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

편경희,송동주 한국공학교육학회 2011 공학교육연구 Vol.14 No.2

The purpose of this research is to search for directions in engineering education development in a knowledge-based society in terms of ‘engineering ethics education’. 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.’

지식기반사회 공학교육의 발전방향 탐색: EAC를 넘어 EAL로

편경희(Kyunghee Pyun),송동주(Dong Joo Song) 한국공학교육학회 2011 공학교육연구 Vol.14 No.2

The purpose of this research is to search for directions in engineering education development in a knowledge-based society in terms of ‘engineering ethics education’. 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.’

한국 공학계열과 비공학계열 진로 희망 고등학생들의 메이커 활동 선호 분야 비교 연구

변문경,권해연 한국공학교육학회 2020 공학교육연구 Vol.23 No.5

In order to cultivate the talents acquired in the fourth industrial revolution, developed countries’ government are actively engaged in the campaigns encouraging K-12 students to participate in the maker movement. Maker education is regarded as one possible solution based on high tech in the era of the 4th Industrial Revolution, and it is spreading widely along with STEM education. In South Korea, STEAM education was actively conducted nationwide, and since 2017, STEAM and maker education have been linked showing mutual development. However, compared to STEAM education linked to the curriculum, comparison and activity-based research on maker education for teenagers is still insufficient. Therefore, this study aimed to suggest implications for STEAM education and maker education by analyzing the motivation of Korean youth to participate in maker activities. The subjects of this study are high school students who participated in maker education programs in student community for the first time in Korea. In this study, students were classified into engineering-related career group and non-engineering-related career groups based on their career intentions, and the motivation and understanding of participation in maker activities were compared. As a result of the study, male students participated more in maker education communityactivities than female students, and the engineering-related career group had a higher intention to participate in games, outdoor activities, IT equipment, digital production, and electrical/electronic production activities than the non-engineering-related career group. In addition, in the fields of handicraft/art, home baking, installing, and horticultural agriculture, there was no difference in the intention of participate in the engineering-related career group and the non-engineering-related career group. It was found that the engineering-related career group believed that there was a strong relationship between the maker education community activity, career exploration and future career choice, while the non-engineering-related career group believed that the relationship is less strong. It was also found that the engineering-related career group was participating more actively in the maker activity than the other group.

한국 공학교육연구의 연구주제 및 저자 분석

정준오(Jung, Joon 0h) 호서대학교 공업기술연구소 2013 공업기술연구 논문집 Vol.32 No.1

The purpose of this paoer is to analyze the present state o f the domestic engineering education research and to propose the direction o f engineering education research and researcher’s role by studying the chronicle o f domestic engineering education and the trend o f engineering education research. The research topics in engineering education were m ainly focused on ‘Accreditation o f engineering education’ and ‘Education in major subjects’. W hen considering the educational performance level (EPL), manny o f research topics remained in input stage o f EPL which might be defined as in the stage o f education provider oriented education. Research on ‘Learning’ and ‘Assessment’ (output stage in the EPL) were led by education centers which suggested that much participation o f faculty members in the College o f Engineering has encouraged on Engineering Education Research. 본 논문은 국내의 공학교육 변천사를 조명하고, 공학교육연구의 동향을 조사하였으며 연구주제를 교육과정 수행 단계별로 분석을 통하여 현재 국내의 공학교육연구의 현황을 파악하고 공학교육연구의 방향과 연구 자의 역할에 대하여 다루었다. 공학교육연구는 공학교육인증, 전공교육과 관련된 연구가 주를 이루었으며 교육의 수행단계를 분석할 때 대체적으로 공급자(교수자) 중심의 교육 투입단계에 머무르는 경우가 많았다. 교육수행 단계의 교육 성과단계인 ‘학습 과 ‘평가’는 주로 교육센터 소속 연구자에 의하여 진행된 경우가 많아 공학교육연구에 있어 교육의 주체자이자 학습자의 특성을 가장 정확하게 파악할 수 있는 공과대학 교수의 질량적 참여 확대가 요구된다

