Comparative Analysis of Novice and Expert Visual Communication Designers` Thinking Processes

김현정 ( Kim Hyunjung ),이현주 ( Lee Hyunju ) 한국디자인트렌드학회 2015 한국디자인포럼 Vol.47 No.-

Design thinking involves divergent and convergent thinking towards a satisficing solution with issues such as rationalization, creativity and how it functions during the process with design activities. The goal of this research is to understand design activities and cognitive processes during design phases through comparative analysis of novice and expert visual communication designers under theoretical framework. Research method for the study consists of three stages; 1) literature review, 2) experiment, and 3) analysis. After reviewing design thinking, visual communication design, and design activities and cognitive processes in design phases, a visual communication design task is performed by novice and expert designers in an experimental setting. Collected data includes concurrent self-reporting, writings, sketches, computer iterations, retrospective interview and researcher`s observational notes. Data assembled in one-minute time frames were examined by two coders for verbal and visual analyses. For the design process, all expert designers went through the phases of problem structuring, concept generation, concept visualization, design refinement, and detailing whereas two of the novice designers jumped into visualization followed by refinement and detailing. Experts worked on detailed design in between phases instead of at the end which indicates the ability to segment and conquer design task according to confronted circumstances. In reflection to design activities, novice designers produced significantly larger number of sketches compared to expert designers. Expert designers produced small number of sketches but they made substantial progress during the process. Novice designers used graphic software as a confirmatory tool whereas expert designers started working with computer from preliminary design phase for exploratory purposes. As for cognitive processes, expert designers exhibited more divergent thinking compared to novice designers. Expert designers went through divergent to convergent thinking for concept generation, and repeated the process one more time during visualization until meeting a satisficing design solution. Novices who overlooked concept generation went through divergent to convergent thinking during sketching and visualization using computer. The goal of this study was to investigate the thinking processes of visual communication designers during the entire design phases through comparative analysis of novice and expert designers. This study contributes to the comprehensive exploration of the design phases as most of the prior researches concentrated on the conceptual stage of design process. This sets example for examining design disciplines according to the design objectives, functions, artifacts, and how designers operate while designing. For the future research, specific issues found from the study need to be further investigated with larger number of participants for finding patterns of visual communication designers` thinking processes.

