교수학습지원센터 2022-09 MADE IN 2022 캡스톤디자인 기초연구 보고서 BASIC RESEARCH REPORT 돈암수정캠퍼스 02844 서울특별시 성북구 보문로 34다길 2 T. 02.920.7779 2022 캡스톤디자인 기초연구 보고서 BASIC RESEARCH REPORT 제1장. 서론 ······················································ 7 1. 연구의 필요성 및 목적 ······················································· 8 2. 연구 내용 ·································································· 9 제2장. 2022학년도 캡스톤디자인 강좌 개설현황······················11 1. 2022학년도 1학기 캡스톤디자인 강좌 개설현황 ······························· 12 2. 2022학년도 2학기 캡스톤디자인 강좌 개설현황 ······························· 13 제3장. 캡스톤디자인 강좌에 대한
설문조사···························15 1. 설문조사 개요 ····························································· 16 2. 응답자의 일반사항 ························································· 16 3. 측정도구·································································· 18 4. 자료분석 방법 ····························································· 18 5. 분석 결과 ································································· 19 제4장. 캡스톤디자인 강좌에 대한 인터뷰·····························45 1. 인터뷰 개요 ······························································· 46 2. 응답자의 일반사항
························································· 46 3. 자료분석 방법 ····························································· 47 4. 인터뷰 분석 결과··························································· 48 제5장. 결론 및 제언················································55 1. 결론······································································ 56 2. 제언······································································ 58 참고문헌 ···································································· 59 부 록 ···································································· 60 목차 2022학년도 1학기
캡스톤디자인 강좌 개설 현황············································12 2022학년도 2학기 캡스톤디자인 강좌 개설 현황············································13 학년별 응답 현황········································································17 소속 단과대학별 응답 현황 ·······························································17 학습목표 설정 및 계획수립 ·······························································19 수업내용 복습 ··········································································20 학습자료 정리 및 체계화 ·································································21 도움 구하기
············································································22 학습 보조자료 찾기······································································23 과제 및 시험 일정 준수···································································24 수업내용 이해 ··········································································25 중요한 수업내용 파악····································································26 학습내용 기억에 대한 자신감 ·····························································27 좋은 성적에 대한 기대 ···································································28 해결책 찾기
