• Title/Summary/Keyword: 기술적 문제해결

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A Comparative Analysis of Effective and Ineffective Problem Solver's Technological Problem Solving Activity (효율적인 문제해결자와 비효율적인 문제해결자의 기술적 문제해결 활동 비교 분석)

  • Kim, Tae-Hoon;Rho, Tae-Cheon
    • Journal of Engineering Education Research
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    • v.10 no.3
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    • pp.93-108
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    • 2007
  • The purpose of this study is to investigate characteristics which are related with effective solution of technological problems. For this, an effective problem solver and an ineffective problem solver have been compared in terms of the problem solving activity with a population of students who are enrolled in College of Engineering, C University in Daejeon. As a result, this paper can be concluded as follows: An effective problem solver differs from an ineffective problem solver in terms of time consumed during problem solution modeling a problem solution identifying a problem cause and frequency and time consumed during evaluating a result.

The changes of Students through Technological problem solving Hands-on Activity in Technology Education of Middle School (중학교 기술교육에서 기술적 문제해결 체험활동을 통해 나타나는 학생들의 변화)

  • Kim, Ji-Sook;Yi, Sang-Bong
    • 대한공업교육학회지
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    • v.40 no.2
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    • pp.175-195
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    • 2015
  • This study is aimed at exploring the educational meaning of cooperative hands-on activity in the technology subject from the perspective of a student who is an education consumer. For this purpose, this study selected 12 first year student of a middle school located at G City of Gyeonggi-do Province as research participants through purposeful sampling, and conducted an in-depth interview and group discussion based on stimulated recall questionary techniques. This study utilized area analysis, classification analysis and component analysis as a data analysis method, and secured the verity of the research through the examination between research participants and triangulation. As a result of this research work, it was found that the cooperative hands-on class in the technology subject had the meaning of 'Space between a burden and excitement about the technical making', 'Clue and ignition point of technological problem solving', and 'Self-discovery through Technical capability'. To be more concrete, 'Space between a burden and excitement about the technical making' means that students, whose usual school record is excellent, felt great psychological burdens of performance assessment, but their pre-experience and interest in 'Making' induced them to feel exhilaration of hands-on activity. 'Clue and ignition point of technological problem solving' means that students get to make much of the understanding & formation of the relationship with teammates in the process of resolving an unfamiliar hands-on activity task and to have the continuous problem-solving ability. 'Self-discovery through Technical capability' means that students get to realize the importance of learning experience of one's own making through hands-on activity learning, which could be the opportunity to meet the operant demands of the inner side. This study hopes that such results could be utilized as the basic data needed for designing the hands-on activity education in the technology subject more meaningfully and systematically for the time to come.

The Effect of Scratch Programming Education for Middle School Students on the Information Science Creative Personality and Technological Problem Solving Tendency (스크래치 프로그래밍 교육이 중학생의 정보과학 창의적 성향과 기술적 문제해결 성향에 미치는 영향)

  • Kim, Ki-Yeol
    • 대한공업교육학회지
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    • v.41 no.2
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    • pp.119-133
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    • 2016
  • This study is aimed at verifying the effect of scratch programming education for middle school students on their information science creative personality and technological problem solving tendency. The results of such study can be used as basic data for raising 'future creative talents' armed with problem-solving capability they honed in software education. The results of this research are as follows. First, a statistically significant difference was confirmed between ex ante and ex post samples in a t-test which was performed to verify information science creative personality of the middle school students (t(37)=4.305, p<.01). Their information science creative personality was high in the average score as it dropped from 3.00 in the ex-ante test to 2.51 in the ex post test. It was confirmed that the education of scratch programming influences information science creative personality for middle school students positively, suggesting that middle school students are interested in new problematic situations they found in information science and discover new problem-solving methods in the programming education, thereby showing positive feedback in the education performance. However, it was revealed that the middle school students were unable to immerse themselves in the scratch programming course completely and change their psychological states. Second, a statistically significant difference was confirmed between ex ante and ex post samples in a t-test which was performed to verify their technological problem solving tendency (t(37)=3.074, p<.01). Their technological problem solving tendency was high in the average score as it dropped from 4.06 in the ex-ante test to 3.55 in the ex post test. It was confirmed that the education of scratch programming influences technological problem solving tendency for middle school students positively: they understood problems associated with technology, explored diverse breakthroughs for the identified problems and assessed and improved resolutions. Third, a moderate correlation was confirmed between their information science creative personality and technological problem solving tendency (r=.343, p<.05). Therefore, it is judged that the middle school students who took scratch programming education demonstrated its influence in the correlation between the imagination for problem solving, positivity in the information science creative personality and the confidence for problem solving in the technological problem solving tendency.