윤리적 공학교육이란 무엇인가: 그 필요성과 실천전략

한경희,Han, Kyonghee 한국공학교육학회 2022 공학교육연구 Vol.25 No.5

This study started from a critical review of the current problem of ethics education in engineering colleges, how it has become stereotyped and perfunctory and hence, is failing to properly foster engineers with a sense of responsibility. Existing engineering ethics education occupies a very limited role and weight in the periphery of the engineering curriculum, unable to hold a central position. This situation is of grave concern, especially when the leadership of engineers with social and professional responsibility is of great importance. Therefore, this study explored new directions and strategies for engineering ethics education while reviewing domestic and foreign studies dealing with the current status and problems of engineering ethics education. First, this study discussed the need for and direction of shifting to ethical engineering education instead of ethics education centered on liberal arts courses. Second, this study presented specific practical strategies to construct the ethical engineering curriculum. For example, it is necessary to establish the ethical engineering curriculum with an education linking ethics with human development goals, ethics education using Korea's current issues and agendas, micro- and macro-level analysis related to engineering, and leadership education.

Globalization of Engineering Education in Asia

Kim, Yun-Hae,Hanabusa, Takao,Park, Se-Ho Korean Society for Engineering Education 2010 공학교육연구 Vol.13 No.2

The Asian Conference on Engineering Education has organized and is held in Busan. This paper tells the steps for the process of planning of this conference. Firstly, the Innovation Center for Engineering Education in Korea Maritime University and the Center for Innovation and Creativity Development in The University of Tokushima signed the mutual interchange agreement on engineering education in 2005. The interrelation of both centers has made a continuous relation by mutual visiting of teachers and students. The first symposium on engineering education between the two universities was held in 2006. Three symposia were succeeded until now. By the way, the Japanese five-university coalition of engineering education was composed in 2004. This five-university coalition annually held the symposium on engineering education. Two teachers and two students of each university participated in the symposium and introduced their activities. Annual symposium was held every year from 2004 to 2008. Based on these two kinds of symposium, we have planned to enlarge the relationship by including partner universities in both countries. The capstone design coalition on engineering education between the Center for Innovation and Creativity Development in the University of Tokushima and the innovation center for engineering education in Korea Maritime University are introduced. The interrelation of both centers has held by mutual visiting of teachers and students during four years. The capstone design activities of Korea Maritime University and the students' creative design projects of the University of Tokushima were introduced each other. This coalition is planned that it needs to be enlarged by including partner universities in Asian countries.

Globalization of Engineering Education in Asia

Yun-Hae Kim,T. Hanabusa,Se-Ho Park 한국공학교육학회 2010 공학교육연구 Vol.13 No.2

The Asian Conference on Engineering Education has organized and is held in Busan. This paper tells the steps for the process of planning of this conference. Firstly, the Innovation Center for Engineering Education in Korea Maritime University and the Center for Innovation and Creativity Development in The University of Tokushima signed the mutual interchange agreement on engineering education in 2005. The interrelation of both centers has made a continuous relation by mutual visiting of teachers and students. The first symposium on engineering education between the two universities was held in 2006. Three symposia were succeeded until now. By the way, the Japanese five-university coalition of engineering education was composed in 2004. This five-university coalition annually held the symposium on engineering education. Two teachers and two students of each university participated in the symposium and introduced their activities. Annual symposium was held every year from 2004 to 2008. Based on these two kinds of symposium, we have planned to enlarge the relationship by including partner universities in both countries. The capstone design coalition on engineering education between the Center for Innovation and Creativity Development in the University of Tokushima and the innovation center for engineering education in Korea Maritime University are introduced. The interrelation of both centers has held by mutual visiting of teachers and students during four years. The capstone design activities of Korea Maritime University and the students creative design projects of the University of Tokushima were introduced each other. This coalition is planned that it needs to be enlarged by including partner universities in Asian countries.

