초등 실과 공업기술 영역 교육의 발전 전략 도출

문대영(Moon Dae Young) 한국실과교육학회 2005 한국실과교육학회지 Vol.18 No.2

The purpose of this study was to suggest the improvement plan of industrial technology education in practical arts subject through finding strategies. To find strategies SWOT analysis was used. In this article, strength, weakness, opportunity, and threat factors of industrial technology education in practical arts subject were identified as follows; 1) Strength factors of industrial technology education in practical arts subject: including the value of hands-on activity, cultivating creative problem solving ability, and fostering technological literacy. 2) Weakness factors of industrial technology education in practical arts subject: biasing the content in curriculum, lack of continuity and sequence of curriculum, and shortage of various activity projects. 3) Opportunity factors of industrial technology education in practical arts subject: extending the holistic education, requirement of alternative approach in school education, and spreading the DIY movement. 4) Threat factors of industrial technology education in practical arts subject: lack of awareness about activity based learning, insufficient program to cultivate instruction skill of hands-on activity, and unpreparedness of institution and equipment in school. In this study, 4 strategies were extracted through SWOT analysis, and these are as follows; 1) Standing out the value of creative problem solving through hands-on activity. 2) Realizing the value through systematizing continuity and sequence of curriculum and developing various activity projects. 3) Preparing the supporting system and promoting the awareness of activity based learning to carry into effect the value. Applying tentative manner that consider the circumstance of school.

융합인재교육(STEAM)에 대한 교사의 관심단계와 활용수준

문대영(Dae-Young Moon) 한국실과교육학회 2016 한국실과교육학회지 Vol.28 No.1

이 연구는 융합인재교육(STEAM)에 대한 교사의 관심단계와 활용수준을 진단하기 위해서 수행되 었다. 연구의 목적을 달성하기 위해서 관심중심수용모형(CBAM)을 활용하여, 융합인재교육에 대한 교사의 관심 단계와 활용 수준을 확인하고, 융합인재교육에 대한 선도교사와 일반교사의 인식과 행동을 비교하였다. 연구 대상으로 선도교사 8명과 일반교사 8명을 각각 선정하였으며, Hall & Hord(2006)의 관심단 계(SoC) 질문지와 활용수준(LoU) 진단지를 참조하여 조사 도구를 개발·적용한 후 분석하였다. 연구의 주요 결과는 다음과 같다. 첫째, 관심단계 분석 결과, 선도교사는 융합인재교육을 능숙하게 활용하는 전형적인 변용 사용자로 확인되었고, 일반교사는 융합인재교육에 무관심한 비사용자의 특성을 보였다. 둘째, 활용수준 분석 결과, 선도교사는 일상화, 정교화, 통합, 변용 수준에 해당하는 사용자로 확인되었고, 일반교사는 비사용, 입문, 준비 수준에 해당하는 비사용자로 확인되었다. 셋째, 선도교사와 일반교사의 특성 차이는 다음과 같이 확인되었다. 일반교사는 선도교사에 비해 융합인재교육이 본인에게 어떤 영향을 미칠 것인가에 대한 개인적 관심도가 높고, 구체적이며 실제 적이다. 일반교사는 선도교사에 비해 융합인재교육의 도입 및 STEAM 수업에 대한 부담, 염려, 심리적 저항이 크며 호의적이지 않다. 일반교사는 선도교사에 비해 융합인재교육의 결과로서 학생들의 성취, 반응을 포함한 결과적 관심도가 낮고, 교사 중심의 교육관을 고수하려는 경향이 강하다. This study was carried out to diagnose stages of concerns and levels of use on STEAM Education of in-service teachers. To accomplish this purpose, the stages of concerns and levels of use were identified according to the concerns-based adoption model, and the perception and behavior of leading group and general group were compared. The subjects of this study were 8 leading group teachers and 8 general group teachers. The instruments for this study were developed according to the Hall & Hord(2006) s stages of concerns questionnaire and levels of use interview configurations. The major findings of this study were as follows: Firstly, leading group teachers were traditional renewal users that making full use of STEAM education and general group teachers were non-users that uninterested in STEAM education according to the analysis of stages of concerns profile. Secondly, leading group teachers were STEAM education users corresponding routine, refinement, integration, and renewal levels and general group teachers were STEAM education non-users corresponding nonuse, orientation, and preparation levels according to the analysis of stages of levels of use interviews. Thirdly, the differences between leading group and general group were as follows. In a personal concern, general group were higher than leading group and their needs were more specific and substantive. In a burden, worry, and psychological resistance, general group were higher than leading group and their attitudes were more unfavorable. In a consequence concern, general group were lower than leading group and their persistences on teacher-initiated class were stronger.

