成就動機 測定尺 開發

柳彰烈 충남대학교 공업교육연구소 1986 論文集 Vol.8 No.3

This study was conducted to develop the achievement motivation measuring scale. A literature review and survey were carried out to obtain the objective. Thirty items were developed utilizing the Lykert type scale method. Face validity was applied to assess the validity of the scale. Twenty one items were selected after a presurvey and item analysis. The test-retest technique was applied to obtain the reliability of the scale. The interval between the test and retest was 8 weeks. Two thousand and thirty two students were selected from the thirty seven vocational high schools by the Cluster sampling method. Data were collected from the student sample by administering the instrument the researcher developed for measuring the achievement motivation. The achievement motivation measuring scale the researcher developed, could measure the achievement motivation of the vocational high school students. The test-retest reliability of the instrument was r = 0.95. The maximum score of the instrument was 105, minimum score was 21. The highest score of the students was 99 ; the lowest score of the instrument was 31. The mean score was 78.65 ; the standarn was 7.48. The achievement motivation scores were not significantly different among the three types of vocational high school students i.e. agricultural, technical and commercial high school students.

기술교과 활동을 통한 기술적 창조성 교육방안 탐색

류창렬,정수진 한국기술교육학회 2006 한국기술교육학회지 Vol.6 No.2

이 연구는 기술교과 활동에서 어떻게 하면 기술적 창조성을 함양시킬 수 있을 것인가를 구명하고자 수행하였다. 따라서 이 연구는 기술적 창조성의 의미와 심리적 특징을 구명하였다. 그리고 기술적 창조성의 구성 요소를 구명하여 교육 활동에 적용할 수 있는 여지를 제공하였다. 또한 이 연구에서는 그러한 요소들을 어떻게 기술교과 활동을 통해 함양시킬 수 있는가를 탐색하고자 하였다. 이 연구에서 기술적 창조성을 함양시킬 수 있는 교육 방안으로 투입-과정-산출의 시스템에 의한 접근을 제시하였다. 기술교육에서 보편화되어 있는 시스템에 의한 접근은 여러 장면에서 적용할 수 있는 모형이다. 이 연구에서는 이러한 시스템 모형을 적용할 수 있는 교수법으로 문제해결법과 프로젝트법, 그리고 설계에 의한 방법을 제시하였다. 이와 같은 방법으로 기술교육을 실시할 때 기술적 창조성을 함양시키는 교육이 이루어질 수 있다. 문제해결법, 프로젝트법, 설계의 의한 방법 등에 투입-과정-산출의 과정, 즉 문제해결의 과정은 기술적 과정(technological process)으로 각 과정에서 최상의 판단과 의사 결정에 근거하여 가장 바람직한 해결을 창출하는 과정에서 학생들의 기술적 창조성이 함양된다고 판단하였다.기술교과 활동에서 문제해결은 인간의 요구에 밀접한 창조적 과정, 설계 과정, 문제해결 과정의 특징을 가지며 재료, 에너지, 자연 현상 등을 이용하여 인간의 지식을 의도적으로 활용하는 활동을 한다. 이와 같이 문제해결 과정은 여러 가지 대안이 형성되고 학습자의 능력과 상황에 맞는 해결 방법을 추론하고 있으며, 기술적 과정으로 기술적 사고과정에 충실한 방법이다. An increasingly important aim of technology education generally is to develop students' creative and innovative thinking abilities. In going to approach to technological creativity and innovation, one must consider both the thinking that is involved and what constitutes creativity and innovation itself. A common idea is that technological creativity is a kind of innovative thinking in making technical products and the products are something new. If technology teacher want to improve student's technological creativity and innovation, he wander how to, and what it mean and how it can be educated. The meaning and cognitive process in technological creativity and the ways to teach were the main topics in this research. This research examines the meaning and cognitive nature of technological creativity and innovation were reviewed based on dictionaries and previous researches and discussed the ways to teach technological creativity and innovation in the school technology activities. The input-process-output in technological system model was examined to teach technological creativities and innovation.

US-Korea PIRE Polymer Program and beyond

류창렬 한국고분자학회 2010 한국고분자학회 학술대회 연구논문 초록집 Vol.2010 No.10

SWOT 전략에 기초한 공업 기술 계열 교사 연수 프로그램 발전 방안

류창렬,최유현,김태훈 한국기술교육학회 2005 한국기술교육학회지 Vol.5 No.2

The purpose of this study was to analyze the current status of the in-service education programs of industrial technical and technology teachers and to make suggestion for its development. To analyze their current status, surveying the educated teachers's satisfaction to the in-service education programs of industrial technical and technology teachers which was conducted by the engineering college, Chungnam National University, summer in 2004. Based on the problems shown by the survey, it was suggested fourteen strategies and thirty-nine action plans to develop the in-service education programs make use of SWOT analysis. Fourteen strategies are as follows ;SO-1. Strengthening of the teacher oriented in-service education programs, SO-2. Establishing the course of in-service education by teacher career cycles, SO-3. Establishing the course of industry-academic cooperation programs.WO-1. Securing of the specialist for manage the in-service education programs, WO-2. Organizing of the management committee for in-service education programs.ST-1. Draw up a plan for in-service education programs of industrial technical and technology teachers, ST-2. Constructing the cooperation system with other institute of in-service education programs, ST-3. Managing the course based on the teacher's pre-needs.WT-1. Cooperating with the research institute, WT-2. Securing and utilizing the lecturer of superior ability, WT-3. Improving the treatment of the lecturer, WT-4. Reinforcing the proficiency of teacher through innovated the teaching method, WT-5. Organizing of the evaluation committee, WT-6. Establishing the cyber in-service education programs.