초·중등교육에서의 공학교육 프로그램 개발 - 중학교 건설공학분야를 중심으로 -

김영민,김현정,허혜연,이창훈,김기수 한국기술교육학회 2013 한국기술교육학회지 Vol.13 No.2

The purpose of this study is to develop a program of engineering education in primary and secondary school. We made a model of engineering education in primary and secondary school and developed a program of engineering education about a field of construction engineering in middle school. For this reason, we analysed preceding research about engineering, engineering education in order to develop a model and program of engineering education. And we rectified and compensated this program through field application result and validity evaluation by specialist. We developed a program of engineering education about a field of construction engineering the model made by us. This program is composed of 3 time period of passing in eight phases of engineering design process. The result of validity evaluation by specialist is comparatively high(mean value: 4.58, CVR value: 0.86). The results of the application of a program developed in schools of students' satisfaction was relatively high average to 4.09. Even interviews and observations, by experience the engineering design process, students have been able to obtain positive results, such as being able to understand engineering. It can be used as basic data for engineering education at ultra-secondary education, this program may also be used as materials for engineering education program development of the theme of the level variety. 이 연구의 목적은 초·중등교육에서의 공학교육 프로그램을 개발하는데 있다. 이에 따라 초·중등교육에서의 공학교육 모형을 구안하고, 구안된 초·중등교육에서의 공학교육 모형을 적용한 중학교 건설공학분야 공학교육 프로그램을 개발하였다. 이에 따라 초․중등교육에서의 공학교육 모형과 프로그램 개발을 위한 공학, 공학교육 관련 선행연구를 고찰하였으며, 전문가 타당도 검토 및 현장 적용을 통하여 프로그램을 최종 수정 및 보완하였다. 초․중등교육에서의 공학교육 모형을 적용하여 공학 설계 과정의 8단계로 구성된 총 3차시의 중학교 건축공학분야 공학교육 프로그램을 개발하였으며, 공학교육 전문가 타당도 결과 Likert 5점 척도에서 평균값 4.58, CVR값 0.86으로 비교적 높게 나타났다. 개발된 프로그램의 학교 현장 적용결과에서도 학생들의 만족도는 평균 4.09로 비교적 높게 나타났으며, 관찰 및 면담에서도 학생들은 공학 설계 과정을 체험함으로써 공학에 대한 이해를 할 수 있었다는 점 등의 긍정적인 결과를 얻을 수 있었다. 이 프로그램은 초․중등교육에서의 공학교육을 위한 기초 자료로 활용될 수 있으며, 다양한 수준과 주제의 공학교육 프로그램 개발을 위한 자료로도 활용이 가능하다.