The Relation between Gender and Multiple Intelligence and Technological Problem Solving Ability of Middle School Students (중학생들의 성별에 따른 다중지능과 기술적 문제해결력과의 관계)

  • An, Gwangsik;Choi, Wonsik
    • 대한공업교육학회지
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    • v.31 no.2
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    • pp.64-82
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    • 2006
  • This study investigated what effects multiple intelligence, through which the diverse intelligence abilities of a learner are identified, has on technological problem solving ability according to sex. And it was carried out to present a way to reduce the gap between boys and girls in technological problem solving ability. The subject was 833 middle school students in the third grade (boys: 423, girls: 410) whose schools are located in a megalopolis or more large area. And the instruments developed by Yong-Lyn Moon(2001) and in CRESST(1998) were used. The results of this study are as follows. First, it appeared that there were statistically meaningful differences at six items in multiple intelligence between boys and girls. The six items were bodily-kinesthetic intelligence, logical-mathematical intelligence, naturalistic intelligence, musical intelligence, interpersonal intelligence, and introspective intelligence. Second, in technological problem solving ability, it appeared that boys and girls showed statistically meaningful differences at self-regulation and problem solving strategy. Third, it appeared that logical-mathematical intelligence, linguistic intelligence, introspective intelligence, and natural intelligence had an effect on boys in the way of self-regulation and logic-mathematical intelligence, introspective intelligence, naturalistic intelligence, and linguistic intelligence did on girls. Fourth, it appeared that logical-mathematical intelligence, musical intelligence, and bodily-kinesthetic intelligence had an effect on boys in the way of problem solving ability and linguistic intelligence and musical intelligence had on girls. Fifth, it appeared that logical-mathematical intelligence did an effect on both sexes in drawing up the understanding of contents. On the basis of the results of this study, the area related to multiple intelligence directly or indirectly should be developed in the course of designing the primary and secondary curriculums to reduce the gap between boys and girls in multiple intelligence. With these efforts, the scholastic attainments gap caused by the difference of multiple intelligence will be overcome.

Development and Effect of Biomimicry Robot Education Program based on Technology Education (기술 교육 기반의 생체 모방 로봇 교육 프로그램 개발 및 적용 효과)

  • Kim, Sung-Ae
    • Journal of Convergence for Information Technology
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    • v.9 no.4
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    • pp.109-117
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    • 2019
  • In this study, it developed and applied a biomimicry robot education program based on technology education, and to examine its effects. To do this, We were developed a biomimetic robot education program and was applied to gifted education in the technology fields to examine changes of the effects along with satisfaction. The results are as follow: First, the biomimicry robot education program conducted over 15 hours in total, comprised of technological problem solving steps. Second, satisfaction as a quantitative research of this program was higher than average, and as a qualitative research also showed positive satisfaction. Third, the changes in the propensity for technological problem solving and attitudes toward robots were statistically significant after participation in the program.

An Analysis of the Correlation of Engineering Education Major College Students' Technological Problem Solving Tendency between Technological Problem Solving Capability (공학 교육 전공 대학생의 기술적 문제 해결 성향과 기술적 문제 해결력 간의 상관 관계 분석)

  • Jo, Han-Jin;Kim, Taehoon
    • Journal of Engineering Education Research
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    • v.16 no.6
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    • pp.38-44
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    • 2013
  • This study has the purpose to identify the correlation of engineering education major college students' technological problem solving tendency between technological problem solving capability. To that end, the technological problem solving tendencies of 79 students enrolled in engineering education related department in college of education, 'C' University located in Daejeon metropolitan city were examined, and the correlation of technological problem solving tendency between technological problem solving capability was analyzed through measurement of technological problem solving capability. As for the correlation among problem solving confidence a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4 and result average. As for the correlation among approach-avoidance tendency a sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 5 and result average. As for the correlation among self-control recognition degree the sub-element of technological problem solving tendency and technological problem solving capability, positive correlation was found in result 1, result 3 and result average. As for the correlation among problem solving tendency and technological problem solving capability, positive correlation was found in result 3, result 4, result 5 and result average.

Sound Field Control System for Multipurpose Halls (다목적 홀의 음장 가변 시스템)

  • Kang Sung-Hun;Lee Jai-Won
    • Proceedings of the Acoustical Society of Korea Conference
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    • pp.283-286
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    • 2001
  • 본 논문은 전기적으로 음장을 가변하여 청감적 인상에 변화를 주는 실험 결과를 기술하였다. 본 실험은 마이크로폰으로 무대의 음원을 수음하고 잔향기로 옆방향 반사음과 잔향음을 각각 생성하여 스피커로 출력하였다. 실험 결과 실내의 청감적 인상이 개선됨을 확인하였다. 또 음원 수음 시 발생하는 하울링, 실내 잔향과 다른 스피커의 음색, 잔향기에서 발생하는 음색 변조 둥 기술적 문제를 해결하였다.

