대덕연구단지의 연구환경과 발전방향

노태천(Tae Cheon Rho) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.1

In this research, the establishment procedure of Taeduk-Science-Town(TST) and research environment of researchers in TST are investigated to explore the development directions in the future, The results of this study were as follows: 1) TST was constructed in the 1970`s as an R&D complex focusing on the research and development of industrial technologies for heavy and chemical industries. Through several revision of planning, TST now functions as an R&D centers for the Taejon.-Technopolis. 2) The researchers of TST show discontentment on the convenience in daily life and level of cultural life. But they are satisfied with their natural surroundings and ease of commuting. 3) The researchers of TST are content with the physical situations of R&D in TST. But they point out the difficulties in performing research projects due to poor supports of manpower and administration. 4) In order to develop the TST as a world-wide technopolis, the planners of TST should take into account the following aspects: ① expansion of cultural facilities such as general hospitals, shopping centers and recreation centers ② planning of research-aiding systems such as central scientific libraries, computer centers and central working shops. ③ establishment of information exchange center to integrate databases on researches and researchers in the research institutes, industries and universities.

한국 학생들의 기술적 교양 성취도 평가 연구

노태천 ( Tae Cheon Rho ),최유현 ( Yu Hyun Choi ),김영종 ( Young Jong Kim ),김태훈 ( Tae Hoon Kim ) 한국기술교육학회 2006 한국기술교육학회지 Vol.6 No.1

제7차 중학교 '기술·가정' 교과 교육과정 운영을 위한 교사의 양성 방안에 대하여

노태천(Tae Cheon Rho),신경구(Kyoung Koo Shin) 대한공업교육학회 1998 대한공업교육학회지 Vol.23 No.2

The purpose of this study were to investigate the teacher-education plan for the implementation of the 7th `Technology and Home-economic` subject in Korea which would start in 2001 year from middle-school first grade. The Ministry of Education(MOE) in Korea have unificated the Technology & Home - economics educational curriculum coming 2001 year for the first time. MOE will adopt this unification curriculum a new student in 2001 chronologically. There are still two problems to teach students this curriculum efficiently. One is the improvement of the condition of teacher`s actual training in college. The other problem is teacher`s training and supply new teachers to practical schools. To solve these problems, there should be a unified Technology & Home-economics department in Education College, and should have a Home-economics course at Technology deparanent, also a Technology course at Home-economics department. So new teachers can get a certification of Technology & Home-economics education.

4세기대 백제의 초강기술 (炒鋼技術)

노태천(Tae Cheon Rho) 충남대학교 백제연구소 1998 百濟硏究 Vol.28 No.-

기술과 기술인에 대한 순자의 (荀子) 생각

노태천(Tae Cheon Rho) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2

This study intends to explore the philosophical basis of technology education by examining what Xunzi(荀子:313?-238BC), a philosopher in the Age of Wars(480-221BC), thought of technology and technologists. The results are as follows: 1) Xunzi said that technologists could improve their productions and work by mastering and using Nature(天). 2) Xunzi regarded technology as an authority on a thing, and a technologist as having a thorough knowledge of one field only. 3) Xunzi made little use of technology or was not interested in its development, as shown in his stand that old technology should be preserved and used again. 4) Xunzi advocated that though technologists were of low birth, they also were educatable in manners, and that if they strived to pursue studies and manners, they could become men of character like sages(聖人). 5) Xunzi stressed that technologists should be faithfully engaged in their jobs, observing social rules and principles. 6) Xunzi suggested that technologists were expected to be employed according to law, to be placed in the right position according to status and law, and to be evaluated according to positive achievements.