············································································29 새로운 해결책 생각해 내기 ·······························································30 문제해결에 대한 자신감··································································31 다양한 문제해결 방법 생각해 내기·························································32 대안 비교 ··············································································33 주의 집중해서 듣기······································································34 의견 차이 파악··········································································35 조리있고 분명하게 답변하기
······························································36 발표 능력 ··············································································37 상대방의 입장을 생각하며 대화하기 ·······················································38 사전-사후검사 t-test 결과·······························································40 만족도: 수업방식········································································41 만족도: 학습에 도움이 된 정도 ····························································42 만족도: 캡스톤디자인 과목 수강의사·······················································43 만족도: 캡스톤디자인 과목
추천의사·······················································44 인터뷰 참여 대상자(교수자)의 일반사항 ···················································47 인터뷰 참여 대상자(학습자)의 일반사항 ····················································47 표 목차 [그림 1] 학년별 응답현황 ······································································17 [그림 2] 소속 단과대학별 응답현황 ······························································17 [그림 3] 학습목표 설정 및 계획수립 ·····························································19 [그림 4] 수업내용 복습 ········································································20 [그림 5] 학습자료 정리 및 체계화
·······························································21 [그림 6] 도움 구하기 ··········································································22 [그림 7] 학습 보조자료 찾기····································································23 [그림 8] 과제 및 시험 일정 준수·································································24 [그림 9] 수업내용 이해 ········································································25 [그림 10] 중요한 수업내용 파악··································································26 [그림 11] 학습내용 기억에 대한 자신감 ···························································27 [그림
12] 좋은 성적에 대한 기대 ·································································28 [그림 13] 해결책 찾기 ··········································································29 [그림 14] 새로운 해결책 생각해 내기 ·····························································30 [그림 15] 문제해결에 대한 자신감································································31 [그림 16] 다양한 문제해결 방법 생각해 내기·······················································32 [그림 17] 대안 비교 ············································································33 [그림 18] 주의 집중해서
