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        • KCI등재

          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.

        • KCI등재

          초등 실과 공업기술 영역 교육의 발전 전략 도출

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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

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

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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          급변하는 산업현장에 대비하여 공업계 고등학교는 어떤 능력을 갖춘 인력을 양성해야 하는가 - 공업계 고등학교 교육목표의 주요 개념과 SCANS 에 제시된 능력의 비교연구 -

          문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 1997 대한공업교육학회지 Vol.22 No.2

          This research was carried out to present the educational directions of Technical High School by investigated what competencies shoud be trained. The specific objectives of this research were 1) extracted the material concepts of educational objectives in technical high school curriculum, and then cleared up what competencies were immanent in them, 2) introduced the SCANS reports, and then cleared up what competencies and skills were presented in them, and 3) cleared up what competencies and skills presented in SCANS reports were reflected in educational objectives of 7th technical high school curriculum. The main findings of this research were as follows; 1. Educational objectives of technical high school consist of `generalized objective` and `detailed objective`. These objectives were categorized `knowledge-comprehension` domain, `competency-technique-skill`domain, and `attitude-values`domain. The material concepts were extracted from each domain. 2. SCANS reports presented five-competencies and three-foundation skills. Five-competencies were `resources`, `information`, `interpersonal`, `system`, and `technology`. Three-foundation skills were `basic skills`, `thinking skills`, and `personal qualities`. 3. Thinking skills(`creative thinking` ,`decision making`, `problem solving`, `knowing how to learn`), personal qualities(`self-management`), and basic skills were reflected in educational objectives of 7th technical high school curriculum.

        • KCI등재

          공업계 고등학교 학생의 실습 태도와 그에 영향을 미치는 변인

          문대영(Dae Young Moon),류창열(Chang Yol Ryu) 대한공업교육학회 1996 대한공업교육학회지 Vol.21 No.2

          This research was conducted to measure work attitude in laboratory of technical high school students and to investigate variables effected on it. Five hundred forty four students were selected from twelve technical high schools by the stratified sampling methode. The statistical methods utilized in this study were simple statistic as mean, standard deviation, variance and one way analysis of variance(ANOVA), using SAS. The results of this study were as follows; 1. The mean scores of each domains of work attitude in laboratory were as follows; (1)responsibility 3.81, (2)honesty 3.76, (3)faithfulness 3.72, (4)perseverance 3.41, (5) adaptability 3.34, (6) stability 3.33, (7) creativity 3.05, (8) cooperation 2.96. Responsibility property was highest, and cooperation property was lowest. 2. Work attitudes in laboratory of technical high school students such as cooperation, adaptability, responsibility, stability, perseverance, honesty, faithfulness, creativity were affected on task variable. 3. Work attitudes in laboratory of technical high school students such as cooperation, adaptability, responsibility, stability, perseverance, honesty, faithfulness, creativity were affected on physical variable. 4. Work attitudes in laboratory of technical high school students such as cooperation, adaptability, responsibility, stability, perseverance, honesty, faithfulness were affected on organization variable. 5. Work attitudes in laboratory of technical high school students such as adaptability, faithfulness were affected on task variable.

        • KCI등재

          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.

        • KCI등재

          발명영재를 위한 교육과정 차별화: 내용과 과정

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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

        • KCI등재

          발명과 좋은 발명 수업에 대한 초등 예비교사의 은유 분석

          문대영(Moon, Dae-young) 한국실과교육학회 2021 한국실과교육학회지 Vol.34 No.3

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          이 연구는 초등 예비교사들의 발명 및 좋은 발명 수업에 대한 은유 표현을 분석하여 그 의미를 파악하기 위해 수행되었다. 연구의 목적을 달성하기 위해 A 교육대학교 3학년 학생을 대상으로 문장 완성형 질문지를 적용하여 90부를 분석하였다. 은유 분석의 절차는 1) 코딩, 2) 분류, 3) 하위 범주화, 4) 신뢰도 평정, 5) 최종 범주화, 6) 양적/질적 분석의 6단계로 수행되었다. 이 연구를 통해 도출한 주요 연구 결과는 다음과 같다. 첫째, 초등 예비교사가 발명에 대하여 인식하고 있는 개념 은유 범주는 I1. 발명의 방법과 과정(36%), I2. 도전과 개선(22%), I3. 발명의 영향(17%), I4. 새로움(16%), I5. 발명의 결과와 가치(10%) 등의 5개 범주와 22개의 하위 범주로 구성된다. 둘째, 초등 예비교사가 좋은 발명 수업에 대하여 인식하고 있는 개념 은유 범주는 C1. 도전을 주도하는(13%), C2. 상상하여 창조하는(12%), C3. 미래를 위한 기초(11%), C4. 다양성을 포용하는(11%), C5. 일상의 관찰과 성찰(10%), C6. 자유롭고 즐거운(9%), C7. 가능성을 확장하고 촉진하는(9%), C8. 틀을 벗어나 변화하는(8%), C9. 지적 자극을 유발하는(4%), C10. 열정적인 그러나 어려운(3%) 등의 10개 범주와 30개의 하위 범주로 구성된다. This study was performed to analyze the metaphorical expressions on invention and good invention classes of pre-service elementary school teachers. To accomplish this purpose, 90 sets of sentence completion questionnaires of from students of A national university of education were analyzed. The six steps of metaphor analysis were proceeded as coding, classification, sub-categorization, establishing the inter-rater reliability rate, final categorization, and quantitative and qualitative interpretation. The main results of this study were as follows: First, the conceptual metaphor on invention of pre-service elementary school teachers consisted of 5 categories such as I1. method and process of invention (36%), I2. challenge and improvement (22%), I3. impact of invention (17%), I4. newness (16%), and I5. result and value of invention (10%) and 22 subcategories. Second, the conceptual metaphor on good invention classes of pre-service elementary school teachers consisted of 10 categories such as C1. leading challenge (14%), C2. imagining and creating (13%), C3. foundation for the future (12%), C4. embracing diversity (12%), C5. daily observation and reflection (11%), C6. free and pleasant (10%), C7. Expanding and facilitating possibilities (10%), C8. changing out of the frame (9%), C9. intellectually stimulating (4%), and C10. passionate but difficult (3%) and 30 subcategories.

        • KCI등재

          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

          '스콜라' 이용 시 소속기관이 구독 중이 아닌 경우, 오후 4시부터 익일 오전 7시까지 원문보기가 가능합니다.

          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.

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