창의적 디자인사고와 디자인 프로세스를 고려한 공간디자인 연구

오미현 ( Oh Mihyun ) 한국공간디자인학회 2021 한국공간디자인학회논문집 Vol.16 No.6

(연구배경 및 목적) 본 연구는 공간디자인 전공자의 창의적 교육 향상에 연구의 목적을 두고 창의적사고의 디자인방법이 공간디자인의 프로세스에서 어떠한 관계성이 있는지를 살펴보고 창의적 디자인 사고방법이 고려된 공간디자인 프로세스를 탐구하여 실행방안을 모색한다. (연구방법) 연구의 범위는 창의적 사고와 디자인 방법론(프로세스)에 대한 이론 고찰을 시행하고 창의적 디자인사고를 고려한 공간디자인 프로세스를 모델을 제안하였다. 제안된 모델은 공간디자인 전공의 학생들에게 사용을 유도하고 척도법을 활용하여 수행능력을 살펴보았다. 시간적 범위로 공간디자인 프로세스의 수행 기간은 2021년 5월부터 6월까지 두 달에 걸쳐 학생들의 프로젝트와 함께 진행되었다. 피험자로는 46명의 공간디자인교육을 수행하는 학생들로 프로젝트의 종료 후 23명씩 이틀에 거쳐서 진행되었다. 피험자들에게 프로세스를 진행한 후 수행능력을 바탕으로 영역별 프로세스의 능력 정도를 평가한 후 피험자들이 어려운 과정을 살펴보고 대안방안을 모색하였다. (결론) 연구결과는 다음과 같다. 첫째, 디자인에서의 창의성은 문제를 인식하고 해결하는 과정에 있어서 무엇을 문제로 인식하느냐가 중요하며 이것을 우리는 디자인사고의 능력으로 볼 수 있다. 둘째, 디자인사고와 디자인 방법론을 고려한 공간디자인 프로세스는 1단계로 공간 공감하기 2단계로 공간의 문제를 정의하기 3단계로 공간의 문제를 해결하기 4단계는 공간을 표현하기 5단계는 디자인 결정 및 전달의 단계로 진행되었을 때 학생들의 수행 능력의 긍정적인 효과를 볼 수 있다. 셋째, 공간디자인 프로세스에서 공간을 정의, 즉 공간의 문제를 인지하는 능력이 학생들이 가장 어려워하는 과정으로 창의적 능력향상이 요구된다. 이것은 디자인사고의 ‘문제 인식’의 능력이 부족한 것으로 ‘공간의 문제 인식’ 에 해당하는 공간디자인 교육과정이 필요하다. (결과) 이를 위한 대안으로는 공간디자인커리큘럼의 기초과정에 학생들에게 ‘디자인사고’의 개념을 접할 수 있도록 하며, 특히나 디자인사고의 방법인 ‘확산과 수렴’의 과정을 통하여 ‘문제 인식’ 능력을 배양하도록 한다. 이와 같은 결과는 공간디자인 기획단계에서 ‘공간의 문제 인식’으로 연계될 것이며 궁극적으로는 공간디자인 프로세스 능력을 향상되게 할 것이다. 연구의 제한점은 피험자의 인원이 46명으로 한정되어 연구결과의 제시에 있어서 객관성이 다소 부족해 보일 수도 있다. 하지만 약 2개월 이상이 소요되었다는 시간적 범위와 해당 과정이 정성적 연구방법으로 진행된 것을 고려하였을 때 본 연구의 방법과 결과는 공간디자인 교육의 기초토대를 구축할 수 있다. 본 연구는 복잡한 공간디자인 프로세스의 효율적인 접근성을 유도하고 창의성이 기반이 된 디자인교육으로 공간디자인교육의 기초토대를 구축하는 연구의 기대효과가 있을 것으로 사료된다. (Background and Purpose) This study aimed to improve the creative education of those majoring in spatial design, and examined the relationship of the creative thinking-based design methods with the spatial design process, and furthermore, explored the spatial design process that took the creative design thinking methods into consideration, and sought the implementation measures. (Methodology) For the scope of this study, theoretical examination of creative thinking and design methodology(process) was conducted, and the spatial design process that took the creative design thinking into consideration was proposed. (Results) The students majoring in spatial design were induced to use the proposed model, and their performance ability was evaluated by using the scaling method. For temporal scope, the spatial design process was carried out for 2 months from May to June, 2021 in parallel with students' project. The subjects of this study were 46 students partaking in the spatial design education which was performed for 2 days by each group comprised of 23 students after completion of project. After the process was implemented for the subjects, the ability of the subjects for the process by area was evaluated based on their performance ability. Then, the subjects examined difficult processes and explored alternative measures. (Conclusions) The results of this study were as follows: First, the question of 'what should be recognized as problem in the process of problem recognition and resolution' takes on an importance for the creativity in the design, which can be considered the design thinking ability. Second, the spatial design processes, which took the design thinking and design methodology into consideration, could have a positive influence on the performance ability of students when those processes were carried out in 5 stages: the first stage involving the empathy with the space; the second stage for defining the problem of space; the third stage for resolving the problem of space; the fourth stage for spatial representation, and the fifth stage for design decision and conveyance. Third, the ability to define the space, i.e., the ability to recognize the problem of space, in the spatial design process, was found to present the greatest difficulty to students and required an improvement in the creative ability. As a solution to that, the basic course of spatial design curriculum should be designed in such a way that the concept of 'design thinking' can be approached by students, and particularly, the 'problem recognition' ability should be developed through the process of 'divergence and convergence', a method for design thinking. Such results will be linked to the 'recognition of the problem of space' in the spatial design planning stage, and ultimately, will lead to the improvement of spatial design process ability.

