• Title, Summary, Keyword: Engineering education

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How to Utilize Critical Thinking in Engineering Education (공학 교육에서의 비판적 사고의 활용 방안)

  • Park, Sang Tae
    • Journal of Engineering Education Research
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    • v.23 no.6
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    • pp.27-32
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    • 2020
  • The aim of this paper is to explore various ways to utilize critical thinking in engineering education. To this end, this paper, in the light of the relationship between critical thinking and the program learning performance of ABEEK, reviews engineering design education, engineering ethics education, and engineering communication education, which are major areas where critical thinking can be utilized in engineering education. As a result, it was confirmed that critical thinking skills, especially the elements and criteria of critical thinking, can contribute to the creative problem-solving process in engineering design education, the rational decision-making process in engineering ethics education, and the effective communication process in engineering communication education.

Analysis of Elementary and Secondary School Teachers' Recognition about Engineering Education in Elementary and Secondary School (초.중등학교 교사의 초.중등 공학교육에 대한 인식 분석)

  • Kim, Young Min;Huh, Hye Yeon;Lee, Chang Hoon;Kim, Ki Soo
    • Journal of Engineering Education Research
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    • v.16 no.5
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    • pp.9-17
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    • 2013
  • The purpose of this study is to analyze elementary and secondary school teachers' recognition about engineering education in elementary and secondary school. For this, we surveyed elementary and secondary school teachers. The result of this study is as follow. First, most teachers perceived that engineering positively affect national competitiveness and development. They also found that engineering education helps student to select natural science and engineering field career. Moreover, they perceived that engineering contents are not applied in elementary and secondary schools curriculums, hence it does not stimulate interest in engineering. Therefore, they perceived that if engineering education contents are systematically applied in formal curriculum, it will have a positive effect on current engineering education. Second, most teachers perceived that roles of engineering education are to make students learn creative design and problem solving process and inform about the engineering field career. They perceived that the best grade to start engineering education is 4~6 grade in elementary school and the best way to apply engineering education is through distributing engineering education contents to related subjects. They also perceived that technology subject has the most relation to engineering education and science subjects; mathematics subject follow after.

A Search for Directions in Engineering Education Development in a Knowledge-Based Society in Terms of Engineering Ethics Education: An Exploration of Ethics Across the Living Beyond Ethics Across the Curriculum (지식기반사회 공학교육의 발전방향 탐색: EAC를 넘어 EAL로)

  • Pyun, Kyung-Hee;Song, Dong-Joo
    • Journal of Engineering Education Research
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    • v.14 no.2
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    • pp.68-75
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    • 2011
  • The purpose of this research is to search for directions in engineering education development in a knowledge-based society in terms of 'engineering ethics educatio'. Engineering ethics education, having been recognized as an inter-disciplinary research field between engineering and philosophy, is a field that has been a major issue in countries that execute engineering education accreditation. And engineering ethics education has been a peculiar research field focused on EAC(Ethics across the Curriculum). Therefore, this study has deduced several results by critically reviewing the extant EAC-related literatures. First, accomplishments by various researchers that may well quoted as the leader of engineering ethics study and education or the educational achievements of Kanazawa Institute of Technology in Japan are considerably substantial. However, the EAC discussions thus far still raise numerous barriers and unsolved issues. Second, the discussion of EAC thus far comprehends limitations such as a shortage of the recognition of inter-disciplinary study in the field of education and insufficient participation by education majors. Third, the engineering and philosophy field experts who have been leading EAC discussions have been pursuing integrated education courses either consciously or unconsciously. Fourth, EAC discussions may expand by again illuminating the intent of integrated education courses in terms of 'education and the study of education', and this new facet can be summed up with a new term, EAL, which stands for 'Ethics across the Living.'

An Integrative Literature Review on Gender in Engineering Education (공학교육에서의 성별에 관한 통합적 문헌 고찰)

  • Heo, Sejin;Jeon, Gwangil;Han, Kyungsook;Shin, Junyoung
    • Journal of Engineering Education Research
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    • v.20 no.2
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    • pp.19-30
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    • 2017
  • This paper investigated how three representative domestic and international engineering education journals explored societal supports contributing to retention and persistence in engineering, especially among women. An integrative literature review of engineering education journals was carried out to identify the flow of research and practice of engineering education for females. The findings indicate that retention and persistence of women in engineering is closely relevant to issues of diversity management, collaboration competency, and self-leadership.