초등학교 학생의 기술적 창의력 계발을 위한 적응자 · 혁신자 역할 분담 문제 해결 활동의 효과

문대영(Moon Dae Young) 한국실과교육학회 2001 한국실과교육학회지 Vol.14 No.2

The purpose of this study was to devise problem solving activity for developing elementary school student’s technological creativity and to verify the effect. Adaptor-innovator role division problem solving activity was proposed in this study. As a true experimental design, the randomized posttest-only control group design, using matched subjects was employed in this study. The experimental group solved the technological problem by adaptor-innovator role division activity in a team composed of 2 students and the control group solved without adaptor-innovator role division activity in a team composed of 2 students. The independent variable was problem solving activity in a team composed 2 students. The dependent variable was the frequency in use of technological creativity composed of sensitivity, fluency, flexibility, originality and elaborateness. The subjects for the experiment were 4th grade elementary school students. The instrument for the experiment was developed in 4types, which were invention, design, trouble shooting and procedures according to the Custer(1995)’s technological problem style. The validity of the instrument was verified by experts in the field of technology education. The statistical technique used for data analysis was ANOV A with an alpha level of .05. The major findings of this study were as follows: There was statistically significant difference in the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. There was statistically significant difference in the frequency of using sensitivity, flexibility, originality and elaborateness between two groups. There was statistically significant difference in the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. There was statistically significant difference In the frequency of using sensitivity, fluency, flexibility, originality and elaborateness between two groups. In conclusion, the adaptor-innovator role division problem solving activity was effective in developing elementary school student’s technological creativity like sensitivity, flexibility, originality and elaborateness. And the effect in developing fluency was identified partially by technological problem types. Based on the conclusion of this study, adaptor-innovator role division problem solving activity for developing technological creativity should be applied to practical arts education in elementary school.

기술적 문제 해결을 위한 사고 과정의 분석 : 발성 사고를 통한 상호 문제 해결을 적용한 사례 연구

문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 2000 대한공업교육학회지 Vol.25 No.1

The purpose of this study was to analyze thinking process for technological problem solving. `Thinking aloud pair problem solving (TAPPS)` was applied to observe the thinking process effectively. Problem solving process was videotaped to collect data and protocol was composed. Then data coding was carried out according to the protocol and the frequency and duration were analyzed by two independent observers. The order of frequency of thinking processes was as follow; 1) communicating, 2) constructing models/prototypes, 3) measuring, 4) analyzing, 5) modeling, 6) defining problems, 7) predicting. And the order of duration of thinking processes was as follow; 1) constructing models/prototypes, 2) communicating, 3) designing, 4) measuring, 5) defining problems, 6) experimenting, 7) modeling. Thinking processes like context, customer analysis, technology review, and values were not observed. Inter coder reliability were 0.86 & 0.87 and intra coder reliability were 0.94 & 0.97 in the frequency and duration analysis by two independent observers.

