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논문 기본 정보

자료유형
학술저널
저자정보
한혜련 (한성대학교) 조혜경 (한성대학교) 장연화 (연세대학교) 반자연 (신구대학교) 이윤희 (신구대학교)
저널정보
한국실내디자인학회 한국실내디자인학회 논문집 한국실내디자인학회 논문집 제22권 제1호
발행연도
2013.2
수록면
222 - 230 (9page)

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초록· 키워드

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The convergence progress in science technology and ensuing changes in educational environments require another huge change in education programs in the 21st century defined as a knowledge-based information society. But nowadays, prospective college students are increasingly avoiding natural science and engineering. So, educational fields in korea need suitable convergence educational programs (STEAM: science, technology, engineering, arts, mathematics) for creative competent person who is training and experiencing. In addition, environmental design fields are predicting about spread of Kinetic architecture. Therefore the aim of this study is developing convergence hand-on educational program which is incorporate robot science into environmental design for children. The program and teaching materials were developed by mapping between robot science and environmental design process leading the Design Promote Committee in KIID(Korea Institute of Interior Design) supported research teams in Hansung University. And then, For utility of the program, we had a 3 times of demonstration of empirical education. First, graduate students of design and robot major, and small group of children who are selected, at last, 63 children who are applying the program randomly. For more high quality program, we were conducting survey of post-empirical education evaluation for children and their parents. In conclusion, we found out highly satisfaction of the program those two groups. Also they need more organized places, time, task and so on. And the convergence educational program would develop by systematic approach and empirical research. At last, various and series convergence programs and teaching materials would develop creative competency based for regular and irregular courses of whole educational period.

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Abstract
1. 서론
2. 문헌고찰
3. 어린이 융 · 복합교육프로그램 모형개발
4. 어린이 융 · 복합 교육 프로그램의 평가
5. 결론
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