural design permission demands of construction companies. In medical and architectural design professionalism, with the appearance of consumerism and stricter governmental regulations, the autonomy is weakened. From the result of comparative analysis, Korean medical field became extremely subdivided and specialized in each department, therefore integration of each disease and establishment of centers are proposed as solutions. By contrast, the reinforcement of expertise in architectural design professionalism might be necessary to strengthen autonomy caused by governmental restriction, and to form architectural culture and secure public architecture.

• 한국건설관리학회논문집
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• 제19권3호
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• pp.23-32
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• 2018

건설 규모가 대규모가 됨에 따라 건설 산업 실무감각, 현장의 간접경험을 통하여 졸업후 건설산업 현장에 바로 투입할 수 있는 예비 엔지니어링 양성을 목표로 건축교육 개선을 위한 노력이 많이 진행되고 있다. 하지만 건축교육 중 실무적인 이해가 많이 필요한 건축시공교육의 겨우 여전히 기존 텍스트북 위주의 교육수업과 현장견학에 한정되어 진행되고 있다. 이에 본 연구는 타임랩스, 동영상, 애니메이션 등의 스마트 미디어를 접목시켜 간접적인 실무경험이 가능한 교육 콘텐츠 개발을 제안하였다. 또한 사용성, 실용성(학습적합도), 필요성, 상용화 가능성의 항목을 기준으로 개발한 콘텐츠의 효용성 검증하였다. 이를 기반을 콘텐츠의 장점을 살린 건축시공교육 콘텐츠를 통해 교육의 효과성을 높이는데 기여하고자 한다.

• International Journal of Computer Science & Network Security
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• 제22권11호
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• pp.87-92
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• 2022

Today the system of higher education needs significant reforms. Intellectualization of the educational process in HEIs aims to improve the quality of educational services. Intellectual information technologies are information technologies that help a person to accelerate the analysis of the political, economic, social, and technical situation, as well as the synthesis of management decisions. The basis for their mastery is information and communication technologies. The purpose of the research work is to identify the relationship between the introduction of information and communication technologies and the increase in the level of intellectualization of higher education. The article substantiates the expediency of introducing information and communication technologies in order to improve the intellectualization of the educational process in higher education. An empirical study of the variables that characterize the level of intellectualization of higher education through the proposed techniques has been conducted. The tendencies characteristic of pedagogical conditions of implementation of information and communication model in the educational process were revealed. It is proved that the level of intellectualization of higher education depends on the implemented pedagogical conditions. The effectiveness of the proposed information and communication model is also confirmed. Given the data obtained during the study and the low constraints that may affect the results of further research on this issue should focus on the study of other variables that characterize the state of intellectualization of the educational process.

• 대한건축학회논문집:계획계
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• 제34권3호
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• pp.61-72
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• 2018

This study pursued to obtain 3 consecutive purposes. First, a conceptual model for comparing 3 constructivist teaching and learning strategies( problem-based learning[$P_bBL$], case-based learning[CBL] and project-based learning[$P_jBL$]) was developed. Relationships of these constructivist strategies with the development of expertise for learners were discussed. Second, specific differences between $P_bBL$, CBL and $P_jBL$ as applied in architectural design courses were analyzed under each of the teaching and learning category. Some analytical indexes were developed by content analysis, which are applicable effectively to reveal the differences. Based on the previous findings, third, a set of strategic guidelines for use in class were made and suggested in order to develop and improve expertise in architectural design. These guidelines were largely targeted for university design courses as well as education or reeducation of practicing architects. Expecially, combined application of $P_bBL$, CBL and $P_jBL$ was hypothesized and suggested as class management guidelines. In sum, a variety of $P_bBL$ problems, CBL cases and $P_jBL$ projects should be developed for expecting audience based on design subjects and tasks. As working domains of practicing architects, exploring/analyzing, understanding/making applications, and criticizing/self-reflecting should be considered in the development process.

• 한국건축시공학회지
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• 제14권6호
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• pp.597-604
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• 2014

최근 건축공학교육에서는 기존의 주입식 교육방식에서 벗어나 실무능력을 강화할 수 있는 혁신적인 교육방법이 요구되고 있다. 따라서 본 연구에서는 여러 분야에서 그 효과가 검증된 팀 기반학습 강의법을 실제 건축공학교육에 적용해보고 그 적용가능성을 검토해보았다. 적용성 검토를 위해서 강의 수강생 39명을 대상으로 학기말에 학습 성취도에 관한 설문조사를 수행하였다. 그 결과, 팀 기반학습을 통하여 학생들의 학습 성취도가 높아지는 것을 알 수 있었다. 본 연구의 결과를 바탕으로 향후 더 다양한 건축공학 교과목에서 팀 기반학습을 활용하여 학생들의 학습 성취도 향상뿐만 아니라 실무능력을 갖춘 우수한 인재양성에 기여할 수 있기를 기대한다.

• KIEAE Journal
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• 제14권5호
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• pp.59-65
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• 2014

Nowadays, reduction of energy use in buildings is a big issue, especially in public buildings like schools. The building structure is very simple in that, the room size, schedule and user number is similar across different schools. There are many policies which are suitable for this kind of buildings. Investigation of energy consumption pattern in primary school, middle school and high school in different cities of Korea has been done in this paper using statistical data from national organization and the data from IBM and Gyeonggi Provincial Office of Education, aimed at providing the basic data for the development of energy efficiency improvement policies of educational facilities. The study was divided according to climate, energy source type and public or private school, as different cities have different climates and accordingly different amount of energy sources are used. It was observed that, the average energy consumption in primary school is $36.9kWh/m^2$, in middle school is $20.5kWh/m^2$ and in high school $27.4kWh/m^2$. As further analysis, monthly energy consumption pattern has been analyzed for one city.