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EEIC 공학교육정보센터

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공학소식 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
대학정보 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
연구정보 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
혁신센터정보 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
캡스톤디자인 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
산학협력정보 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
공학네트워크 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
정보센터 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다
마이페이지 - 공학교육정보센터는 공학교육 관련단체간의 적극적인 협력 체제를 구축하기 위한 지식허브 역할을 감당합니다

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  • 공학교육연구 표지 공학교육연구

    발행연도 2018년 1월

    권호 21권  1호

    ISSN 1738-6454

공학교육연구 : 2018년 05월 / 21권  3호

  • 측면 에어 가이드 트랙을 이용한 새로운 운동마찰계수 측정 장치의 개발

    저자남형주

    학술지공학교육연구21권 3호 12~19p / 2018년 05월

    조회수78

    In this study, a new experimental device was developed for measurement of the coefficient of kinetic friction using a photo gate timer
    system which have advantages of easy and accurate detection of motion. This device, consisting of a side air-guide track and a side
    friction-free glider, forces a friction sample to move in a straight line without producing unnecessary friction. The new device is compared
    to two conventional measuring methods of friction for four different friction samples: one is using a camera system and the other is
    using a force sensor. It is demonstrated that the developed friction device in this study is easier to operate and produces the most
    accurate and the least deviating results among them. On the basis of these results, we propose that friction experiment using the new
    friction device is included in general physics experiment, so that engineering students should have a chance to get correct understanding
    of classical mechanics including friction phenomenon.​

  • CDIO 기준과 한국 공학교육 인증기준의 비교

    저자이희원

    학술지공학교육연구21권 3호 3~11p / 2018년 05월

    조회수98

    The Conceiving-Designing-Implementing-Operating (CDIO) initiative is a worldwide organization with members from over 120 institutions
    for higher education, and it provides an innovative educational framework for producing the next generation of engineers. This paper
    compares the CDIO standards and syllabus to the accreditation criteria of Accreditation Board for Engineering Education of Korea,
    ABEEK to identify similarities and differences and to find points of improvement for ABEEK criteria. It is found that the basic concepts
    of ABEEK criteria correlates well with those of CDIO standards, while the CDIO standards and syllabus provide more detailed and
    well-defined guidelines for engineering programs. Finally, some discussions are presented on the differences between the two educational
    models, a voluntary-based CDIO model and an accreditation-based ABEEK model.​

     

  • 인적자본기업패널(HCCP)을 활용한 이공계 졸업자의 산업 및 직종별 인적자원개발 비교 분석

    저자박문수,유광민

    학술지공학교육연구21권 2호 60~66p / 2018년 03월

    조회수124

    This study aims to compare human resource development by industrial and occupational characteristics of science and engineering
    graduates. To achieve research objectives, this study analyzed whether differences exist in human resource development, such as participation
    in vocational training, wage levels, and cuture of talened person preference, by industrial and occupational characteristics. The results
    showed that workers in engineering fields received more benefits and support compared to those in non-science and engineering field
    occupations at the quantitative statistics of vocational training and wage levels. On the contrary, according to the qualitative statistics,
    workers of non-science and engineering field have a culture of talented person preference compared to those in science and engineering
    occupation.​

  • 메이커 교육 운동의 이론적 기초: 메이커 운동의 학습 이론과 교육 사상

    저자성의석

    학술지공학교육연구21권 2호 51~59p / 2018년 03월

    조회수155

    The author investigated the momentum of the maker movement and its educational implications with the following four research questions:
    1. What is the maker movement? 2. What is the nature of our societal interest in the maker movement? 3. Which learning theories
    are associated with the maker movement? 4. What are the educational implications of the maker movement? The author reviewed
    the history of education in terms of the maker movement and concluded that Papert’s learning-by-making approach provided a theoretical
    foundation of the maker movement. The maker movement aims to engage participants in Do-It-Yourself(DIY) activities, the spirit
    of tinkering, and a hands-on approach. Also, the maker movement meets the educational demands of fostering students’ 21st-century
    abilities and technological literacy. Lastly, the author anticipated the issues that may arise following the introduction of the maker
    movement in K-12 schools. In conclusion, the author discussed the challenges of the school maker education movement and suggested
    the bottom-up approach to utilize the school resources of technology and engineering education.​

     

  • 4차 산업혁명 시대 한국형 메이커 교육의 방향성 탐색

    저자변문경,최인수

    학술지공학교육연구21권 2호 39~50p / 2018년 03월

    조회수145

    In the 4th industrial revolution, the maker movement is spreading around the world with the fusion of advanced technology with
    product manufacturing. Already in developed countries such as the US and Japan, the emphasis is on maker education that integrates
    education into traditional makers' movement. Through this, we are fostering young talents who will lead the fourth industrial revolution
    era. Domestic maker education is mainly performed in the maker space, and is limited to the IT field using Arduino and App-Inventor.
    Therefore, it has the limitation of fostering IT-oriented makers. Therefore, it is affecting the proliferation of the maker's movement
    because of the difficulty of participation of the general public. The purpose of this study was to understand the characteristics of
    maker 's movement and to suggest the direction of Korean maker education. In order to accomplish the purpose of research, we
    analyzed the case of convergent maker education at D Creation Economic Innovation Center, which combines IT and culture technology.
    We conducted a case study on maker education(VR production project, electronic publishing, beads craft, leather craft, IoT) which
    was held from July 8 to August 30, 2017 five times. We conducted interviews with five preliminary makers who participated in
    all the courses of the education, and five instructors who acted as professional makers with pre- developed questionnaires. The results
    of the study were derived by applying the Thematic Analysis method after opening the contents of the interview. Based on the results
    of the study, we could suggest characteristics of Korean makers and future direction of maker education.​

