earticle

영어

The purpose of this study was to develop mind and hands-on activity to help students foster their problem solving ability of each phase in technology education. This developmental research was conducted through three stages of preparation, development, and improvement. In the preparation stage, ① the needs for hands-on activities were analyzed by investigating the needs of the technology subject, the students, and the society, ② the themes of hands-on activities were determined by the stages based on the social issues, the themes of educational programs of other nations, and the content system of the secondary technology subjects. The development stage ① began with setting lesson objectives for hands-on activities by the stages based on those of the technology goals. ② making up a list of ideas for the themes, the learning contents of hands-on activities ③ setting criteria for the subactivities of the problem solving stages ④ organizing hands-on activities. And the improvement stage ① involved evaluating the validity by the expert group and the applicability on the field by the students. ② The evaluation results were reflected on the preparation and development stage for revision and supplementation purposes. The hands-on activity challenges developed in the study were as follows: First, the hands-on activity challenge designed to help the student increase the ability to understand problems was "Exploration of Life in Space.". the hands-on activity challenge designed to help the students to explore and develop ideas was the "Sun-tracer." the hands-on activity challenge designed to offer the students a chance to increase implementation skills was the "Transcontinental Train." the hands-on activity challenge designed to help the students enhance their evaluation skills was the "Magnetic Levitation Propulsion Train." Second, although the developed hands-on activity challenges were designed to target tenth grade students during classes, they can be flexibly applied to creative discretionary activities, special activities or other grades, as well. the hands-on activity challenges were organized to help those students with different problem solving abilities by the stages increase their problems solving abilities at certain stages and motivate themselves in all the process of hands-on activities through those stages. the developed hands-on activity challenges allow the students to engage in cooperative learning, discussion learning, and self-directed learning from the perspective of lesson strategies. they were developed as tasks to help the students cultivate their higher-order thinking abilities.

한국어

이 연구의 목적은 기술교육에서 문제해결의 단계별 능력을 기르는 체험활동 과제의 개발이 었다. 체험활동 과제 개발을 위하여 첫째, 준비 단계에서는 ① 체험활동에 대한 요구 분석과 ② 단계별 체험활동 주제의 선정이 이루어지고, 둘째, 개발 단계에서는 ① 단계별 체험활동 목표 의 설정, ② 체험활동 내용의 선정, ③ 선정된 내용별 학생활동의 선정과 ④ 체험활동의 조직 이 이루어지고, 마지막 개선 단계에서는 ① 전문가 집단을 대상으로 타당도 검증 및 ② 학생 에 의한 현장 적용 가능성의 평가 결과를 준비 단계와 개발 단계에 반영하여 수정 및 보완하 였다. 이 연구의 결과는 다음과 같다. 첫째, 문제의 이해 능력을 기르는 체험활동 과제는 ‘우주생활 탐험’, 아이디어의 탐색과 개 발 능력을 기르는 체험활동 과제는 ‘햇빛 따라 돌개’, 실현 능력을 기르는 체험활동 과제는 ‘대륙횡단 기차’, 평가 능력을 기르는 체험활동 과제는 ‘자기부상 열차’이다. 둘째, 개발된 체험활동 과제는 10학년뿐만 아니라 상황에 따라 창의적 재량활동, 특별활동 및 타 학년에서 융통성 있게 적용할 수 있으며, 단계별 능력에 차이가 있는 학생들에게 특정 단계의 문제 해결 능력을 향상시키고 그 단계를 통해 체험활동 전 과정의 동기유발을 시킬 수 있도록 조직되었으며, 협동학습과 자기 주도적 학습을 할 수 있고 고등사고 능력을 함양시 킬 수 있는 과제로 개발하였다.