思考授業過程의 摸索과 地理科에의 適用方案 硏究

崔元會 한국 지리·환경 교육학회 1994 한국지리환경교육학회지 Vol.2 No.1

Thinking development for learners is recently emphasized as a major purpose in geography education as well as general subject education. However, it is regarded that most instructions for the improvement of the thinking abilities of students in subject domains are not systematic in point of theories and practices. In chapter two of this study, the basic concepts of thinking instruction are defined, the thinking instruction theories and the strategic teaching and learning theories are investigated, and finally, the process of thinking instruction to be applied in subject domains is built. In chapter three, the methodology on the application of the previous thinking instruction process to geography education is developed. The main points are as follows: One is the drawing-up of the thinking element and geography content one integrated model, and the other is the presentation of the concrete examples which the content and strategy integrated thinking instruction and the content-specific one can be executed. Based on above results, for the improvement of the thinking abilities in subject areas, the content and strategy integrated thinking instruction which the thinking elements are explicitly structured and the content-specific one which the thinking elements are implicitly structured should be systematically executed and especially the content and strategy thinking instruction should be precedently executed. It is all the more because that the thinking elements are composed of the very complex cognitive and meta-cognitive operations, because that the operations need knowledges and dispositions concurrently, and because that these thinking elements are simultaneously and plurally applied in the daily and normal instructions for the improvement of the thinking abilities of students. These results are correspondent to the strategic teaching and learning theories based upon neo-Piagetian theories actively studied in cognitive domains recently. Consequently, the thinking instruction process model of subject domains and the thinking elements and geography content one integrated model pointing to the content and strategy integrated thinking instruction should be the essential mechanisms in the thinking instruction process. The two models should be verified and complemented by adapting the sequential experimental instructions in the future.

웹 토론 텍스트를 통한 논술 수업의 전략과 실제

최은숙 동남어문학회 2009 동남어문논집 Vol.1 No.28

This paper, with web-discussion materials as the main text of a statement education, critically checked it and presented a strategy of lessons for seeking creative alternatives. In addition, this paper examined its educational effects by applying it to actual statement lessons. Web-discussion means for official discussions to be made in terms of various information and opinions from a variety of standpoints on social issues opened in posted writings. Web-discussion text in a statement education becomes a useful educational medium in that a learner himself can discover problems of life, that it is able to promote the critical way of thinking of a learner more positively and that it closely corresponds to a statement education as a process for solving a problem. Accordingly, this paper, as a strategy of a web-discussion use education, proposed the analysis of selection of topics for discussion, analysis of argument materials, analysis and criticism of replies and answers, and processes of seeking alternatives, and, applying such processes to an actual class, prepared the processes and contents of a class. As a result of such a class, the learners could realize a statement as a process for advancing Korean capability and solving problems of life, and thought that a statement education through web-discussion text could efficiently contribute to the stage of selecting and analyzing topics for discussion. And the learners said that they could have an easy access to current topics and thus have an opportunity to worry about and think problems of life, and also could easily access a demonstration method through an error. Considering the above-mentioned facts, it is verified that the statement lessons utilizing web-discussion text induces interest in a class and can contribute to a statement as a process of solving problems of life and to a writing class as a process. Also, it can be found the statement lessons work well as a case of a desirable media education. This paper, with web-discussion materials as the main text of a statement education, critically checked it and presented a strategy of lessons for seeking creative alternatives. In addition, this paper examined its educational effects by applying it to actual statement lessons. Web-discussion means for official discussions to be made in terms of various information and opinions from a variety of standpoints on social issues opened in posted writings. Web-discussion text in a statement education becomes a useful educational medium in that a learner himself can discover problems of life, that it is able to promote the critical way of thinking of a learner more positively and that it closely corresponds to a statement education as a process for solving a problem. Accordingly, this paper, as a strategy of a web-discussion use education, proposed the analysis of selection of topics for discussion, analysis of argument materials, analysis and criticism of replies and answers, and processes of seeking alternatives, and, applying such processes to an actual class, prepared the processes and contents of a class. As a result of such a class, the learners could realize a statement as a process for advancing Korean capability and solving problems of life, and thought that a statement education through web-discussion text could efficiently contribute to the stage of selecting and analyzing topics for discussion. And the learners said that they could have an easy access to current topics and thus have an opportunity to worry about and think problems of life, and also could easily access a demonstration method through an error. Considering the above-mentioned facts, it is verified that the statement lessons utilizing web-discussion text induces interest in a class and can contribute to a statement as a process of solving problems of life and to a writing class as a process. Also, it can be found the statement lessons work well as a case of a desirable media education.

