Earticle

본 연구는 최근 대학에서 강조되고 있는 캡스톤디자인 교과목의 효과성 검증에 관한 연구로 캡스톤 디자인 교과목이 대학생의 진로결정 자기효능감, 진로태도 성숙도, 진로결정수준에 어떻게 영향을 주는 지에 대해 살펴보는 것을 목적으로 진행하였다. 이를 위하여 서울 소재 2년제 항공과에서 캡스톤디자 인 교과목 항공모의비행을 수강한 57명의 학생을 연구대상으로 선정하여 교과목 수강 1주차와 14주차 의 설문지를 비교분석하여 연구대상자들의 진로의식 변화에 대해 고찰하였다. 본 연구를 통해 다음과 같은 결론을 얻을 수 있었다. 첫째, 캡스톤디자인 교과목 항공모의비행을 이수한 항공과 학생의 진로결 정 자기효능감은 수업 전보다 수업 후가 높게 나타났는데, 진로결정 자기효능감의 5가지 요인인 직업 정보수집, 목표설정, 계획수립, 문제해결, 자기평가에서 모두 긍정적인 영향을 미치는 것으로 나타났다. 둘째, 캡스톤디자인 교과목 항공모의비행을 이수한 항공과 학생의 진로태도 성숙도는 부분적으로 수업 전보다 수업 후가 증가한 것으로 나타났는데, 결정성, 확신성, 준비성은 진로태도 성숙도의 상승에 효 과가 있는 것으로 나타났고, 목적성과 독립성에는 영향을 미치지 않는 것으로 나타났다. 셋째, 캡스톤 디자인 교과목 항공모의비행을 이수한 학생의 진로결정수준은 수업 전보다 수업 후가 높다는 결과가 나왔다. 이는 캡스톤디자인 교과목 항공모의비행 이수가 항공과 재학생의 진로확신수준은 높이고, 진로 미결정수준은 낮추며 진로결정수준에 효과가 있는 것으로 나타났다. 이러한 결과들은 캡스톤디자인이 기존에는 공학계열의 교과목위주로 운영되어 왔으나 앞으로는 현장중심의 다양한 문제를 해결하고 학 생들의 진로와 관련된 요인을 성장시켜주는 교과목으로써 항공서비스 관련학과 학생들의 교과목 구성 에서도 더욱 확대되어야 할 것임을 보여준다.

It is important for female college students to perceive the career situation correctly, without distorting the perception of career barriers. Furthermore, career decision-making self-efficacy is an important variable in their career. The purpose of this study is to find out if focusing manner is helpful in the career of female college students by examining differences between career barrier awareness and career decision-making self-efficacy by female college students’ levels of focusing manner. The study also sought to help with female university students’ career counseling by examining the impact of focusing manner on career barriers awareness and career decision-making self-efficacy. This study conducted an online survey using Korean Focusing Manner Scale-Revised (KMS-R), career barriers awareness scale, and the Career Decision-Making Self-Efficacy Scale (CDMSES-SF), and analyzed 393 survey responses. The inter-item consistency (Cronbach's α) coefficient of questions was confirmed for collected data using SPSS 24.0 Program. Reliability analysis, descriptive statistical analysis, 1-way ANOVA analysis, Scheffe test were carried out. The study results could be summarized as follows. First, the study verified that a group with high level of subfactors of focusing manner attitude including ‘relaxation’, ‘expression’, ‘reflection’, and ‘acceptance’ but excluding ‘realization’ perceived subfactors of career barriers awareness more, which were ‘restrictions in the labor market and low expectations’ and ‘stereotypes on women’s employment.’. Second, ‘career information collection activity,’ which is a subfactor of career decision-making self-efficacy, was high in a group with high-level subfactors of focusing manner attitude than the groups with moderate and low levels. Based on these findings, this study provided practical implications for career counseling and consultative intervention using focusing manner as a way to promote the correct awareness of career barrier and career decision-making self-efficacy. Finally, limitations and directions for future research are discussed.

This paper aims at examining how much of the demotivation factors can be improved after an English program consisting of English conversation classes of different levels and counseling activities. These classes are designed in order to prevent demotivation and to encourage remotivation, adopting the results of previous researches. For this research, a questionnaire consisting of four factors is administered: student, teacher, teaching method, environment. The results show that student factor is the primary source in L2 demotivation regardless of students’ levels, and teacher factor is least influential across the levels. On the other hand, teaching method factor is progressed most effectively in this program. In the proficient levels, high level has the most meaningful differences, and both middle and low levels show effective differences in teaching method factor and student factor respectively. According to the 306 sheets of counseling diaries, students have various characteristics and reasons for the program, and overall they attribute the rise of self-confidence to the program. (Sunchon National University)

A Korean-designed cruiser class sailing yacht, based on the form of traditional yachts, has been developed. In this paper, structural design procedures for the yacht are studied. The scantling of structural members and loads is carried out based on the guidelines suggested by Australian Standard 4132-1993, the American Bureau of Shipping (ABS) and the International Organization for Standardization (ISO). Patran/Nastran finite element analysis is performed on models of the trial sailing boat, and from these results, the structural strength of the ship's hull is verified.

Three types of 100 kW-class tidal stream turbines are proposed and their performance is studied both numerically and experimentally. Following a wind turbine design procedure, a base blade is derived and two additional blades are newly designed focusing more on efficiency and cavitation. For the three designed turbines, a CFD is performed by using FLUENT. The calculations predict that the newly designed turbines perform better than the base turbine and the tip vortex can be reduced with additional efficiency increase by adopting a tip rake. The performance of the turbines is tested in a towing tank with 700 mm models. The scale problem is carefully investigated and the measurements are compared with the CFD results. All the prediction from the CFD is supported by the model experiment with some quantitative discrepancy. The maximum efficiencies are 0.49 (CFD) and 0.45 (experiment) at TSR 5.17 for the turbine with a tip rake.