공학전문가가 인지하는 고등학교 공학 기술 교과 교육 목표와 내용 요소

김영민,이창훈,김기수 한국기술교육학회 2012 한국기술교육학회지 Vol.12 No.2

The purpose of this study is to analyze the aims and contents of engineering and technology education which experts in this field recognize as keys to make the engineering and engineering education more efficient and practical. To attain the aims of this study, we analyzed the aims and curriculum contents in high school engineering technology, examined the validity of them, and then, inquired into the value of curriculum contents in technology education. The study method was induction by examining the ideas of aims and contents of technology education theoretically. Delphi survey was conducted 3 times with 32 Delphi panels. The result of this study is as follows:First, aims and contents of technology education were derived by examining the previous study inside and outside of the country and discussing with the experts. The deduced educational aims consist of 3 sentences and contents consist of 3 major units, 10 middle units, and 34 small units. Second, we analyzed the validity of aims and its result 3 times. The averages of the validity points were 4.09, 4.19, and 4.47. The results kept improving because we revised them using the opinions of Delphi panels and the experts. The content validity points were higher than standard point, .33(N=30) and they were also improved as the study went on: .63, .81, and .94. The final education aims were derived with 3 times of examinations and conferences with the experts. Third, the studies about contents were conducted separately according to major and middle units. Each unit was conducted 2 times separately. The major units consist of 3 units and their validity points at first examination were 4.13, 3.72, and 3.84, which is relatively good. At second examination, the results were improved: 4.41, 4.22, and 4.25. The content validity points were .63, .44, and .31 at the first examination. Only the last unit was below the standard point, .33(N=30). The content validity points were also improved at second examination: .88, .81, and .88. These points are much higher than standard point. The examination for middle units results as follows. At first examination, validity points were at 3.94 to 4.41, which were relatively high. The standard deviations were at .47 to .88, and quartiles were 4 to 5. The content validity points were between .56 and .88, which were adequate regarding to the standard .33. At second examination, the average of validity was relatively high: 4.27 to 4.57. The standard deviations were at .49 to .84, quartiles were 4 to 5. The content validity points were between .67 and 1.00, which were adequate regarding to the standard .33. There was no meaningful differences in constituent elements among groups. Fourth, the importance of middle units was 4.10 to 4.50 and they are fairly high. Regarding importance, ‘Engineering technology and Design’ was the highest with 4.50 and ‘Understanding engineering technology’ was the lowest with 4.10. The standard deviations were at .41 to .57, quartiles were 4 to 5. The content validity points were between .87 and 1.00, which were adequate regarding to the standard .33. Therefore, educational aims and constituent elements finally derived 3 major units, 10 middle units, and 37 small units. Each Cronbach’s α of the major and middle unit was .816, and .883. The conclusions of this study are as follows:Firstly, we identified 3 aims of Engineering and technology education which experts in this field recognize: The first is to recognize the meaning and importance of engineering and technology in Knowledge-based society and to develop the basic knowledge and fundamentals about engineering and technology. The second is to explore various fields in Field of engineering and technology, and to develop the skills which can be applied to finding out future career in this field and making plans for it. The third is to experience the creative designing of engineering technology and problem solving tasks and to develop skills to adapt to the c... 이 연구의 목적은 고등학교에서의 공학 기술에 대한 효과적이고 실제적인 교육을 하기 위해 공학전문가들이 인지하고 있는 공학 기술 교육을 위한 내용 목표와 내용 요소를 분석하는 것이다. 이를 달성하기 위한 연구내용은 다음과 같다. 첫째, 고등학교 공학 기술 교육 목표와 내용 요소를 도출한다. 둘째, 고등학교 공학 기술 교육 목표와 내용 요소에 대한 타당도를 구명한다. 셋째, 고등학교 공학 기술 교육 내용 요소에 대한 중요도를 구명한다. 넷째, 현재의 고등학교 공학 기술 교육과정에 대한 시사점을 제안한다. 연구를 통해 도출한 주요결과는 다음과 같다. 첫째, 공학전문가들이 인지하고 있는 고등학교 공학 기술 교육의 3가지 교육 목표를 확인하였다. 1. 지식기반사회에서 공학 기술의 의미와 중요성을 인식하고, 공학 기술에 대한 기본적인 지식과 공학적 소양을 기른다. 2. 공학 기술의 세계에 대한 다양한 분야를 탐구하고, 관련 분야에 대한 진로를 탐색하여 자신의 진로를 계획하는데 적용할 수 있는 능력을 기른다. 3. 공학 기술의 창의적 설계 및 문제해결 과정을 학습하고 체험하며 공학 기술의 융합적인 특성을 이해하여 변화하는 미래 사회에 적응할 수 있는 능력을 기른다. 둘째, 공학전문가들이 인지하고 있는 고등학교 공학 기술 교육 내용 요소를 확인하였다. 교육 내용 요소의 대영역은 3개, 중영역 10개, 소영역 37개이다. 끝으로, 교육 내용 요소 중영역에 대한 타당도 인식에서 집단간 차이는 없었으나, 전공 계열에 따른 중요도에서 ‘3-나. 공학 기술과 융합’ 중영역은 ‘건설’ 계열과 ‘재료·화학’ 계열간에 차이가 있었고, ‘건설’ 계열과 ‘IT’ 계열간에 유의미한 차이가 있었다. 따라서 이 교육 내용 요소의 영역에 대해서는 타당도는 인정되지만, 집단의 특성에 따라 중요도에 대한 인식의 차이가 존재한다고 할 수 있다.