초 · 중등학교 학생의 적응자 · 혁신자 역할 분담 문제 해결 활동이 기술적 창의력 계발에 미치는 효과

문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 2001 대한공업교육학회지 Vol.26 No.1

The purpose of this study was to devise problem solving activity for developing elementary and secondary school students technological creativity and to verify the effect. Adaptor-innovator role division problem solving activity was proposed in this study. As a true experimental design, the randomized posttest-only control group design, using matched subjects was employed in this study. The independent variable was problem solving activity in a team composed 2 students. The dependent variable was the frequency in use of technological creativity composed of sensitivity, fluency, flexibility, originality and elaborateness. The subjects for the experiment were 4th grade elementary school, 1st grade middle school and 1st grade high school students. The instrument for the experiment was developed in 4types, which were invention, design, trouble shooting and procedures according to the Custer(1995)`s technological problem style. The validity of the instrument was verified by experts in the field of technology education. The statistical technique used for data analysis was ANOVA with an alpha level of .05. In conclusion, the adaptor-innovator role division problem solving activity was effective in developing elementary and secondary school students technological creativity like sensitivity, flexibility, originality and elaborateness. And the effect in developing fluency was identified partially by technological problem types and the level of grade. Based on the conclusion of this study, adaptor-innovator role division problem solving activity for developing technological creativity should be applied to practical arts education in elementary school and technology education in middle and high school.

SWOT 분석을 통한 기술교육 발전 전략 도출

문대영 ( Dae Young Moon ) 한국기술교육학회 2005 한국기술교육학회지 Vol.5 No.2

STEM 통합 접근의 사전 공학 교육 프로그램 모형 개발

문대영(Dae Young Moon) 한국공학교육학회 2008 공학교육연구 Vol.11 No.2

이 연구는 STEM 통합 접근의 사전 공학 교육 프로그램 모형을 개발하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 관련 문헌 고찰과 전문가를 대상으로 한 타당도 조사를 실시하였다. 이 연구에서는 STEM 통합 접근의 교육 프로그램 모형 개발과 관련하여 다음과 같은 세 가지 결과를 산출하였다. 첫째, 과학, 기술학, 공학, 수학 각각에 대한 개념, 고유의 탐구 방법과 지식 구조 및 영역을 확인하고, 이에 대한 타당도 조사를 통해 STEM 통합 접근의 개념 모형을 구성하였다. 둘째, STEM 통합 접근의 통합 핵심 요소, 활동유형, 교육 프로그램 수행 학습 인원, 교육 프로그램 수준을 탐색하고 이를 바탕으로 하여 STEM 통합 접근의 교육 프로그램 개념 모형을 구안하였다. 셋째, 주제 중심 통합 접근에 따른 탐구 프로젝트 활동, 문제 중심 통합 접근에 따른 문제 해결 활동, 설계 중심 통합 접근에 따른 창의 공학 설계 활동 각각의 교육 프로그램 구성 단계를 제시하여 STEM 통합 접근의 교육 프로그램 구조화를 꾀하였다. This study was conducted to develop pre-engineering educational program model based on STEM integration approach. To accomplish this purpose literature review and content validity ratio survey were carried out. The main results of this study were as follows: First, the conceptual model of STEM integration approach was constituted. Second, the conceptual model of pre-engineering educational program model based on STEM integration approach was proposed. Third, the formation steps of inquiry project activity, problem solving activity, and creative engineering design activity were developed to structure the educational program.

