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초, 중, 고등학생 진로 교육을 위한 인지공학 전문가 직업 분류
유찬양,경규형,곽영신,신관섭,조향숙,차대길,허준영 대한인간공학회 2012 대한인간공학회 학술대회논문집 Vol.2012 No.5
Objective: The job-tree related with cognitive engineering area is proposed to be used for career pathway design for elementary and secondary school students who have interests in cognitive engineering area. Background: Currently there is no clear reference on cognitive engineering-related jobs. Even though limiting the boundary of cognitive engineering-related jobs is not easy, providing list of jobs are necessary for young students to help them to choose cognitive science or engineering area as their future career. Method: Jobs related with cognitive science are collected from job dictionary and grouped using affinity diagram method. Results: The cognitive engineering-related jobs are categorized into 7 groups-cognitive science, electrical and computer engineering, system/control/safety, marketing, psychology/therapy/education, design, entertainment. Each group can be explained as a combination of more than two out of four different academic disciplines i.e. science, engineering, design and management.
초·중·고생 대상 인지공학 이해를 위한 융합(STEAM)형 설계기반 프로그램
곽영신,신관섭,경규형,김성혜,전다은,유찬양,조향숙,차대길,허준영 대한인간공학회 2012 대한인간공학회 학술대회논문집 Vol.2012 No.5
Objective: Design-based STEAM program about cognitive engineering are developed for elementary and secondary school students. Background: Even though cognitive engineering is one of the most promising engineering areas, young students have little understanding on cognitive science or engineering in general. Method: To encourage young students to have interests on cognitive engineering, design-based STEAM program is developed based on flipped classroom-like model. Students engage in solving a given problem first and then hidden meaning (cognitive science) is hinted to them at the later stage. Results: Exemplary program, 'international vehicle license plate design' program is developed and applied to 10 different schools. Conclusion: The teachers and students who participate the program report that the program is interesting to conduct and helps them to understand cognitive engineering. Application: The proposed design-based STEAM program can be applied not only the cognitive engineering but also introducing other new engineering area to elementary or secondary students.
초·중·고 대상 로봇공학자 진로 지도를 위한 STEAM 교육 모형 개발
정선희,김남훈,구형태,전다은,조향숙,차대길,허준영 대한인간공학회 2012 대한인간공학회 학술대회논문집 Vol.2012 No.5
Objective: Novel design-based STEAM program is developed to educate elementary secondary school students about the role of robot experts and help them to design their career pathways to be a robot expert. Background: Conventional robot education program focuses on educating other subjects such as physics or mathematics using robot or educating robot control using commercial robot-kit. The proposed STEAM program emphasizes not only evoking an interest about robot development process but also generating creative ideas. Method: The program is designed based on product development process of commercial products including robots. Students are encouraged to generate various ideas with the help of thinking tools. Results: The exemplary programs were applied to 10 different schools and all the teachers and students reported that the provided program was fun to do and help them to understand the job of robot experts. Conclusion: The proposed design-based STEAM program framework could help students to be more creative and actively involved in learning new ideas.
STEAM형 프로젝트 수업을 통한 융합형 인재 양성 진로 교육 프로그램
김성혜,구형태,전다은,유찬양,곽영신,조향숙,차대길,허준영 대한인간공학회 2012 대한인간공학회 학술대회논문집 Vol.2012 No.5
Objective: STEAM-type project-based career pathway design program is developed to help students to set short-term and long-term goals to have promising future jobs. Background: This career pathway design program is developed as a part of design-based STEAM program to evoke students' interests in promising future jobs, which may not familiar to them, and guide them to set their career goals. Method: Firstly job-tree is given to students to learn how different jobs are related to each other within a job group. Then students select their future jobs they want and finds the necessary knowledge, intellect and personality for the future jobs followed by designing career mile stones. Conclusion: In this program, career information is not just given to students in a passive way. Students have to be actively involved in all the activities to design their future career and will learn that interdisciplinary thinking and creativity are more important than fragmentary knowledge to be successful in the future. Such a program will be helpful to educate students to be the professionals for the future not pursue short-sighted careers.