A Case Study on the Implement of Teaching and Learning Models aiming at Training Creative Engineers: focused on the SICAT
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서지정보
ㆍ발행기관 : 한국교육공학회
ㆍ수록지정보 : Educational Technology International / 11권 / 1호
ㆍ저자명 : Sungho KWON, Hyunsook OH, Sungmi KIM
ㆍ저자명 : Sungho KWON, Hyunsook OH, Sungmi KIM
목차
IntroductionPrevious study on the SICAT teaching and learning model
Method
Results
Conclusion
References
한국어 초록
The purpose of this paper is to apply the newly developed SICAT teaching and learningmodel to the actual scene of teaching and learning and draw a point of discussion forutilizing teaching and learning model, by uncovering the satisfaction of students and theinhibiting/facilitating elements when using the model. SICAT(Scientific Inquiry andCreative Activity with Technology; from here on SICAT), a teaching and learning modelcustom-built for engineering education, was developed, as more and more people paidattention to the demand for creative engineers. It was developed from the basis ofPBL(Problem Based Learning), includes three sub-types which can be applied to the actualtheory, design, and experimentation fields within engineering education. The three sub-types,which are ARDA(Analysis-Reasoning Activity & Discussion-Argumentation Activity),CoCD (Collaboration Activity & Capstone Design Activity), and ReSh(Reflection Activity &Sharing Activity), respectively support deductive and argumentation activities, creativedesign and collaboration activities, and retrospection and sharing activities. However, noresearch has been conducted to investigate whether or not there are inhibiting or facilitatingelements in the application procedure, or what the rate of satisfaction for students is, whenapplying the SICAT model, which was newly developed to innovate existing engineeringeducation, to the actual site of teaching and learning. Therefore, this research applied threetypes of SICAT teaching and learning models to the theory, design, and experimentationclasses at the department of materials science and engineering at Hanyang University foreight weeks. After application, the students, teachers and tutors were surveyed andinterviewed, and then the results analyzed in order to uncover inhibiting/facilitatingelements and the rate of satisfaction. The satisfaction rate of students from the SICATteaching and learning model was 3.78(in a perfect score of 5: The A type-3.65, The C type-3.80, The R type-3.90), and inhibiting/facilitating elements were drawn from the aspects oflearning activities, support system. In conclusion, they can be contributed for implicationsof SICAT teaching and learning model universal use at engineering education in University.참고 자료
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