듣기····································································34 [그림 19] 의견 차이 파악········································································35 [그림 20] 조리있고 분명하게 답변하기 ····························································36 [그림 21] 발표 능력 ············································································37 [그림 22] 상대방의 입장을 생각하며 대화하기 ·····················································38 [그림 23] 요인별 사전-사후검사 결과·····························································39 [그림 24] 사전-사후검사 종합비교 ·······························································40
[그림 25] 만족도: 수업방식······································································41 [그림 26] 만족도: 학습에 도움이 된 정도 ··························································42 [그림 27] 만족도: 캡스톤디자인 과목 수강의사···················································· 43 [그림 28] 만족도: 캡스톤디자인 과목 추천의사·····················································44 그림 목차 2022 캡스톤디자인 기초연구 보고서 BASIC RESEARCH REPORT 제1장 1. 연구의 필요성 및 목적 2. 연구 내용 서론 2 0 2 2학년도캡스톤디자인기초연구보고서 8 Ⅰ 서론 1. 연구의 필요성 4차 산업혁명에 따른 변화를 받아들이고, 현장의 복잡한 문제를 해결하여 성과를 창출할 수 있는 창의적 융복합 인재를 양성하기 위해서는 새로운 교육과정과 교육방법의 변화가 필요하며, 이러한 상황에서 대 안으로 제시할 수 있는 대학교육
프로그램으로 ‘캡스톤디자인(Capstone Design)’이 부각되고 있음(김 창완, 김화경, 이용우, 2020) 캡스톤디자인은 ‘창의적 종합설계 과목’으로 불리기도 하며, 국내에서는 2017년 사회맞춤형 산학협력 선도대학(LINC+) 사업을 통해 필수 과목으로 운영되면서 공학 분야를 중심으로 전면적으로 시행되기 시작하였으나, 최근에는 인문, 사회, 자연, 예체능 등 다양한 학문 분야에서 확산되고 있는 추세임 캡스톤디자인 교육은 사회적 변화를 반영한 실무중심형 교육과 교과 간 융합이 가능하다는 특징이 있어 전공 지식뿐만 아니라 미래사회가 요구하는 다양한 역량을 함향시키기에 적합하며, 지식의 통합, 경험학 습, 실제적 문제해결에 중점을 두고 학부교육과 산업현장의 가교역할을 하는 교육방법이라고 볼 수 있음 (허미선, 이정민, 2021) 특히 캡스톤디자인은 역량기반 교육과정의 중요성이 대두되고 있는 현 상황에서 이러한 수요에 적합한 방식으로 인식되고 있으며, 여러 선행연구를 통해 그 효과성이 검증되고 있음(박수홍, 정주영, 류영호, 2008; 이석순, 2004; 전영미, 2018) 일반적으로 캡스톤디자인은 대학에서 학습한 전공지식과 경험을
바탕으로 산업현장의 실제적인 문제를 정의하고, 이를 해결하기 위한 과제를 설계, 연구/제작, 발표하는 전체적인 과정이며, 팀 기반 학습을 바 탕으로 수행되므로 학생들은 이러한 과정을 통해 실무역량뿐만 아니라 문제해결역량, 의사소통역량, 효 능감, 자기조절학습능력, 협업능력 등의 다양한 역량을 발전시킬 수 있음 서론 9 이에 본 연구에서도 캡스톤디자인이 학습자의 자기조절학습능력, 학업적 자기효능감, 문제해결능력, 의 사소통능력 향상에 기여하는지 확인하고자 하며, 이러한 연구결과를 통해 2023학년도 캡스톤디자인 강 좌 활성화 및 질 향상에 도움이 될 수 있기를 기대함 2. 연구 내용 본 연구에서는 캡스톤디자인 강좌의 효과성을 검증하고, 이를 바탕으로 향후 캡스톤디자인 강좌 활성화 및 질 향상에 필요한 기초자료를 도출하는데 목적이 있음 이를 위해 본 연구에서는 2022학년도에 캡스톤디자인 강좌를 개설한 교수자와 캡스톤디자인 강좌를 수 강한 재학생들을 대상으로 설문조사 및 인터뷰를 시행하고자 함 본 연구의 내용을 정리하면 다음과 같음 첫째, 캡스톤디자인 강좌 수강생들을 대상으로 자기조절학습능력, 학업적 자기효능감, 문제해결능력,
의사소통능력에 관한 사전-사후 설문을 실시하고, 캡스톤디자인 강좌의 효과성을 검증하고자 함 둘째, 캡스톤디자인 강좌를 개설한 교수자 및 수강생을 대상으로 인터뷰를 실시함으로써, 설문조사를 통해 파악하지 못한 강좌의 효과성에 대한 이해를 높이고, 캡스톤디자인 강좌 운영 전반에 관련된 요 구사항을 도출하고자 함 마지막으로 본 연구를 바탕으로 도출된 결과를 향후 캡스톤디자인 강좌 활성화 방향에 대한 시사점 을 논의하고자 함 2022 캡스톤디자인 기초연구 보고서 BASIC RESEARCH REPORT 제2장 1. 2022학년도 1학기 캡스톤디자인 강좌 개설현황 2. 2022학년도 2학기 캡스톤디자인 강좌 개설현황 2022학년도 캡스톤디자인 강좌 개설현황 2 0 2 2학년도캡스톤디자인기초연구보고서 12 Ⅱ 2022학년도 캡스톤디자인 강좌 개설현황 1. 2022학년도 1학기 캡스톤디자인 강좌 개설현황 2022학년도 1학기 캡스톤디자인 강좌는 총 5개 개설되었으며, 전체 수강생은 48명임 단과대별 자세한 개설현황을 살펴보면, 미술대학 1개, 지식서비스공과대학 3개, 사회과학대학 1개로 나 타남 2022학년도 1학기 캡스톤디자인 강좌는 모두
