설계과제 수행을 위한 정보화 과정 교수학습 사례연구 = 도시재생을 주제로 한 건축설계수업 연계 단지설계 통합수업을 중심으로

다국어 초록 (Multilingual Abstract)

This study proposes to examine the learners’ informatization process that was taken place in order to support a set of urban revitalization projects developed as an architectural design task. For the purpose, two different in content but deeply integrated to each other courses(architectural design 3B studio and site design) held in Fall semester 2013 were organized to operate and manage the process. The former is largely planned to focus on practice-oriented task performance, while the latter is designed to support it by providing a teaching and learning organization of work for stimulating the informatization process. The study is likely to be a reporter of the author"s liable teaching and learning experience as related to the latter part. Theoretical debate on design as results of a series of informatization process was undertaken. In addition, a teaching and learning conceptual model for solving ill-defined problems in urban revitalization and public design was developed for use. Two types of informatization were identified in the model for test; (1)situational and (2)problem solving. In order to validate results of the study, a set of multiple analytical tools such as student reports submitted, interview/survey/observation summary scripts were utilized. A total of 3 research problems were developed. Each is related to (1)informatization contents and characteristics among learners, (2)the effect of the informatization process on problem solving, (3)easiness of learning it between learners in different grades.
Results of the study show that different strategies for teaching and learning the informatization process are necessary for students of different task performance abilities, because learners in A grade are significantly different with ones in B grade in terms of how to cognitively view, organize, set a basic direction to solve an identical set of problems. To students in a lower grade, informatization might be perceived to be a possibility for solving multiple and diverse ill-defined problems as well as difficulty for understanding.

목차 (Table of Contents)

• Abstract
• 1. 연구목적
• 2. 이론적 논의
• 3. 정보화 기반의 교수학습모형
• 4. 연구방법
• 5. 분석결과
• 6. 결론
• 참고문헌