2015 개정 실과 교육과정에 따른 ‘창의적인 제품 만들기’ 활동 과제 개발과 적합도 분석

문대영(Moon Dae Young) 한국실과교육학회 2017 한국실과교육학회지 Vol.30 No.2

이 연구는 2015 개정 실과 교육과정에 따른 ‘창의적인 제품 만들기’ 활동 과제를 개발하고 그 적합도를 분석하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 ‘창의적인 제품 만들기’ 활동 과제의 개발 기준을 설정하여 15개의 창의적인 제품 만들기 활동 과제를 개발한 후, 내용 타당도 비율을 구하여 타당도를 검증하였다. 타당도를 검증받은 12개의 활동 과제를 대상으로 창의적 아이디어 창출, 재료 활용, 학생 수준 측면에서 적합도를 조사하였다. 활동 과제별 적합도 평균 점수는 5점 만점에 4.19∼3.78점으로 분포하여 적합한 수준으로 판정되었다. 적합도 평균 점수는 ‘스마트폰 받침대 만들기(4.19)’, ‘연필꽂이 만들기(4.01)’, ‘애완동물 자동 급식기 만들기(3.99)’와 ‘가습기 만들기(3,99)’, ‘골판지 가방 만들기(3.95)’, ‘메모판 만들기(3.94)’와 ‘물시계 만들기(3.94)’, ‘캠핌용 도마 만들기(3.92)’와 ‘동전 분류 저금통 만들기(3.92)’, ‘독서대 만들기(3.91)’, ‘화분 자동 급수기 만들기(3.86)’, ‘도어 스토퍼 만들기(3.78)’의 순으로 확인되었다. 창의적 아이디어 창출 관점에서 알아본 활동 과제의 적합도는 5점 만점에 4.22∼3.75점, 재료 활용 측면에서 확인한 활동 과제의 적합도는 5점 만점에 4.17∼3.69점, 학생 수준 관점에서 조사한 활동 과제의 적합도는 5점 만점에 4.24∼3.56점으로 분포하여 각각의 관점에서 적합한 수준으로 판정되었다. This study was conducted to develop activities for making creative products and to analyze the suitability of these hands on activities. To develop activities for making creative products three criteria were set up based on the analysis of the practical arts curriculum and textbook. According to these criteria fifteen hands on activities were developed and the validity of twelve activities was verified by the content validity ratio. The suitability of the twelve activities was tested in terms of creativity of the idea, use of materials, and developmental levels of students. The overall suitability of twelve activities was verified with 3.78∼4.19 points awarded out of 5. The hands on activities in order of suitability mean score were as follows. Making a smart-phone cradle 4.19, making a pencil holder 4.01, making an automatic pet feeding device 3.99, making a humidifier 3.99, making a cardboard bag 3.95, making a memo board 3.94, making a water clock 3.94, making a chopping board for camping 3.92, making a coin sorting bank 3.92, making a reading desk 3.91, making an automatic pot waterer 3.86, and making a door stopper 3.78. The suitability of the twelve activities was verified with 3.75∼4.22 points in terms of idea creativity, 3.69∼4.17 points in terms of material usage, and 3.56∼4.24 points in terms of the students developmental level.

STEM 통합 접근의 사전 공학 교육 프로그램 모형 개발

문대영(Dae Young Moon) 한국공학교육학회 2008 공학교육연구 Vol.11 No.4

이 연구는 STEM 통합 접근의 사전 공학 교육 프로그램 모형을 개발하기 위해 수행되었다. 연구의 목적을 달성하기 위해서 관련 문헌 고찰과 전문가를 대상으로 한 타당도 조사를 실시하였다. 이 연구에서는 STEM 통합 접근의 교육 프로그램 모형 개발과 관련하여 다음과 같은 세 가지 결과를 산출하였다. 첫째, 과학, 기술학, 공학, 수학 각각에 대한 개념, 고유의 탐구 방법과 지식 구조 및 영역을 확인하고, 이에 대한 타당도 조사를 통해 STEM 통합 접근의 개념 모형을 구성하였다. 둘째, STEM 통합 접근의 통합 핵심 요소, 활동유형, 교육 프로그램 수행 학습 인원, 교육 프로그램 수준을 탐색하고 이를 바탕으로 하여 STEM 통합 접근의 교육 프로그램 개념 모형을 구안하였다. 셋째, 주제 중심 통합 접근에 따른 탐구 프로젝트 활동, 문제 중심 통합 접근에 따른 문제 해결 활동, 설계 중심 통합 접근에 따른 창의 공학 설계 활동 각각의 교육 프로그램 구성 단계를 제시하여 STEM 통합 접근의 교육 프로그램 구조화를 꾀하였다. This study was conducted to develop pre-engineering educational program model based on STEM integration approach. To accomplish this purpose literature review and content validity ratio survey were carried out. The main results of this study were as follows: First, the conceptual model of STEM integration approach was constituted. Second, the conceptual model of pre-engineering educational program model based on STEM integration approach was proposed. Third, the formation steps of inquiry project activity, problem solving activity, and creative engineering design activity were developed to structure the educational program.