창의적 사고와 연계된 영적 지도자의 메타인지에 대한 내러티브 연구

고희석,김근호 한국창의력교육학회 2018 창의력교육연구 Vol.18 No.4

This study was carried out to derive a metacognitive thinking process based on metacognition theory as a method for creative thinking. Metacognition is a function of monitoring and controlling cognition, also known as ‘cognition of cognition’, and has a close relationship with creative thinking. In particular, the critical thinking process of metacognition is a creative thinking process for problem solving. This study carries out a narrative analysis by interviewing spiritual leaders of Christianity, MBSR(Mindfulness Based Stress Reduction), Buddhism, and Dohak(道學, Taoism) in order to find out metacognition and metacognitive thinking process related to creative thinking process in the life of self-reflection as a critical thinking found in spiritual leaders. As a result, metacognition was found in their performance of the spiritual leaders by reinterpreting their self-reflection process as a metacognition’s factor. In addition, as a common element found in the life of spiritual leaders, the five steps of metacognitive thinking process: conceptual understanding, self-observation, self- understanding, self-breakup, and self-reconstruction were presented. This process is a metacognitive belief in which spiritual leaders have continued to self-reflection for performing, and it can be applied as a methodology for creative thinking. 본 연구는 창의적 사고를 위한 방법론으로 메타인지 이론을 기반으로 메타인지적 사고 과정을 도출하기 위하여 수행되었다. ‘인지에 대한 인지’로 알려진 메타인지는 인지를 모니터링하고 조절하는 기능으로써 창의적 사고와 밀접한 관계를 가지고 있고, 특히 메타인지의 비판적 사고 과정은 문제해결을 위한 창의적 사고 과정이다. 본 연구는 영적 지도자에게 발견되는 비판적 사고로서 성찰의 삶에서 창의적 사고 과정과 연계된 메타인지와 메타인지적 사고 과정을 찾아내기 위해 기독교, 마음챙김 명상, 불교, 도학 관련 영적 지도자를 대상으로 심층 면담을 하여 내러티브 분석을 하였다. 연구 결과로 영적 지도자의 수행을 위한 성찰 과정을 메타인지 요소로 재해석함으로써 그들의 수행에서 메타인지를 발견할 수 있었다. 또한 영적 지도자들의 삶에서 발견되는 공통 요소로서 ‘개념이해-자기관찰-자기앎-자기해체-자기재구성’의 5단계인 메타인지적 사고 과정을 제시하였다. 이 과정은 영적 지도자들이 수행을 위해 성찰을 지속해온 메타인지적 신념으로, 이는 창의적 사고를 하기 위한 방법론으로 적용 할 수 있을 것이라 판단된다.

Design Thinking Process Model and its Application to Social Innovation

Oh, Eun Kyong(오은경),Nah, Ken(나건) 한국디자인지식학회 2014 디자인지식저널 Vol.32 No.-

디자인적사고(Design Thinking)는 새로운 삶의 방식과 기업경영의 혁신에까지 이르게 하는 효과적인 사고의 툴을 제공한다. 본 연구에서는 디자인적 사고가 다양한 사회문제에 창의적이고 혁신적인 솔루션을 공식화할 수 있는 효과적인 프레임워크임을 강조한다. 디자인적 사고 프로세스의 핵심요소는 최종 사용자에 집중된 다학제 간의 협업(collaboration), 프로토타이핑(prototyping) 및 솔루션의 확산을 포함한다. 본 연구는 이러한 디자인적 사고의 특징과 프로세스를 기반으로 한 이론과 실무자료를 검토하고, 디자인적 사고 프로세스의 발달과정 및 주요 특성에 대한 분석하여 사회문제 해결 방안과의 공통점을 도출, 사회혁신 문제 해결 과정에 필요한 요소를 파악한다. 결론적으로 본 연구는 디자인적 사고 원리를 적용한 프로세스 기반의사회혁신 문제 해결을 위한 프레임워크의 기초설계를 제시한다. Empirically and theoretically, people started using the concept ‘Design Thinking.’ Design thinking is known as an effective way of thinking which leads to innovation, new way of living and new way of managing business. The core elements of design thinking process blend an end-user focus with multidisciplinary collaboration, prototyping, and the diffusion of the solution. This paper reviews theoretical and practical work that is based on design thinking and steps further to analyze evolution and main attributes of design thinking process model. This research stresses that design thinking is a powerful framework for formulating creative and innovative solutions to social problems. By integrating the process models of design thinking into social innovation process, this study provides a preliminary design of the process-based framework for problem solving and social innovation.