교육대학 학생의 공학기술에 대한 교육요구도 분석

정진현 한국실과교육연구학회 2014 實科敎育硏究 Vol.20 No.2

본 연구는 교육대학 학생들을 대상으로 공학기술에 대한 교육요구도를 파악하고, 이들의 관련성을 분석하여, 교 육대학 학생의 공학기술에 대한 지식과 태도 함양을 통해 공학기술 교육 수준의 향상을 모색하는데 있다. 조사 내 용은 공학기술의 특성, 공학기술의 내용, 공학기술의 콘텐츠 교육방법이다. 조사대상은 D교육대학의 2학년이며, 설문지는 315부를 통계 처리하였으며, 교육요구도는 보리치 공식을 이용하였다. 본 연구의 결과는 다음과 같다. 첫째, 교육대학에서 교양과정 및 전공과정의 필수과목과 선택과목 중에서 공학기술 교육이 부분적으로 시행되고 있고, 실과 심화과정에서는 초등학교 실과 교과내용에 맞추어 목공작, 전기⋅전자, 재배, 컴퓨터, 발명, 동물 등으 로 편성되어 운영하는 것으로 나타났다. 둘째, 공학기술교육과 밀접한 관련이 있는 교과는 실과뿐이라고 볼 수 있다. 셋째, 공학기술과 관련한 모든 항목에서 요구되는 능력수준과 현재 자신의 능력수준의 격차가 크다고 볼 수 있다. 넷째, 공학기술의 특성과 관련한 항목 중에서 ‘공학기술적 사고와 창의성’ 항목의 교육 요구도가 높은 것으로 나타 났고, 공학기술의 내용에서 제조 영역은 ‘안전사고 방지’ 항목이, 건설 영역은 ‘주거공간 이해하기’ 항목, 에너지⋅ 수송 영역은 ‘에너지 문제 해결 방안’ 항목, 정보통신 영역은 ‘간단한 교육용 멀티미디어 자료 제작’ 항목, 생명 영 역은 ‘유전공학의 이해’ 항목, 전기⋅전자와 기계 영역은 ‘로봇의 이해와 간단한 로봇 조립’ 항목, 발명 영역은 ‘발명 과 창의성 계발’ 항목이 가장 교육 요구도가 높은 것으로 나타났으며, 공학기술의 콘텐츠 교육방법과 관련한 항목 중에서는 ‘공학기술 내용의 실습 제작’ 항목이 가장 교육요구도가 높은 것으로 나타났다. 따라서 각 영역별로 교육요구도가 큰 항목은 교육대학에서 수업시에 고려해야 한다. This study was to search for improving the level of engineering technology education through the cultivation of knowledge and attitude about students' engineering technology. For this, it analyzed educational needs about engineering technology by university students of education. This study investigated about characteristics of engineering technology, contents of engineering technology, and educational method of engineering technology contents, Subjects were sophomore in D university of education, questionnaire collected statistics 315 cases, and the educational needs were calculated by using the Borich's formula. The major finding of this study were follows;1. The university of education carried into engineering technology education partly out of required subjects and optional subjects of liberal courses and major courses. Department of practical arts operated the wood manufacture, the electric⋅electronic, the cultivation, the computer, the invention, the animal area, etc in connection with practical arts contents of elementary. 2. Only practical arts subject is very closed to engineering technology. 3. All items relating engineering technology showed high gap between required competence level and present competence level. 4. In the educational needs of characteristics of engineering technology, 'engineering technological thinking and creativity' was high. In the engineering technology contents, 'the safety accident prevention' out of manufacture area was high, and 'the housing space understanding' out of construction area, 'the energy problem solving plan' out of energy⋅transportation area, 'the simple multimedia making' out of information communication area, 'the genetic engineering understanding' out of life area, 'the robot understanding and simple robot assembling' out of electric⋅electronic and machine area, 'the invention and creativity development' out of invention area. In the educational needs of education method of engineering technology contents, 'the practise about engineering technology contents' was high. Therefore, when university of education instructs about engineering technology, it considered about the items that the educational needs at each areas were high.