<요약> 논술 수업은 교육 철학적 관점에서 살펴보면 듀이의 경험주의 교육, 학습자 중심의 교육, 구성주의 교육, 협력학습, 글쓰기 협력학습에서 주장하는 내용과 많은 측면에서 연관성이 깊다. 예를 들면, 지식을 보는 관점에서는 내적(구성적) 진리를 강조하고, 교수자의 역할은 안내자, 조언자의 역할을 강조하고, 학습의 맥락에서는 주입식(강의식) 수업보다는 토의․토론식 수업을 강조한다. 이 글에서는 고등학교 현장에서 국어교사들이 인문․사회계 논술 수업을 실천한 사례 중에 3편을 분석 자료로 삼았고, 이를 바탕으로 글쓰기 협력학습의 원리를 주요잣대로 사용하여 수업 설계의 적절성, 타당성 등을 살펴보았다. 위의 논술 수업 사례들을 분석해 본 바, 대체적으로 글쓰기 협력학습의 원리에서 크게 벗어나지 않게 수업을 설계․운영하고 있다는 점을 알 수 있었다. 이제 중․고교의 논술 수업은 글쓰기 협력학습의 수업 철학과 원리, 적용 순서를 정확히 이해하고, 이 학습의 인지 수행 절차에 따라 수업을 계획하고 운영하는 것이 타당한 것임을 확인할 수 있었다. 또한 논술 수업은 읽기(독서)와 연계한 토의․토론식 수업이 매우 중요하다는 것을 주장하였다.

In the perspective of educational philosophy, 'Non-sul(Critical Writing)class' is closely related to Experience education by Dewy, Lerner-centered education , Constructivism education, Collaborative learning and Collaborative writing . For example, in regared to how knowledge is viewed, 'Non-sul(Critical Writing)class' emphasizes constructive truth. From the point of view of teachers' roles, it emphasizes a guide and facilitator mentally. And in the stand point of learning, it emphasizes discussion class over the cramming style of education. In this article, three cases among those that Korean teachers in high schools practicing 'Non-sul(Critical Writing)class' in the fields of culture science and social science are used as analytic material. Based on these cases, I have examined adequacy and validity in designing school instruction, using the principle of Collaborative writing as a main standard. Considering the above analysis of these 'Non-sul(Critical Writing)class' cases , I can conclude that the teachers did not deviate from the principles of Cooperative writing in designing and operating their class on the whole. Now I can confirm that in high school 'Non-sul(Critical writing)class', it is necessary to understand the class philosophy, principles and application procedures of Collaborative writing exactly and to design and operate classes according to the recognition performance procedure of 'Non-sul(Critical Writing)class'. Futhermore, I strongly recommend that instruction -linked reading to discussion is integrated into the lessons.

본 연구의 목적은 기존 진로교육의 한계와 직업환경의 변화에 따라 새롭게 도입된 ‘진로탐색수업’의 효과를 검증하는 것이다. 연구대상은 대구광역시 소재의 4년제 대학에서2023년도 1학기에 개설된 ‘진로탐색수업’ 교과목을 수강하는 학생 55명(실험집단)과 미수강생 58명(통제집단)이다. ‘진로탐색수업’의 효과를 검증하기 위해 진로구성이론(Savickas, 2013)에서 제시하는 진로적응모형의 주요 구성 요소인 진로적응성, 진로구성행동, 진로정체감을 1학기 수업 시작 전과 종료 후에 측정하여, 실험집단과 통제집단의 수준을 비교하였다. 연구 결과, 실험집단의 진로적응성, 진로구성행동 수준이 수업 전후로 유의한 향상을 보였다. 하위요인에서는 진로적응성의 관심, 진로구성행동의 준비 점수가 유의하게 향상되었다. 또한 수업 종료 후 실험집단과 통제집단의 점수 차이를 분석한 결과, 진로구성행동의 직업탐색과 진로정체감의 전반적 진로탐색 수준에서 유의한 차이가 확인되었다. 반면, 진로적응성의 통제감, 진로구성행동의 자기개념 명료화와 의사결정, 진로정체감의 심층적 진로탐색, 진로몰입과 재고 차원에서는 유의한 결과가 나타나지 않았다. 연구 결과를 기반으로 ‘진로탐색수업’의 효과적인 운영 및 발전 방향에 대해 논의하였다.

This study aims to assess the effectiveness of the newly introduced 'Career Exploration Class' in addressing limitations of existing career education and adapting to changing job environments. The study included 55 'Career Exploration Class' course students(experimental group) and 58 non-participants(control group) during the first semester of 2023 at a four-year university in Daegu. To examine Career Exploration Class's effect, we measured career adaptability(CA), career construction behavior(CCB), and vocational identity(VI) based on Savickas' career construct theory(2013) before and after the semester, comparing both groups. Results indicate significant improvement in CA and CCB for the experimental group, especially in CA's concern factor and CCB's preparation factor. After the class, significant differences emerged between groups in CCB's exploring occupations and VI's in-breadth career exploration. However, no significant differences were found in CA's control, CCB's crystallizing self-concept and deciding on occupational choice, and VI's in-depth career exploration, career commitment, and reconsideration. Based on the research results, we discussed the effective operation and development direction of Career Exploration Class.