학술지공학교육연구22권 2호 61~70p / 2019년 03월
This paper deals with a ‘Designeer’ education program that has a specific objective of educating design to undergraduate students in
mechanical engineering with the aim of enhancing their ability of collaboration with designers when they are going to work in the
field after graduation. The entire curriculum of the Designeer education program is introduced first, the end of which two-semester
Capstone Design Courses for senior students is offered to let them practice all the knowledge and skills in a project-based learning
environment. Learning specific matters such as sketching & visual thinking, prototyping and user experience design is one thing and
practicing those knowledge and skills into a Capstone Design project is another. At this point, design thinking process needs to be
in place to give students a foresight of one-year journey and to ensure that they will produce a desirable, feasible and viable product
at the end of the year when they define the right problem at the beginning. Their frustrations and discoveries while applying design
thinking throughout the year is explained by taking an example of a Robot Vacuum Cleaner design project. Finally, we provide real
examples of effective methods to practice divergent and convergent phases.
저자Kimihide, Tsukamoto,김윤해,Yasuyuki, Shii
학술지공학교육연구22권 2호 55~60p / 2019년 03월
Colleges of technology in Japan are characterized by specialized education starting from the first grades aged fifteen, making it particularly
important to provide motivation for specialized subjects. The most difficult thing for teachers in the technical college is giving the
motivation to a professional education to the lower grades who don't know the technology and engineering. Teachers tried to use and
make a suitable example or an education material for their lecture. The generation gap with students makes it difficult for teachers
to use examples of objects that students are actually familiar with in their daily life. To compensate for the generation gap with students,
we asserted that education for lower grades should adopt the perspectives of students in higher grades. The relative closeness in age
of lower and higher grades helps reduce the generation gap with students, which is advantageous in that teachers can share the perspectives
학술지공학교육연구22권 2호 46~54p / 2019년 03월
The purpose of this study is to discuss the current status and limitations of convergence education in universities and to explore new
possibilities of engineering convergence education by analyzing characteristics and cases of self - design semesters as convergence education.
As a result of this study, it was found that the education for fostering convergence ability is insufficient for the viewpoint of education.
The types of convergence education could be classified into three categories. However, the concept and paradigm of convergence education
has not been established precisely because it is made in a 'top-down' manner by the government. In addition, there was a limit of
the lack of a foundation to operate the convergence education. However, A university's self-design semester, it shows the possibility
of cultivating the overall convergence ability by giving autonomy and subjectivity to learners and through the acquisition of contextual
knowledge and the ability of collaboration.
학술지공학교육연구22권 2호 36~45p / 2019년 03월
Capstone design is a subject taught in a setting where students gather in a team, decide on their own selected topic, and collaborate
with one another to perform a project. A fair assessment is very important in a team project-based capstone design course for students.
Many instructors agree that harmonizing creative evaluation and outcome assessment is hard in capstone design class. In also, it is
not easy to assess students’ individual efforts and achievements fairly in accordance with team-based assessment practices. To resolve
this issue in this paper, we have surveyed various engineering design education methodologies, and have modelled existing evaluating
elements into a modified creative process and outcome assessment framework for team project assessment. In particular, we focused
on a method of fairly assigning credits by combining team based and individual-level assessments. Analyzing students’ achievement
and grade evaluation and verifying the validity of the proposed method was performed.
학술지공학교육연구22권 2호 28~35p / 2019년 03월
TRIZ has been widely promoted as an effective methodology to solve engineering problems. Many people wonder if the methodology
based on the solutions which resolved technological contradictions more than a half-century ago still works well. To answer the question,
the usage of TRIZ 40 inventive principles for the awarded patents of the Korea Invention Patent Exhibition from 2011 to 2017 is
analyzed. The result shows that the inventive principles can be applied to a variety of engineering problems in different industries.
In addition, there are crucial inventive principles which applied frequently regardless of industry categories.
학술지공학교육연구22권 2호 16~27p / 2019년 03월
In order to note some points necessary for developing the cornerstone design course concentrating on conceptual design through that
students acknowledge that engineering design is not to make things but to produce knowledge not only meet requirements of clients,
users, and stake holders but also to solve problems, this paper describes the contents for the course that covers conceptual design as
well as embodiment design, explains some ways and tools both for guiding students and for asking for study of lecture materials, and
discuss things to be considered when faculty designs the course.
학술지공학교육연구22권 2호 3~15p / 2019년 03월
This study analyzed the evaluations of instructors and experts on flipped learning-based engineering in order to suggest improvement
strategies. This study was conducted with 8 engineering courses which participated in the flipped learning course development project
of C university from 2017-2018. As a result of the analysis, the instructors and experts pointed out that the pre-learning was not performed
and checked effectively. In this regard, the instructors suggested the students' burden of pre-learning, the lack of understanding about
flipped learning, and the experts suggested the lack of instructional strategies to facilitate pre-learning. In addition, the instructors and
the experts pointed out that the courses were still instructor-centered. The instructors evaluated that they operated the instructor-led
course by themselves. In addition, the experts suggested that there was not enough instructional strategies to activate the learner-centered
activities. The number of the students and the lecture room environment that were not appropriate for the learner- centered class were
the evaluation opinions of both the instructors and the experts. In addition, the professor suggested the lack of understanding and preparation
of the flipped learning of the instructors and the learner as the main opinion, and the experts pointed out that the online learning system
and classroom was not linked for pre-learning, classroom learning, and the post-learning. Based on these results, suggestions for improvement
of flip learning based engineering course were suggested.
학술지공학교육연구22권 1호 55~60p / 2019년 01월
This paper deals with the process and requirements of a capstone design project performed by undergraduate students. We discuss about
the preliminary study for the capstone design, the derivation of a subject, the level descriptor of the subject, and the system requirements.
And then, we summarize the results of the capstone design project entitled as Microsoft Azure based IoT (Internet of Things) system
which is performed by 4 undergraduate students during 10 months. This system is composed of a Zigbee sensor network, the TCP/IP
Internet, an IoT server, and a smartphone application program, with which we can gather the sensor data and control actuators at the
far away area.
학술지공학교육연구22권 1호 48~54p / 2019년 01월
This study examined the effects of free writing in writing class targeted for engineering students on their writing skills. To assess the
effects, we have asked 100 engineering students from writing class to write free writing, classifying them as the test group(N=50) and
the control group(N=50). We have also compared their learning effect, their writing ability, and learning satisfaction via pre and post
intervention surveys. The results showed higher change in learning effect, interest in writing, learning attitude, writing ability, learning
satisfaction in the test group compared to the control group. This positive change proves that free writing is a significant teaching
method in writing class for engineering and science students.
학술지공학교육연구22권 1호 39~47p / 2019년 01월
This study aims to suggest a model and instructional strategies for a flipped classroom using First Principles of Instruction in engineering
education in order to organize teaching and learning activities in a flipped classroom. For this purpose, the authors analyzed the literature
on the flipped classroom in engineering education and on applying First Principles of Instruction in designing flipped classroom. Then,
a framework of flipped classroom employing First Principles of Instruction and instructional strategies were suggested. Two experts
examined the validity of the model and of the instructional strategies, and the final version was completed reflecting on those feedback.
Since engineering education aims to teach procedural knowledge as well as conceptual knowledge, different instructional strategies upon
two types of knowledge were presented. The implication of our work is to illustrate the model and tactics for flipped classroom based
on the Merrill’s deeply rooted pedagogical approach. This study may contribute to practice in engineering education.