• 공학교육연구
• /
• 제22권4호
• /
• pp.50-60
• /
• 2019

This study aims to examine the differences between groups through the results of the core competency diagnosis, and to find out the differences in core competences depending on engineering education accreditation, gender, admission types. To this end, we analyzed the differences in K-CESA results on self-management capabilities, resources & information use, global competency, higher order thinking competency, and interpersonal competency in 2017 for the fourth graders of S University. An ANOVA of major field showed that the humanities had high overall competencies. The results of t-test of engineering students showed that accredited students had relatively low "flexibility" of their global competency, and that the "analysis" of their higher order thinking competency was relatively high. There were no statistically significant differences between groups depending on the admission types. Through these analyses, we presented suggestions such as the provision of specialized programs based on differences among different groups, the development of comprehensive thinking skills such as capstone design, the need to secure flexibility in engineering education accreditation, and the enhancement of female students' resources & information use.

• 공학교육연구
• /
• 제22권4호
• /
• pp.61-70
• /
• 2019

As product development process becomes complex, it becomes more important for engineering students to experience collaborative product development. Especially the collaboration experience based on Product Data Management (PDM) systems is useful, since participants are likely to use the same environment for their professional product development. However, instructors have difficulties to evaluate contribution of each participant to their projects during the practices, since it is hard to trace personal activities for collaborative design processes. To solve this problem, this study suggests a data-driven objective method that analyses product data accumulated in PDM databases to evaluate numerically calculated contributions of participants to their class projects. As a result, the quantitative measures provided by the data-driven analysis with qualitative measures for project results can improve the fairness and quality of evaluation of contributions of participants to collaborative projects. This study implemented the proposed evaluation method with an information system and discussed the result of the application of the system to product development practices.

• 공학교육연구
• /
• 제22권3호
• /
• pp.18-31
• /
• 2019

In addition to technical skills and competencies, communication competence has been identified to be important to engineering students who will be drivers of innovation in a rapidly changing society. Drawing on the previous studies, this research examines the results of an empirical exploration of engineering students' perception of speaking ability and their communicative competence. To date, there has been most of the research conducted on 'writing' (e.g., its educational process, class designs, ability, etc.) for engineering students. However, relatively little attention has been paid to engineering students' speaking ability perception and their competence diagnosis. This study relies on quantitative data obtained from one survey questionnaire and one test conducted respectively. The sample consists of 386 engineering students as well as 481 non-engineering students for the 1st survey. And to measure communicative competence, 150 engineering students as well as 136 non-engineering students participated in the test. Our findings show that firstly, there were significant differences in perception of speaking ability by majors and gender. Whereas there was no difference in the same survey by grade. Secondly, there was a close and significant relationship between sub-factors of speaking ability. Thirdly, there were significant differences in communicative competence by majors. Whereas there was no difference by gender and grade. Fourthly, there was a close and significant relationship between sub-factors of communicative competence. These findings are expected to provide an explanation for the improvement on engineering students' speaking ability and to encourage the participation in extra-curricular activities and programs in engineering school.

• 공학교육연구
• /
• 제22권3호
• /
• pp.49-58
• /
• 2019

The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generated questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing the appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners' survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implications of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus require more instructors' strategies and active support for them.

• 공학교육연구
• /
• 제24권5호
• /
• pp.15-27
• /
• 2021

The purpose of this study was to develop an indicator of core competency of freshmen of an Institute of Science & Technology (IST). Through the document analysis and the expert survey, core competency indicators that include 5 core competencies and 15 sub-competencies (a total of 48 items) were developed. Then content validity was examined by experts in measurement and statistics and secondary education. Also, by using students' responses, reliability was tested with Cronbach's alpha and construct validity were tested through confirmatory factor analysis. Results suggest that the core competency indicator is reliable and valid in measuring core competencies of freshmen students in an Institute of Science & Technology. Discussions were provided in terms of improving student admission processes.