공자의 기술관

노태천(Tae Cheon Rho) 대한공업교육학회 1998 대한공업교육학회지 Vol.23 No.1

This study examines Confucius and Mencius`s view of technology and technician, by generalizing their ideas of technologies and technicians. 1) Confucius and Mencius`s concept and recognition of technologies Confucius and Mencius classify technology into `Ki(器)`, `Neung(能)`, `Ye(藝)`, & `Sul(術)`, which hold modern meaning of technology. They claim that technicians should be discreet in choosing their own fields, that men of virtue should be professional in more than one field. They put being courtesy before learning agricultural technology. They also put emphasis on being faithful even to duties of low technologies. 2) Characteristics of technology and professionalism Confucius and Mencius claim that technicians should learn elaborate skills with tools, that technical works belong to experts, and that technicians should be proud of their technical works. Ruling people with justice starts only when people are proud of their fair occupations and then put in practice filial piety and brotherly love together with loyalty and sincerity. The men of virtue whom Confucius and Mencius related to are all involved with technical works. Even Confucius himself was engaged in a low official post. 3) Characters and attitudes of technicians Confucius and Mencius said that technicians should be in good environments to work with pride and to do perfect virtue, and be discreet in developing a skill and applying it. They said that technicians who make or deal with fatal weapons should be ashamed and men of virtue can rule people with justice and virtue by experiencing productive works. 4) Education of technicians Confucius and Mencius say that occupations should be stable before teaching technicians, that in the matter of teaching technologies, it is technicians who are supposed to teach at school, and that the education goes with ethics. It is important to use tools or standards with clear mind when technicians need educating.

고교 대학 산업체 연계성 강화를 위한 핵심역량에 관한 인식 조사 - 지방 C대학의 사례를 중심으로 -

노태천(Tae Cheon Rho),이소이(So Yee Lee),류승민(Seung Min Ryu),구진희(Jin Hee Gu),이영민(Young Min Lee),김용재(Yong Jae Kim),채정배(Jeong Bae Chae) 한국공학교육학회 2011 공학교육연구 Vol.14 No.1

The purpose of this study is to reinforce the relationship of high-school, university and industries. In order to achieve the object of this study, we sampled and specified the core competencies. We investigated, analyzed the cognition of high school teacher to the current curriculum of high school related to the core competencies and the cognition of industries to the current curriculum of university related to the core competencies. For the study, the literature researches was conducted about the need to university education of industry, various curriculum of high-school and university. 15 items of the core competencies were sampled. The survey was conducted, based on 15 items of the core competencies.

정약용(丁若鏞)의 [기예론(技藝論)]과 공학교육(工學敎育)의 새로운 방향(方向)

노태천,Rho Tae-Cheon 한국공학교육학회 1998 공학교육연구 Vol.1 No.1

[기예론(技藝論)](1802)에서 기술의 본질과 발달적 측면 그리고 기술을 진흥시키는 방안을 제시한 정약용(丁若鏞 : $1762{\sim}1836$)은 195년 전 한국에서는 처음으로 기술(공학)을 논하였다. 19세기를 전후하여 서양이 산업혁명을 거쳐 공업사회로 변화하고 있었던 시기에 정약용은 농업사회인 당시의 조선을 개혁하기 위한 여러 가지 방안을 제시하였다. 정약용이 제시한 기술진흥책들은 당시의 관리들에게 받아들여지지 않았지만, 당시의 사회 경제적 여건과 세계사의 흐름에서 볼 때 매우 앞선 선각자적 주장이었다. 이 글에서 필자는 정약용이 저술한 [기예론]의 내용을 중심으로 정약용의 기술관을 밝히고 미래의 공학교육에서, (1)공학(기술)의 효용적 가치, (3)공학(기술)의 발달적 측면, (4)공학(기술)의 과학기술 정책적 측면 등을 강조해야 한다고 주장하였다. Yak-yong Jung discussed technology for the first time in Korea, 195 years ago, in his [Ki-ye-lon](the Theory of Techne: 1802) in which he investigated the essence and the developmental aspect of technology and the ways to promote technology. As a man of the 19th century when the West was being transformed into an industrial society by the Industrial Revolution, Jung suggested various ways to reform his nation an agricultural society. Although they were not accepted by the Dynasty, consideration of the social and economic situation and the world history at that time shows that they were very innovative. This study aims at defining Jung's view of technology, centering around [Ki-ye-lon](the Theory of Techne), and discusses what the technological education should emphasize in the future, that is to say: mathematical and scientific principles, the utility of technology, its developmental aspect, technological policy.