디자인 씽킹에 기반한 집단 창의성 사고과정 모형 개발

김선연 ( Sunyun Kim ) 한국교육공학회 2019 교육공학연구 Vol.35 No.3

최근 예술 및 경영 분야뿐만 아니라 교육에서도 디자인 씽킹은 집단 창의성의 향상과 창의적 사고력을 신장시키는 방법으로서 주목받고 있다. 이에 본 연구는 디자인 씽킹의 핵심아이디어를 반영한 집단 창의성 사고과정 모형을 개발하고자 하였다. 이를 위해 전문가 15명을 대상으로 델파이 조사를 진행하여 집단 창의성 사고과정의 단계와 구체적인 활동들을 반영한 최종 모형을 개발하였다. 주요 결과는 다음과 같다. 첫째, 디자인 씽킹에 기반한 집단 창의성 사고과정 모형은 수업의 단계와 마찬가지로 도입, 전개, 정리의 3단계로 구분하고 도입 단계에 집단 이해-공감-정의, 전개 단계에 발상-선정, 정리 단계에 생각 시각화-검토-프로토타입-파일럿 테스트로 세분화하였다. 이때 정리 단계는 대학의 다양한 전공의 수업을 고려하여 정리 1(생각 시각화-검토), 정리 2(프로토타입-파일럿 테스트)로 분리하여, 도입부터 정리 1단계까지를 기본 단계, 정리 2단계까지를 심화 단계로 하였다. 둘째, 전문가의 내용타당도 검증을 통해 9단계별 총 36개의 핵심적인 활동을 도출하였다. 마지막으로, 전문가 델파이 조사를 통해 도출된 집단 창의성 사고과정 단계, 활동들, 그리고 전문가의 의견을 반영하여 최종 집단 창의성 사고과정 모형(9단계, 총 38개 활동)을 개발하였다. 이러한 결과를 토대로 기존 디자인 씽킹 모델 단계와의 관련성에 대해, 개인 창의성 사고과정 및 창의적 문제해결 모형과의 유사점과 차이점에 대해 논의하였다. 집단 창의성 사고과정 모형의 대표적 시사점은 첫째, 각 단계에서 요구되는 구체적인 활동들을 체계적으로 제시하고 있기 때문에 수업에서 적용하기 용이하다는 것, 둘째, 기본과 심화 단계로 분리하여 대학의 다양한 전공과 상황에 유연하게 적용하는 것이 가능하다는 것, 마지막으로 집단 협력학습에서 집단 창의성 증진을 위한 방법적 절차와 실용적 전략을 제공한다는 것이다. Recently, design thinking is paid attention as a way to increase group creativity and creative thinking not only in the field of art and business but also education. This study, thus, was to develop a thinking process model for group creativity that reflects the central ideas of design thinking. For this, the study conducted delphi survey with 15 experts and completed a final model, which includes steps of thinking processes and related concrete activities. Results of the study were as follows: First, the group creativity thinking process model, like instruction, was divided into 3 steps including introduction, development, and arrangement; concretely, introduction step includes group understanding-empathy-definition, development step includes ideation-selection, and arrangement step includes thinking visualization-review-prototype-pilot test. As considering varied fields of college class, the model was classified into 2 stages including basic stage (from introduction step to arrangement 1 step) and deep one (from introduction step to arrangement 2 step), in which the arrangement step 1 includes thinking visualization-review and the arrangement step 2 includes prototype-pilot test. Second, through experts' validity verification, the study identified 9 steps including a total of 36 key activities. Finally, the study developed a group creativity thinking process model through expert delphi survey and experts' opinions. Based on the results, the study discussed both about the similarities and differences on individual creativity thinking process and creative problem-solving model and about the relations of the design thinking process. The study presents some implications of the group creativity thinking model. Included were easy of applying the model to a class since the model systematically presents concrete activities required in each step; flexible of applying the model to a college class that has varied fields and situations since the model presents basic and deep steps; presenting methodological procedures and practical strategies to increase group creativity in group collaborative learning.

