실과(기술ㆍ가정) 교육과정에서 정보통신기술(ICT)의 통합적 수용방안

최유현(Choi Yu Hyun) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.1

The purposes of this study were to analyze reflected contents of Information Communication Technology on 7th Practical arts curriculum, to suggest the strategies of teaching and learning methods and educational contents that Information Communication Technology integrate into practical arts education. 1. In 7th curriculum, Information Communication Technology in Practical arts education have reflected as two aspects of educational content and methodology. 2. The strategy of restructuring lesson units would suggested for Information Communication Technology integrate into practical arts education in current stage. 3. For the future, the strategy of curriculum restructuring would suggested for Information Communication Technology integrate into practical arts education in educational content aspect. And in the educational methodology aspect, the Choi’s ICT model for practical arts education will be applied. As a result of that, I suggest that the study of this matter should be continued more specifically.

포트폴리오 평가의 개념과 절차; 공학교육 학습평가의 한 가지 대안

최유현,Choi Yu-Hyun 한국공학교육학회 2000 공학교육연구 Vol.3 No.2

최근 교육평가의 논의에서 포트폴리오는 대안적 평가의 한 유형으로 부각되고 있다. 즉 포트폴리오 평가는 평가의 보편적인 접근과는 달리 학생들의 학습 활동을 전 시간에 걸쳐 수집하고 평가하는 혁신적인 평가 방법으로 대두된다. 특히 공학교육에서의 이러한 접근은 공학교육의 특성상 의미있는 접근이 되며, 이 연구에서는 공학교육에서의 포트폴리오의 평가의 개념을 논의하고 나아가 실제로 공학교육에서 포트폴리오를 평가에 적용할 수 있는 절차를 제안하는 것이었다. 이 연구의 탐색 결과는 학생들이 학습 목표를 도발하는데 서류화한 학생들의 활동 생산물을 수집하고 평가하는 유목적적, 체계적, 성찰적 과정으로 정의되며, 적용을 위한 절차는 포트폴리오의 목적, 내용, 평가, 활용의 네 단계를 제안하였다. Portfolio are emerging as a prominent type of alternative assessment. Portfolio assessment is becoming increasingly clear that this method of collecting and evaluating student work over time has significant advantages over more conventional approaches to assessment. So the purposes of the study were to review the concepts and steps for planning and implementing portfolio assessment in engineering education. In education, portfolio can be defined as a purposeful, systematic, reflective process of collecting and evaluating student products to document progress toward the attaintment of learning targets. Four steps for planning and implementing portfolio assessment in engineering education were suggested as follows: 1) determine purpose 2) determine sources of content, 3) teacher evaluation of contents and student self-evaluation, 4) using of portfolio.

창의적 공학교육을 위한 문제중심학습(PBL)의 모형과 절차의 탐색

최유현,Choi Yu-Hyun 한국공학교육학회 2005 공학교육연구 Vol.8 No.1

문제중심학습은 실세계 환경과 공학적 환경에서 탐구하고 문제 해결하는 실천적 학습에 중점을 두며, 크게 교육과정 조직자와 수업전략의 두 가지 전략을 포함한다. 이 연구에서 구안한 PBL 전략은 크게 교육과정 조직자로서의 문제설계 단계와 수업전략으로서의 문제 적용 단계로 구분된다. 특히 문제 적용 단계는 문제해결 학습에 기초하며, 그 절차는 즉 '문제의 확인', '문제의 구체화', '해결방안의 탐색과 창안', '해결방안의 선정', '해결방안의 구체화', '실행', '평가', '적용과 성찰'의 단계이다. 특히 이 연구에서 계획과정의 상세화는 문제해결 모형이 갖는 장점 중의 하나인 문제해결을 위한 구상, 즉 확산적 사고와 수렴적 사고활동을 유도하기 위한 전략의 방편이 된다. Problem-Based Learning is focused, experiential learning organized around the investigation and resolution of messy, real-world problem. It is both a curriculum organizer and instructional strategy, two complementary processes. The PBL model developed in this study was composed the two components of Problem Design(curriculum organizer) and Problem Implementation(instructional strategy). The basic process of Problem Implementation Model were composed the 8 steps ; 1) the identification of problem, 2) the specification of problem, 3) the exploration and generation for solution, 4) the selecting of best idea, 5) the specific planning of best idea, 6) the implementation and realization, 7) the evaluation, 8) the applying and reflection.