간편 간접추론 퍼지 PID 제어기를 이용한 2×2 상호결합 공정제어

류창렬,채창현,김상희,임재춘 제어로봇시스템학회 1999 제어로봇시스템학회 국내학술대회 논문집 Vol.2 No.10

기술적 창조성과 혁신의 의미 탐색

류창렬 한국기술교육학회 2005 한국기술교육학회지 Vol.5 No.2

Technological creativity and innovation has been given attention of late as governments promote both as keys to productivity and markets. In going to approach to technological creativity and innovation, one must consider both the thinking that is involved and what constitutes creativity and innovation itself. A common idea is that technological creativity is a kind of innovative thinking in making technical products and the products are something new. If technology teacher want to improve student's technological creativity and innovation, he wander how to, and what it mean. The meaning and cognitive process in technological creativity and innovation in technology education research. In this research, the meaning and cognitive nature of technological creativity and innovation were reviewed based on dictionaries and previous researches. And discussed the term technological creativity and innovation and the differences between similar words, for example innovative thinking and creative problem solving.

21세기 사회에서 필요한 직업기초능력

문대영,류창렬 충남대학교 공업교육연구소 1998 論文集 Vol.21 No.1

This research was conducted to categorize vocational core skills of advanced nations. Based on literature review, the vocational core skills were categorized into two major standards, 'personal competence' and 'social competence' mentioned by Ryu(1993). The skills were categorized by the two major standards. And these skills were also subcategorized into 'cognitive competence', 'affective competence', and 'psychomotor competence'. Being categorized n detail as 'personal competencies' and 'social competencies' were as follows; 1. Personal competencies (1) Cognitive competencies; reading, writing, speaking, numeracy skills, creative thinking, decision making, problem soving, mental visualization, knowing how to learn reasoning, manage of resources, information skills, manage system, using technology skills, information skills, own teaming, systematic thinking, search for alternatives, and analytic thinking. (2) Affective competencies; responsibility, self-esteem, self-management, self-performance, honesty, readiness to learn, self-reliance, and competitive spirit. (3) Psychomotor competencies; using technology(operating, maintains and troubleshoots), practical skills, planning, organizing, and practicing activities, physical skills, and work-study skills. 2. Social competencies (1) Cognitive competencies; communication skills(persuasion skill, negotiating skill, leadership), and participating decision making. (2) Affective competencies interpersonal(teamwork, serves clients, work with cultural diversity), and sociability, cooperative skills.

기술적 창조성 구성 요소 구명: 발명지도교사의 인식을 중심으로

권현진,류창렬 한국직업교육학회 2005 職業 敎育 硏究 Vol.24 No.2

The purpose of this study was to analysis of invention teacher for a categorization of technological creativity constituents. To perform this study, research surveys were performed on the teachers who attended school invention teacher seminar held by Korea Intellectual Property Office.By scrutinizing the analysis results, the major finds of this study were summarized as follows;1) Invention teachers agree that the proposed technological creativity constituents are appropriately related to the technological creativity.2) Invention teachers accept that the proposed technological creativity constituents are important in the technological creativity.3) Based on the factor analysis from the perception of invention teachers, 30 technology creativity constituents are founded and divided into ‘inclination factors’ such like fluency, flexibility, elaborateness, practicality, sensitivity, originality, and challenge and ‘capability factors’ suck like , producing, recognizing, executing, synthesizing, conceiving. It is also required that the relationship among technological creativity constituents should be examined and studied in further researches.

기술적 창조성 모형 개발을 위한 기술 관련 전문가의 인식 조사

권현진,류창렬 한국기술교육학회 2006 한국기술교육학회지 Vol.6 No.1

기술 교사들의 인식에 기초한 기술의 교육적 특성

정수진,류창렬 한국기술교육학회 2006 한국기술교육학회지 Vol.6 No.1

The perceptions of teachers for a subject have a great effect on teaching the subject. This study was conducted to identify how technology teachers perceive the concepts of technology and then have a opportunity for thinking the educational properties of technology through the research results. The purpose of this study was achieved by the method of research surveys from 106 technology teachers in middle schools and high schools. Data were collected by administering the instruments, the researchers developed. For measuring important degree about the concept constituents of technology the instruments were inquired by ⑴ Epistemological, ⑵ Sociological, ⑶ Anthropological, ⑷ Phenomenological approach. In this study the concept constituents of technology mean the attributes which build the technology concepts. The major findings of the study were provided the educational properties of technology as two aspects focused on result of the survey of this study.