발명영재를 위한 교육과정 차별화: 내용과 과정

문대영(MOON DAE YOUNG) 한국실과교육학회 2013 한국실과교육학회지 Vol.26 No.3

이 연구는 발명영재를 위한 교육과정 차별화 방안으로서 교육 내용 요소와 과정 요소를 확인하기 위해서 수행되었다. 연구의 목적을 달성하기 위해서 발명교육과 발명영재교육 분야 전문가 15명을 대상으로 내용 타당도 비율을 산정하는 조사 연구가 적용되었다. 이 연구의 결과는 다음과 같다. 첫째, 발명영재교육의 기초와 심화 과정에서 발명교육 내용표준 하위요소 67개 중에서 63개 요소가 타당하다고 판정되었다. 즉, 발명교육 내용표준 하위요소 대부분이 발명영재교육의 ‘내용’ 요소로 적합함을 알 수 있었다. 둘째, 발명교육의 기초와 심화 과정에서 발명품과 STEAM 이해, STEAM 통합 프로젝트, 발명과 사업화, 발명과 창업, 발명 마케팅, 기술 경영, 지식재산 보호, 특허 분쟁과 같은 8개 내용 요소는 타당하지 않은 것으로 판정되었다. 이러한 8개의 내용 요소는 발명교육과 차별화 된 발명영재 교육과정을 설계하는 요소로 활용될 수 있다. 셋째, 발명영재교육의 기초와 심화 과정에서 기술적 문제해결의 사고과정 요소 27개가 모두 타당한 것으로 확인되었다. 즉, Halfin(1973)과 Wicklein & Rojewski(1999)가 제시한 기술적 문제해결의 사고과정 요소가 발명영재교육의 ‘과정’ 요소로 적합함을 알 수 있었다. 넷째, 발명교육의 기초와 심화 과정에서 맥락, 소비자 분석, 실험, 자료해석, 관리, 모델링, 자료모니터링, 예측, 질문/가설, 기술 리뷰, 전이/변형, 가치와 같은 12개 과정 요소는 타당하지 않은 것으로 판정되었다. 이러한 12개의 과정 요소는 발명교육과 차별화 된 발명영재 교육과정을 설계하는 요소로 활용될 수 있다. The purpose of this study was to identify the content and process element as differentiation of curriculum for the gifted in invention. To accomplish this purpose, 15 experts in invention education and the inventively gifted education were selected, and the survey method was performed to calculate content validity ratio. The results of this study were as follows: Firstly, in the foundation and intensive course of the inventively gifted education 63 content elements among 67 content elements of invention education content standard were valid. Almost content elements of invention education content standard were appropriate to content elements of the inventively gifted education. Secondly, in the foundation and intensive course of the invention education 8 content elements such as ‘invention and STEAM’, ‘STEAM integrated project’, ‘invention and business’, ‘invention and establishment’, ‘management of technology’, ‘protection of intellectual property’, and ‘patent war’ were not valid. These 8 content elements could be utilized in the differentiation of curriculum for the gifted in invention. Thirdly, in the foundation and intensive course of the inventively gifted education the whole-27 process elements of thinking process in technological problem solving were valid. The thinking process elements in technological problem solving of Halfin(1973) and Wicklein & Rojewski(1999) were appropriate to process elements of the inventively gifted education. Fourthly, in the foundation and intensive course of the invention education 12 process elements such as ‘context’, ‘customer analysis’, ‘experimenting’, ‘interpreting data’, ‘managing’, ‘modeling’, ‘monitoring data’, ‘predicting’, ‘questioning/hypothesizing’, ‘technology review’, ‘transfer/ transformation’, and ‘values’ were not valid. These 12 process elements could be utilized in the differentiation of curriculum for the gifted in invention.