기술적 문제해결 과정에 나타난 사고 활동의 분석과 그 계발 전략

최유현,Choi, Yu-Hyun 仁川敎育大學校 科學敎育硏究所 2003 과학교육논총 Vol.15 No.-

이 연구는 기본적으로 문제해결 절차 모형에서 나타난 사고 활동을 무엇이며, 그 사고 활동을 계발하기 위한 구체적 전략에 대하여 이론적 탐구를 하는 것이었다. 이론적 연구에 기초하여 기술적 문제해결 과정에 따른 문제해결 사고 및 능력 모형이 구안되었다. 즉 문제해결 과정에서의 문제해결 사고는 계획단계에서 아이디어를 생산하는 확산적 사고, 생성된 여러 가지 아이디어를 선정하는 수렴적 사고, 그리고 문제해결 평가 단계에서의 과정 및 결과를 평가하는 활동에서의 비판적 사고와 밀접한 관련을 맺는다. 또한 문제해결 과정에서의 지적 능력인 문제해결능력은 문제 확인단계에서 인식 능력, 계획단계의 창의력, 의사 결정능력, 문제 실행 단계에서 실천능력, 문제해결 평가 단계에서의 평가능력으로 개념화 하였다. 이러한 모형에 기초하여 이 연구에서 확산적 사고와 수렴적 사고의 기법들을 정리하여 제시하는 것으로 그 사고 계발 전략을 마련하였다. 이러한 사고 전략 기법들은 아동의 문제해결 과정에서도 적용 될 수 있지만, 문제해결 활동 이전에 확산적 사고 활동 프로그램 및 수렴적 사고 활동 프로그램으로 활동을 한다면 아이들의 문제해결 활동이 보다 촉진될 수 있을 것이다. The purposes of this study were to develop the model of thinking activities in technological problem solving process and to propose the strategies for developing of thinking ability. The results from this research were as follows: First, thinking activities in technological problem solving process were the divergent thinking for generating ideas, the convergent thinking for selecting the best idea in plan step of problem solving process and critical thinking in evaluation step of problem solving process. Second, the strategies for developing of divergent thinking proposed in this study were Brainstorming, Brainlighting, Mind map, Synetics, Checklist, SCAMPER, etc. The strategies for developing of convergent thinking proposed in this study were Creative Evaluation, Highlighting, Anti-brainstorming, ALU, P-P-C Dialog, Evaluation Matrix, PMI, CAF, Rules, C & S、AGO, etc. As a result of that, I suggest that the outcome of this research should be applied to the real class and the study of this matter should be continued.

주니어 공학 팀 미션 프로젝트 교육프로그램 및 교재 개발과 적용 효과

최유현(Yu Hyun Choi),박기문(Ki Moon Park),임윤진(Yun Jin Lim),임병웅(Byeong Ung Lim) 한국공학교육학회 2011 공학교육연구 Vol.14 No.3

The purpose of this study is to develop the ‘Engineering Team Mission Project Education Program and Textbook’, which is improved creativity and creative problem for Juniors(middle school students) that is in the growth stage to become the leading role in future society. This can be applied the creative experience activities time of revised curriculum in 2009 being implemented to secondary education by 2011. The results of this study are as follows. The formation of Team Mission Project Education Program is the big field 2 project, lower field 8 module and 38 total lessons. This education program has secured the validity of the SME(Subject Matter Expert) expert conference. Actually, by putting the education program and textbook to the invention talent class formed by middle school students and by normally analyzing, it has been analyzed as very satisfying result. Therefore, the 󰡔Engineering Team Mission Project Education Program and Textbook󰡕 can be provided as a practical education course of new talent training and engineering talent model of the nation s knowledge property education. And it can perform as an education program using usefully in the creative experience activity education course in middle class education stage. Also, it is concluded to become the basis of engineering design education s high grade education and department of engineering s creative engineering.

구성주의 관점에서의 기술과 교육의 수업 전략

최유현(Yu Hyun Choi) 대한공업교육학회 1999 대한공업교육학회지 Vol.24 No.1

The purposes of the study were to review the teaching-learning principles of constructivism, and to present the instructional strategies based on the basic principles of constructivist classrooms in technology education. A constructivist teaching practice can be defined as any deliberate, thoughtful educational activity that is facilitate student`s active understanding. Five teaching-learning principles of constructivism in this study were summarized as follows; 1) Curriculum is presented whole to part with emphasis on the big concepts. 2) Students as a thinker should engage in active inquiry activities we based on meaningful problems. 3) Teachers as a facilitator must encourage student to cultivate their own points of view on the instructional topics. 4) Inquiry material should be organized holistically to encourage diverse problem solving cycles and strategy and cooperative learning. 5) Assessment of student is integrated with learning process and occurs through teacher observation of students at work and through student exhibitions and portfolios. Cooperative problem-solving learning was proposed as an instructional strategy of constructivist technology classrooms. This method was integrated into problem-solving learning` as a process of learning and `cooperative learning` as a structure of learning. The learning process of student` s cooperative problem solving for technology education was established as follows ; 1) Identifying and stating of the problem, 2) Collecting of information and resources, 3) Exploring possible solutions, 4) Trying out or Making the best solution, 5) Evaluating of the process and the result. Also performance-based was presented as an evaluation strategies of constructivist technology classrooms.