• 공학교육연구
• /
• 제24권5호
• /
• pp.28-37
• /
• 2021

The purpose of this study was to develop and apply of career education program in science and engineering fields for science gifted high school students. To do this, the career education program was developed and applied to science gifted high school students 129 in H-science gifted high school with K-institute. The results are followings. First, after participating in the career education program, the career decision making self-efficacy of students were increased significantly. Second, it has been increased that external factor of career outcome expectation and continuation effort of grit. In this study, it has showed educational effects of the career education programs that related to career recognition in science and engineering fields for science gifted high school students by developing and applying of program. Based on these results, it is necessary to recognize the importance of customized career education programs for science gifted high school students.

• 공학교육연구
• /
• 제24권4호
• /
• pp.61-74
• /
• 2021

The purpose of this study is to provide a direction for domestic engineering education research by analyzing the research trends of JEE(Journal of Engineering Education). The results of analyzing research trends regarding research topics, research objects and research methods are as follows. First, by research topic, 'Diffusion of Educational Innovation' was found to have the highest proportion with 52 articles(21%). Second, by research objects, 'university students' showed the highest proportion with 148 articles(53.6%). Third, by research method (large category), 'quantitative research' had the highest proportion with 132 articles(53.2%). By research method (medium category), 'survey research' had the highest proportion with 129 articles(33.5%). Based on the results of this study, future engineering education research should be conducted to contribute to holistic development through diversification of research topics, methods, and objects.

• 공학교육연구
• /
• 제24권2호
• /
• pp.29-40
• /
• 2021

This research aims to examine the relationship between major satisfaction and psychological well-being of female engineering students. To achieve this goal, first, differences in major satisfaction and psychological well-being among engineering students were examined. Second, differences in major satisfaction and psychological well-being among female undergraduate students were investigated. In addition, the effects of psychological well-being, as perceived by undergraduate students by gender and major, on major satisfaction were explored. A total of three hundred and forty-nine (349) undergraduate students from two universities in Korea responded to survey based on a two-variables scale. The findings were that, firstly, male engineering students scored higher in two variables including their most sub-factors, and that gender differences in relation satisfaction as well as positive relationship with others, autonomy, and environmental mastery were statistically significant. Secondly, female engineering students scored higher in major satisfaction and several sub-factors of two variables, and that major differences in major satisfaction (total), social perception satisfaction, and autonomy - a sub-factor of psychological well-being - were statistically significant. Thirdly, a positive correlation among major satisfaction and psychological well-being was identified. Finally, psychological well-being could explain about 19% of major satisfaction. The practical implications of these findings are discussed herein, with attention on education for promotion of major satisfaction.

• 공학교육연구
• /
• 제24권1호
• /
• pp.53-61
• /
• 2021

Critical thinking ability based on a sound sense of logic is essential for analyzing a given engineering design problem and assessing it to arrive at the most plausible conclusion. Engineering design classes require students to organize their engineering design experiences through reports, and engineering design reports require detailed specifications of their tasks at each stage. Given the nature of these curriculums, design classes provide writing courses focusing on science and engineering within specialized fields, but there still lies many obstacles for communication education that embraces both general education and major subjects. This study proposes a specified step-by-step writing model for engineering design reports that encompasses critical thinking for the objective of systemizing design experiences from engineering design report writing. For the purpose of the study, the concepts and relationship between critical thinking and creative problem solving have been examined, followed by a proposal of application methods for critical thinking criteria and elements from a case example on engineering design. Furthermore, the study proposes a critical thinking-based assessment rubric for logical decision making at each stage of engineering design as well as a resulting model for engineering design report writing.

• 공학교육연구
• /
• 제24권3호
• /
• pp.42-49
• /
• 2021

This paper deals with the development and application of a 3D printing education program implemented to cultivate creative fusion-type talents required by the 4th Industrial Revolution. Specifically, the entire process developed by applying the ADDIE program development model, from 3D modeling to post-processing of printed materials, was performed individually and for each team for about 200 second-year college students for two weeks. Through this program, students develop the basic ability to apply 3D printing to the learning curriculum, the ability to solve problems through cooperative interactions between team members, and convergence thinking ability by collaborating within the team by students from various major fields. They are proved by analyzing an education satisfaction survey conducted after application of the program. In conclusion, the program of this paper presents a methodology for effective 3D printing education in universities.