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The Relationship between the Multiple Intelligence and the Technological Problem Solving of Middle school students (중학생들의 다중지능과 기술적 문제해결력과의 관계)

  • Ryu, Seong-Min;Ahn, Kwang-Sik;Choi, Won-Sik
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.37-45
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    • 2005
  • The purpose of this study is to find out the relationship between the Multiple Intelligence and the technological problem solving and the differences between the two. There were a group of 200 third grade middle school students that were comprised of 100 boys and 100 girls and what the difference is exited between the boys and the girls. To measure the students' Multiple Intelligence, MI(Multiple Intelligent)Test designed by Youngrin, Moon was used. As the testing instrument of the Technological problem Solving, we use the test developed by National Center for Research on Evaluation, Standards, and Students Testing(CRESST). The results were; First, In comparison with the boys and girls' multiple intelligence part, there were individual differences in musical intelligence, bodily-kinesthetic intelligence, logical-mathematical intelligence, and naturalistic intelligence of multiple intelligence. Second, In comparison to the technological problem solving part, there were individual differences in self-regulation and there was a mild difference in understanding of the contents. Third, The multiple intelligence related with the self-regulation is continuous with logical-mathematical intelligence, intra-personal intelligence and linguistic intelligence. Fourth, The multiple intelligence related with the technological problem solving strategy is continuous with logical-mathematical intelligence and musical intelligence. Fifth, The multiple intelligence related with the understanding of the contents is continuous with the logical-mathematical intelligence and naturalistic intelligence. To improve the students' technological problem solving ability, it is required the development of the curriculum which focus on the improvement of logical-mathematical intelligence, musical intelligence, intra-personal intelligence, linguistic intelligence and naturalistic intelligence of the students.

The relationship between a cognitive styles and a technological problem solving among the industrial high school students (공업계 고등학교 학생의 장독립·장의존 인지양식과 기술적 문제해결과의 관계)

  • Lee, Chang-Hoon;Kim, Ki-Soo
    • 대한공업교육학회지
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    • v.30 no.1
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    • pp.46-55
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    • 2005
  • The purpose of this study is to contemplate the relationship between a cognitive styles(field-independence/dependence, Fl/D)and a technological problem solving(TPS) among the industrial high school students. When it comes to perception, remembrance and consideration, we all have our own individual and steady patterns. We call them cognitive styles. FI/D is one kind of cognitive styles and it is about how dependently we perceive the field which each object has. Custer(1995) presented the technological problem among problem solving existed in various types as organizing it with four conceptional frames, which are invention, design, trouble shooting and procedures. We tested 56students belong to B industrial high school in A city, Korea. We used Group Embedded Figures Test(GEFT) to experiment the FI/D cognitive styles. We also did the TPS test by using an appliance which a researcher has developed. The appliance was made according to the technological problem and its validity was justified by an expert. We came up with a correlation coefficient between the FI/D cognitive styles and TPS to figure out what kind of relationship those two variable factors have and how much they are correlated each other. The correlation coefficient turned out ".59" which means they have significant and positive correlation.To find out the TPS difference between FI group and FD group, we compared each group's TPS score. As a result of the analysis, the FI group's TPS score is significantly higher than FD group's one.

A Study on The Correlations between Strategies of Technological Problem Solving and Variables related with Self-Regulation of Students in Engineering College (공과대학생의 기술적 문제해결 전략과 자아조절 관련 변인과의 상관 연구)

  • Kim Tae-Hoon
    • Journal of Engineering Education Research
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    • v.8 no.2
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    • pp.64-83
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    • 2005
  • The purpose of this study is to investigate the correlations between technological problem solving strategies and variables related with self-regulation of students in engineering college. The subjects for this study are 120 students from engineering college. After using the problem solving strategy task and self-regulation questionnaire, they were classified into two groups, upper 25% group and bottom 25% group. The data was analyzed using the SPSS 10.0 for windows. The statistical technique used for data analysis was Pearson's correlation coefficient and t-test. The major conclusions of this study are as follows. Frist, there is positive correlation between strategies of design and self-efficacy & planning. Second, there is positive correlation between strategies of trouble shooting and self-monitoring, planning and effort. Third, especially self-efficacy, one of the self-regulation subvariables, directly affects on technological problem solving strategies.