Analysis of Research Trend in Journal of 'Engineering Education Research' ('공학교육연구' 논문지의 공학교육 연구 동향 분석)

  • Rho, Tae Cheon;Kim, Young Min;Choi, Sun-Mi;Hwang, Min-Jeong
    • Journal of Engineering Education Research
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    • v.16 no.1
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    • pp.45-53
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    • 2013
  • The Korean Society for Engineering Education (KSEE) has been conducted scholarship meeting, workshop, and publicated academic journal, Engineering Education Research, since 1998. Kim Jin-soo analysed 'Engineering Education Research' on methods of research and contents. However, there are an in crease in quantity since then, it needed to analyse and arrange. This study analysed all 417 papers which were published from 1998 to 2012. The conclusion is as in the following. First, the number of collections published has been increasing up to 6 per year. 75.5% of the lead author's institution are universities, and Engineering Education Innovation Center researcher has been increasing steadily up to 8.9%. Research about Engineering Education Methods and Programs are being mostly studied. Apart from classified field in this, a study on the psychological characteristics of technology students are being steadily researched. In papers, the literature/development research method is used the most frequently (54.6%), the research study (39.9%) is the next and the experimental research method (5.5%) is followed by. Since 2006, study using the experimental research method is the growing lately. Second, characteristic of study between institution of lead author, a field of study, a number of study and methods of research by cross analyzing. The result is as in the following. In case of university and Engineering Education Innovation Center researcher studied much more about Engineering Education Methods and programs, research laboratory researcher tend to study about Engineering Educational Philosophy and Policy. Also, foreign researcher tend to introduce Engineering Education Example and Lecture. In case of university and foreign researcher used the literature/development research method frequently. Engineering Education Innovation Center and research laboratory and school researcher used the research study much more. There is no difference between a field of study and research methods. Finally, research strategies and new direction for improving the engineering education journal's papers at the section of discussion and suggestion were suggested.

Direction for the Reform of Liberal Education in Engineering in an Era of Convergence (융합시대 공학교양 교육개혁의 방향과 과제)

  • Han, Kyong-hee;Ko, Dong-hyun;Choi, Moon-hee
    • Journal of Engineering Education Research
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    • v.19 no.2
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    • pp.14-25
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    • 2016
  • This study deals with how liberal education in engineering could be positioned properly in an era of convergence. Disciplines of Engineering has long been focusing on engineer as a 'technical profession' and the liberal education as an accessory to major study has been left behind. Under this understanding, the topic of 'convergence' in the 21th century engineering is hardly to find its way to the establishment into engineering education. This study suggests a direction for the reform of liberal education in engineering, which is expected to overcome the distinction between professional and non-professional aligned with major education and liberal one. For the reform, introducing and developing contents and methodologies considering convergence would open the door of engineering education to interdisciplinary study and to 'open-profession'. Next, the problem solving model in education will be very effective for learners to define the problem, to utilize various knowledges and to lead to meaningful solution. Lastly, we emphasize the changing context of liberal education and it is necessary to integrate 'technology literacy' into liberal education in relation to major study.

Analysis and Suggestion on Experiment Education in Mechanical Engineering of Universities in USA (미국 대학 기계공학 실험교육 분석 및 제안)

  • Park, Chan-Il
    • Journal of Engineering Education Research
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    • v.15 no.2
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    • pp.46-51
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    • 2012
  • This work investigated experiment education in mechanical engineering of universities in USA. Through the investigation, characteristics of each university were analyzed. Finally, the study suggested new contents of experiment education, full-time professors and staffs for experiment, cooperation with design and experiment education, and incentive for the development of experiment education.

College of Engineering Students' Perception on Creativity Education (공과대학 학생들의 창의성교육에 관한 인식)

  • Lim, Cheol-Il;Kim, Young-Jon;Kim, Dong-Ho
    • Journal of Engineering Education Research
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    • v.15 no.2
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    • pp.30-37
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    • 2012
  • There have been various educational approaches to foster students' creativity in engineering colleges, but little has been conducted based on empirical study results of students' perception on creativity education. This study aims to explore the students' perception on creativity in engineering such as characteristics of creative engineers, the level of individual or group creativity and creative education in engineering colleges. According to the survey results of 538 respondents, engineering students considered three factors such as 'innovative driven', 'eager for high intellectuality', 'activity expression' as characteristics of creative engineer. They evaluated both of individual or group creativity levels as subnormal. They perceived the importance of creativity education, but were not satisfied with current creativity educational experiences. They pointed out 'limited supports of nation or organization', 'credit system decided by the paper-based exam', 'non-systematized creativity classes' as impending factors for creativity in engineering education. Students suggested 'securing the budget for practice and field participation', 'changing of perception on creativity education itself', 'developing the creativity classes combined with engineering subjects' as fostering factors in creativity education. This studdy suggests several implications of educational approaches to creativity education in engineering colleges.

Engineering design education utilizing critical thinking (비판적 사고를 활용한 공학 설계 교육)

  • Park, Sang Tae;Kim, Jedo;Yoon, Sung Ho
    • Journal of Engineering Education Research
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    • v.23 no.6
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    • pp.51-59
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    • 2020
  • ABEEK's professional liberal arts education reflecting critical thinking, has been well received by professors and students in the engineering discipline. Also, the demand for further utilization of critical thinking within the engineering curriculum is increasing. To meet such demand, there is a need for experts in the area of critical thinking education and engineering education to come together and search for the most effective method in using critical thinking in engineering design education courses. In this paper, we were able to confirm, through specific application cases, that the problem-solving process of critical thinking can be effectively transferred to an engineering design process, and the elements and criteria of critical thinking can be used as a successful design tool. Also, we explore the possibility of further improving engineering education on the basis of critical thinking.