브랜드 디자인 개발 과정에서의 디자인사고에 관한 연구

이광득,이진호 한국상품문화디자인학회 2019 상품문화디자인학연구 Vol.57 No.-

The purpose of this study is to review design thinking that appears in the process of creating brand design and to identify its features. To this end, researchers who analyzed the contents of design thinking using protocol methods were selected among the leading researchers on design thinking. In addition, design processes and tables presented by prior researchers.The process of the design process of Jeong Kyeong-won in 4 was summarized to derive six steps of the design process to be used in the experiments of this study. In the experiment, six students were selected as a group of two students majoring in visual design to check the design thinking process. Through the experiment, the following was confirmed through the analysis of the contents of the retrospective report and the contents of the design thinking at each stage of the design process. The content of design thinking is 1. At the stage of the subject description, the content is accepted in a piecemeal manner through subjective thinking. In the subject description, which is an explanation of objective facts, subjective thinking considering the design outcome rather than objective object and content can be seen as leading rather than objective thinking. 2. The design process did not generate systematic and sequential ideas from the outset. 3. There has been insufficient logical conceptual analysis since the focus on the presentation of design outcomes-Conceptualization. You can see that the lack of understanding of design topics, ideas and concepts are not created. In conclusion, rather than the development of designs based on objective and logical analysis in the development of brand design, it is intended to be the basis for inferring the reasons for the expression of intuitive thinking and the types of design thinking that emerged at each stage. 본 연구는 브랜드 디자인 제작 프로세스 과정에서 나타나는 디자인 사고를 검토하고 그 유형을 확인하는데 연구의 목적이 있다. 이를 위해 디자인 사고에 관한 선행연구자들 중 프로토콜 방식을 이용한 디자인 사고의 내용을 살펴보았다. 더불어 선행연구자들이 제시한 디자인 프로세스와 표.4 정경원의 디자인 프로세스의 과정을 정리하여 본 연구의 실험에서 사용할 디자인 프로세스의 6단계를 도출하였다. 실험에서는 시각디자인 전공 3학년 35명이 참여 하였으나 민화를 주제로 한 학생 6명을 2인 1조의 3개조로 편성하여 디자인사고 과정을 확인하기 위한 실험을 실시하였다. 디자인 프로세스의 각 단계에서 나타난 회상적 보고를 통해 디자인 사고의 내용과 유형을 알 수 있었고 그 내용은 다음과 같다. 연구에서 제시한 디자인 프로세스의 단계 중 1주제의 설명 단계에서는 주관적 사고의 유형을 보였다. 3주제와 연결하는 상품단계에서 직관적 사 고의 공통적인 유형을 나타내고, 5관찰된 사물들 단계에서 비유와 은유적인 사고의 유형을 나타내었다. 연구에서 브랜드 디자인 개발에 있어 마케팅적 관점을 고려하지 못한 한계점을 가지지만 도출한 디자인 사고의 유형을 통해 향후 디자인 사 고의 이유를 추론하는 근거와 다양한 디자인 사고의 방법을 모색하는 연구의 단초가 되는 것에 의의를 두고자 한다.