     

  • 창업교육이 공과대학생의 진로결정에 미치는 영향에 관한 연구

    저자김유신,성창수,박주연

    학술지공학교육연구21권 2호 28~38p / 2018년 03월

    조회수161

    This study aims to investigate the effect of design thinking-based STEAM program for primary and secondary students. The design
    thinking-based STEAM program dealt with advanced scientific technology issues and it consisted of 8 topics. A questionnaire
    was developed to explore the change of Science concept awareness, Interest, Self-efficacy, Career consciousness of students
    through the program. The questionnaire consisted of following 4 areas, such as ‘Science concept awareness’, ‘Interest’, ‘Career
    consciousness’ and ‘Self efficacy’. Pre-post test was conducted to 75 primary and secondary students. As a result of analyzing
    post-test compared to pre-test, ‘Science concept awareness’, ‘Career consciousness’ and ‘Self efficacy’ of students were improved.
    And the ‘Interest’ wasn't changed significantly. Through this research, it can be suggested that the design thinking-based STEAM
    program can be useful at school education to improve the Science concept awareness, Career consciousness and Self-efficacy
    of primary and secondary students. It is also proposed that further research of the various areas of interest and other affective
    variables will be needed.​

     

  • 공과대학생의 창의공학설계능력 교육요구도 분석

    저자박신영,이윤소,김경언,강승찬

    학술지공학교육연구21권 2호 17~27p / 2018년 03월

    조회수167

    The purpose of this study is to develop and implement engineering education program by drawing out the educational needs creative
    engineering design ability. The importance and current level of creative engineering ability were surveyed and analyzed by using
    29 sub - factors of creative engineering design ability presented by Kim Dae young et al(2006). from 234 engineering students in
    6 universities. As a result, students recognized that all items of creative engineering design ability were important, and their level
    was generally recognized. The educational needs for creative ability and creative problem solving ability was high and the educational
    needs for creative engineering design project was relatively low. Based on these results, it is necessary to develop an educational
    program to enhance creative engineering design ability by considering learner’s perception and professional and industrial recognition.​

     

  • 예제를 통해 본 학부 기계공학 교육에서 열역학 법칙의 소개 순서에 대한 논평

    저자박경근

    학술지공학교육연구21권 2호 3~6p / 2018년 03월

    조회수196

    A few thermodynamics texts are commonly found to have unrealistic example problems in which the process violates the second
    law of thermodynamics. This error would result from presentation order in the text which introduces first the first law for cycles,
    systems, and control volumes and then the second law later. In the presentation order, the example problems deal only with the first
    law without telling whether the process violates the second law. To correct this erroneous situation, it could be recommended to
    present the first law and the second law successively so that both laws could be applied simultaneously to the given example problems.​

     

  • 태극 패턴 DNA 행렬 코드의 평형과 불평형 해석

    저자김정수,이문호

    학술지공학교육연구21권 1호 77~89p / 2018년 01월

    조회수278

    The chromosomes of all the world are the same in all 24 pairs, but the key, skin color and appearance are different. Also, it is

    the resistance of adult disease, diabetes, cancer. In 1953, Watson, Crick of Cambridge University experimentally discovered a DNA

    double helix structure, and in 1962, They laureates the Nobel Prize. In 1964, Temin, University of Wisconsin, USA, experimentally

    identified the ability to copy gene information from RNA to DNA and received the Nobel Prize in 1975. In this paper, we analyzed

    24 pairs of DNA chromosomes using mathematical matrices based on the combination order sequence of four groups, and designed

    the Taegeuk pattern genetic code for the first time in the world. In the case of normal persons, the middle Yin-Yang taegeuk is

    designed as a block circulant Jacket matrix in DNA, and the left-right and upper-lower pairs of east-west and north-south rulings

    are designed as pair complementary matrices. If (C U: A G) chromosomes are unbalanced, that is, people with disease or inheritance

    become squashed squirming patterns. In 2017, Professor Michel Young was awarded a Nobel by presenting a biological clock and

    experimentally explained the bio-imbalance through a yellow fruit fly experiment.This study proved mathematical matrices for balanced

    and unbalanced RNA​ 

  • 융합 교과목 개발방법에 관한 연구 - 기계공학과 인간운동과학의 융합 -

    저자이건상

    학술지공학교육연구21권 1호 66~76p / 2018년 01월

    조회수297

    In order to facilitate the process of designing a fusion curriculum, this study used the learning outcomes presented in KEC2015 to

    design a fusion goal dimension. The three dimensions of fusion education in the fusion curriculum framework are fusion goals, fusion

    approach and fusion context. As a result of examining the curriculum learning activities in order to confirm that the developed curriculum

    meets these three dimensions, it can be confirmed that it contributes relatively evenly to the fusion goal, fusion approach and fusion

    context dimension. In addition, it provides a procedure to develop the fusion curriculum through the concrete procedures and examples

    from the design to implementation of the developed fusion curriculum, and to confirm the result of the fusion dimension.​