발명교육 담당 교사 연수 프로그램 모형 개발과 교육요구 분석 : 발명특허특성화고등학교를 중심으로 Based on Specialized High Schools for Invention and Patents

최유현 ( Yu Hyun Choi ),이병욱 ( Byung Wook Lee ),문대영 ( Dae Young Moon ),이한규 ( Han Gyu Lee ),류병구 ( Byung Gu Ryu ),강경균 ( Kyoung Kyoon Kang ) 한국기술교육학회 2007 한국기술교육학회지 Vol.7 No.3

오일 온도변화에 따른 유압시스템 작동특성

최유현(Yu Hyun Choi),김종원(Jong Won Kim),이상호(Sang Ho Lee),박승운(Seung Woon Park) 대한설비공학회 2011 대한설비공학회 학술발표대회논문집 Vol.2011 No.7

Experimental analysis has been carried out to investigate the effect of oil temperature variation on hydraulic system. Hydraulic system performance is largely affected by oil temperature, and there are considerable malfunctions in the system for high temperature conditions caused by heavy load and continuous operation. Oil pressure in the hydraulic system decreases with oil temperature, and its variation rate becomes less steep. Flow rate is also affected by oil temperature. The results in this study will be applicable for optimal design of hydraulic system.

일의 교육적 가치 변화와 교육철학적 쟁점

최유현(Yu Hyun Choi) 대한공업교육학회 1991 대한공업교육학회지 Vol.16 No.2

The relation between work and education has been one of hot issues in current educational theories. Since education was monopolized by the leisure class in traditional class society, the work which was considered as a humble activity was ignored in education. But these problems requires to change value of work in education with civilization advances. The purpose of this study was to consider the value and disputations of work in education as the historical viewpoints. The study was done through the reviewing literatures. The historical meaning of work in education clarified in the study were as the follows. (1) In Ancient times, the work was ignored by the leisure class. This social phenomenon which justified by Greek philosoper separated the work from education. (2) In the second Middle ages, the development of manual trade and commercial business build up the civil class. The apprenticeship training program was created by the guild constituted civil class. But this manual trainig program was not formal school education. (3) Naturalists who laid stress on self activities of children introduced manual training course in their curriculum. (4) In 20th Century, Dewey criticized the dualism of work and leisure, mind and body, theory and practice as the products of class society. He laid stress on Activities, Experience, Behavior through work, and thought that man could learn social insight, cooperative attitude. Supposing that work in education has significant value, disputations between education by the work and education by the intrinsic knowledge were proposed. Considering historical viewpoints, work is reflected in education beyond doubt. The work in education will be applied two directions, that is, work as a contents of the education(vocational education) and as a methods of the education(liberal education).

기술과 교육의 학습 과정으로서의 ‘설계과정(design process)’과 ‘문제해결(problem solving)’의 비교 연구

최유현(Choi Yu Hyun) 한국실과교육학회 2004 한국실과교육학회지 Vol.17 No.2

The design process and problem solving has suggested as the basic principles for invention and innovation in action based on the technological process in technology education. The study was started to solve the problems of conceptional misunderstanding of ‘design process’ and ‘problem solving’ as a technological learning process. The purpose of study was to make a comparative analysis the difference and the common feature between design process and problem solving for technological process in technology education. Therefore, the study was conducted through literature research on the theory and model of design process and problem solving in technology education. The findings of this study were as follows: 1. Basic concepts and key-words used frequently in theory and models of ‘design process’ were identified as follows: Design, Design Brief, Modeling, Observed Need and Requirement, Opportunity, Design Specification, Prototypes, Communication, Realization, Modification, Systematic, Iterative process, Design loop, Technological capability, etc. 2. Basic concepts and key-words used frequently in theory and models of ‘problem solving’ were identified as follows: Problem, Solution(s), Find Problem Identification, Structure of Problem, Define problem, Open ended process, Implementation, Context-specific, Circular process, Technological literacy, etc. 3. The common feature of design process and problem solving for technological process in technology education were focused on procedural knowledge, integration of knowledge, real-world context, higher order thinking, open ended problem, constructivism learning environments.