‘디자인 사고’에서 사고의 융합

김보섭 한국기초조형학회 2021 기초조형학연구 Vol.22 No.1

The purpose of this study is to discuss the principles of convergence in design thinking. Given the fact that the concept is not only constructed in itself but also combined within concepts, this study aims to examine the characteristics of convergent thinking based on philosophical theories. When a concept is viewed as a basic unit of thinking, the establishment of the concept is derived by convergent thinking that combines inherent properties with the external perspectives. Kant's philosophy on ‘analysis and synthesis’ gave an effect that convergence in design thinking is based on synthesis not just by analytic thinking process. Design thinking has developed with the acceptance of Karl Popper, Thomas Kuhn, and Charles Peirce' philosophy of science and semantic positions of Krippendorff and Berganti, among which the perspective of philosophy of science has evolved abduction by which establishing hypothesis by observation and has provided the basis of convergent thinking. In the development of design thinking, the 3rd generation reveals the importance of the convergent thinking process followed by ardent debates over design thinking methodology. Design thinking which has evolved on the basis of various philosophical backgrounds puts an importance on dual thinking process such as observation and cognition, divergence and convergence, top-down and bottom-up, linear and lateral thinking, etc. In conclusion, the convergence of design thinking can be accomplished by systematic and professional thinking methodology to solve complex problems. The binary opposition process is developed into a specific thinking principle in the design field. 이 연구는 ‘디자인 사고(design thinking)’의 융합적 원리에 대해 논의하는 것을 목적으로 한다. 사고란 사고의 기초 단위로서 개념과 그 개념의 관계를 맺는 방식으로 설명할 수 있다. 본 논의는 개념의관계 결합의 이론을 기초로 디자인 사고에 영향을 준 철학과 디자인의 방법론적 변화를 살펴봄으로써디자인 사고의 융합적 원리에 대해 탐색한다. 개념을 사고의 기초 단위로 볼 때, 개념의 생성은 개념안에 내재한 특성과 외적 관점과 결합하는 융합적 사고에 의해 이루어진다. 칸트의 분석과 종합 판단에 대한 철학은 분석뿐 아니라 종합을 통한 확장적 사고를 통해 융합적 사고가 생성되는 원리를 밝힌다. 디자인 사고는 포퍼, 쿤 퍼스의 과학철학적 입장과 크리펜도르프, 베르간티의 의미론적, 해석학적입장을 수용하며 발전해왔으며, 그 중 과학철학적 관점은 연역과 귀납의 종합 즉, ‘관찰에 의해 가설을추정’하는 가추법으로 발전하여 융합적 사고의 기초를 제공했다. 디자인 사고의 발전 과정은 디자인방법론에 대한 과학적 입장과 그 반대편 입장을 변증법적으로 융합한 3세대 디자인 방법론의 산물이다. 디자인 사고는 분석과 종합의 칸트의 두 가지 사고 방식을 중심으로 관찰과 인식, 발신과 수렴, 하향식과 상향식 접근, 연속적 사고와 옆길 사고 등의 이항 대립적 사고를 함께 사용한다. 결론적으로디자인 사고의 융합은 문제 해결을 위한 체계적이며 전문적 사고 과정으로서 이항 대립적 사고 과정은 디자인 분야의 특정한 사고 원리로 발전하고 있다.

프로그래밍 과정에서 나타나는 초보학습자들의 행동 및 사고과정 분석

김수환 ( Soo Hwan Kim ),한선관 ( Seon Kwan Han ),김현철 ( Hyeon Cheol Kim ) 한국컴퓨터교육학회 2011 컴퓨터교육학회 논문지 Vol.14 No.1

본 연구의 목적은 CL(Computatioanl Literacy) 교육에서 중요한 교육 내용인 프로그래밍 문제해결 과정을 규명하는데 있다. 프로그래밍 초보학습자들의 인지적 사고과정 분석을 통해 프로그래밍 문제해결 과정에서 나타나는 사고 특성을 조망하는 분석틀을 제시하고, 실제 CL 문제해결 과정에서의 초보학습자들의 사고과정을 규명하는 것이다. 이를 위해 사고발성법을 적용하여 프로그래밍 과정에서 나타나는 여러 상황을 분석하였다. 본 연구에서는 학생들의 사고 특성을 추출하는 분석코드와 프로그래밍 과정 코드를 이용한 코딩조직를 개발하였고, 프로그래밍 과정에서 겪는 어려움과 이를 해결하는 과정을 Nvivo를 사용하여 종합적으로 분석하였다. 특히 프로그래밍 과정에서 나타나는 사고력의 활용에 대한 분석과 시사점을 제시하였다. 본 연구는 프로그래밍 과정에서 나타나는 인지적 사고 특성과 흐름을 이해하는데 기여하며 프로그래밍에서의 사고 과정을 과학적으로 분석할 수 있는 준거를 제시한다. The purpose in this paper is to provide the theoretical framework of characteristics of programming thinking processes in computational literacy education. That is, we developed the theoretical framework through analyzing novices` cognitive thinking processes, applied it to the real situation about computational literacy problem-solving processes and defined characteristics of the processes. For this purpose, we tried to analyze characteristics of programming thinking processes of novices by using think-aloud method. Also we developed the programming process code about novices` cognitive processes and programming processes, and analyzed the process that novice faced and overcame programming barriers by using qualitative research tool, Nvivo. As a result, we found what characteristics of programming problem-solving processes were and how novices used the thinking skill in the process. This study contributes to understand programming problem-solving processes and provides the criterion to analyze the processes scientifically.