홍대용과 공학교육

노태천,Rho Tae-Cheon 한국공학교육학회 2002 공학교육연구 Vol.5 No.1

홍대용은 서양의 과학기술이 수학적 원리와 정밀한 관측에 근거하고 있음을 확인하고, [주해수용(籌解需用)]이라는 수학책을 저술함으로써 수학자로 일컬을 만 하다. 그리고, 홍대용은 동양의 자연관과 우주관을 비판적으로 수용 검토하고, 서양의 과학사상에 근거하여 무한우주설을 포함한 여러 가지 진취적 과학사상을 제시함으로써, 조선후기의 자연과학자로 인정할 수 있는 업적을 남겼다. 또한, 실천을 중요시한 홍대용은 서양식 혼천의와 자명종을 이해?수용하고 기술자의 도움을 받아 제작하여, 자신의 개인관측소(籠水閣)에 설치할 정도로 기술자로서의 면모도 갖추었다. 홍대용의 과학자 및 기술자로서의 측면을 통하여, '수학적 사고, 창의적 구상, 실천적 활동' 등을 21세기 한국의 우수한 기술자를 양성하기 위한 교육방향으로 설정하여도 좋을 것으로 판단된다. The 18th century Joseon(朝鮮) science philosopher Hong Dae-Yong(洪大容, 1731-83) tried to create his own scientific system, while partially keeping the Eastern view of nature and accepting Western science and technology. Most of all, he confirmed that Western science and technology was based on mathematical principles and accurate observation and wrote a math book, [Juhaesuyong(籌解需用)]. Therefore, we have good reason to call him a mathematician. He produced so many achievements that he can be considered a natural scientist in the late Joseon era; he accepted the Eastern view of nature critically and sometimes refused it. He also suggested new and various scientific thoughts, including an infinite universe theory, on the basis of Western scientific thought. Hong Dae-Yong emphasized the importance of practice. He understood the principle of the Western Honcheonui(渾天儀) and manufactured an alarm clock with a craftsman's help. He was an excellent engineer and he set a personal observatory. Considering the level of scientific technology at that time, it is reasonable to regard Hong Dae-Yong as a 'scientific technologist in the 18th century Joseonera', well equipped as a mathematician, a natural scientist, and an engineer. In conclusion, it is with 'mathematical thinking, creative conception, and practical activities' that Hong Dae-Yong maintained throughout his life that we can set a guide to produce excellent Korean scientific technologists and engineers in the 21st century.

효율적인 문제해결자와 비효율적인 문제해결자의 기술적 문제해결 활동 비교 분석

김태훈(Tae-Hoon Kim),노태천(Tae-Cheon Rho) 한국공학교육학회 2007 공학교육연구 Vol.10 No.3

이 연구의 목적은 효율적인 기술적 문제해결과 관련 있는 특성을 구명하는 것이다. 연구의 목적을 달성 하기 위하여 대전 소재 C대학교 공과대학 재학생을 대상으로 기술적 문제해결 활동을 분석하고 효율적인 문제해결자와 비효율적인 문제해결자의 문제해결 활동을 비교하였다. 그 결과, 다음과 같은 결론을 도출하 였다. 기술적 문제의 효율적인 문제해결자와 비효율적인 문제해결자는 문제해결 활동 중에서 해결 방안 모형화하기 활동과 문제점 확인하기 활동의 소요 시간, 결과 평가하기 활동의 빈도와 소요 시간에서 차이를 보인다. 효율적인 문제해결자가 비효율적인 문제해결자보다 해결방안 모형화하기 활동과 문제점 확인하기 활동에 더 많은 시간을 소요하며 결과 평가하기 활동은 낮은 빈도와 적은 시간을 소비한다. 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 and identifying a problem cause and frequency and time consumed during evaluating a result