전공강좌(100%)에서 개설된 것으로 나타남 2022학년도 1학기 캡스톤디자인 강좌 개설 현황 연번 단과대 학수번호 강좌명 과목 구분 학점 수강 인원 1 미술대학 FE054500 캡스톤디자인과 창업 전공 3 5 2 지식서비스공과대학 LE001000 창의성 공학설계와 창업(캡스톤디자인) 전공 3 7 3 지식서비스공과대학 LD002800 정보시스템 캡스톤디자인 전공 3 5 4 지식서비스공과대학 LB003100 융합보안캡스톤디자인 1 전공 3 22 5 사회과학대학 BF092300 캡스톤 마케팅 애널리틱스 전공 3 9 2 0 2 2학년도캡스톤디자인강좌개설현황 13 2. 2022학년도 2학기 캡스톤디자인 강좌 개설현황 2022학년도 2학기 캡스톤디자인 강좌는 총 4개 개설되었으며, 전체 수강생은 명임 단과대별 자세한 개설현황을 살펴보면, 지식서비스공과대학 4개로 나타남 2022학년도 2학기 캡스톤디자인 강좌는 모두 전공강좌(100%)에서 개설된 것으로 나타남 2022학년도 2학기 캡스톤디자인 강좌 개설 현황 연번 단과대 학수번호 강좌명 과목 구분 학점 수강 인원 1 지식서비스공과대학 LF002700 바이오식품개발캡스톤디자인 전공 3 27 2
지식서비스공과대학 LE001300 창의성 공학설계와 창업(캡스톤디자인) 2 전공 3 9 3 지식서비스공과대학 LB003300 융합보안캡스톤디자인 2 전공 3 6 4 지식서비스공과대학 LA003700 서비스캡스톤디자인 전공 3 21 2022 캡스톤디자인 기초연구 보고서 BASIC RESEARCH REPORT 제3장 1. 설문조사 개요 2. 응답자의 일반사항 3. 측정도구 4. 자료분석 방법 5. 분석 결과 캡스톤디자인 강좌에 대한 설문조사 2 0 2 2학년도캡스톤디자인기초연구보고서 16 Ⅲ 캡스톤디자인 강좌에 대한 설문조사 1. 설문조사 개요 본 연구에서는 캡스톤디자인 강좌의 만족도 및 학습효과를 파악하고, 수강생의 의견수렴을 통해 수업의 양적·질적 성장을 위한 환류 방안 마련 및 강의 질 제고를 위해 사전-사후 설문과 만족도 조사를 실시함 설문조사는 설문조사는 구글 설문을 통해 실시하였으며, 사전 설문조사는 10월 10일부터 10월 24일, 사 후 설문조사 및 만족도 조사는 12월 12일부터 12월 22일까지 진행함 2. 응답자의 일반사항 가. 학년별 응답자 현황 2022학년도 2학기 캡스톤디자인(Capstone Design) 강좌 전체
수강생은 63명이며, 사전-사후 설문조 사에 모두 참여한 수강생은 총 14명(%)임 학년별 응답자 현황은 아래 과 같음 학년별로는 4학년이 9명(64.3%)으로 가장 많이 응답했고, 3학년 5명(35.7%) 순으로 나타남 캡스톤디자인강좌에대한설문조사 17 학년별 응답 현황 학년 인원(명) 비율(%) 1학년 0 0 2학년 0 0 3학년 5 35.7 4학년 9 64.3 계 14 100.0 [그림 1] 학년별 응답자 현황 3학년 36% 64% 4학년 나. 소속 단과대학별 응답자 현황 지식서비스공과대학 법과대학 92.9% 7.1% [그림 2] 소속 단과대학별 응답 현황 소속 단과대학별로 응답자 현황은 와 같음 지식서비스공과대학 소속 학생이 13명(92.9%)으로 응답자의 대다수를 차지하고 있었음 소속 단과대학별 응답 현황 소속 단과대학 인원(명) 비율(%) 법과대학 1 7.1 지식서비스공과대학 13 92.9 계 14 100 2 0 2 2학년도캡스톤디자인기초연구보고서 18 3. 측정도구 사전-사후 설문은 5점 리커트 척도(likert scale)이며, 자기조절학습능력 6문항, 학업적 자기효능감 4 문항, 문제해결능력 5문항, 의사소통능력 5문항으로
구성함([부록 1] 참조) 자기조절학습능력의 설문 문항은 주영주 외(2008)의 문항, 학업적자기효능감은 봉미미 외(2012)의 문항 을 재구성하였음. 문제해결능력의 경우, Kang 외(2010)가 개발한 문항을 최미순 외(2019)가 번역한 문항 과 황혜경과 이정윤(2018)의 문항을 재구성하였으며, 의사소통능력은 이석재 외(2003)와 김아영과 박인 영(2001)의 문항을 재구성하였음. 각 검사의 신뢰도는 자기조절학습능력 Cronbach α = .831, 학업적자기효능감 Cronbach α = 879, 문제 해결능력 Cronbach α = .868, 의사소통능력 Cronbach α = .858로 신뢰로운 것으로 확인됨 만족도 조사는 5점 리커트 척도이며, 총 4문항으로 구성함 4. 자료 분석 방법 사전-사후 설문 데이터의 경우, 빈도 분석과 기술통계 분석을 실시하였으며, 응답자의 역량별 사전-사 후 평균 차이를 검증을 위해 대응 표본 t-검정을 시행하였음 만족도 조사의 경우, 빈도 분석과 기술통계 분석을 실시하였음 캡스톤디자인강좌에대한설문조사 19 5. 분석 결과 가. 자기조절학습능력 학습목표 설정 및 계획 수립 0.0 0.0
0.0 0.0 42.9 42.9 50.0 57.1 0.0 7.1 사전 사후 0 20 40 60 80 100 전혀 아니다 아니다 보통이다 그렇다 매우 그렇다 [그림 3] 학습목표 설정 및 계획수립 ‘스스로 수업과 관련된 학습목표를 설정하고, 이를 달성하기 위한 계획을 세우는지’에 관해 ‘매우 그렇 다’고 응답한 수강생의 비율이 사전검사(50%)보다 사후검사(57.1%)에서 더욱 증가한 것으로 나타남 해당 문항에 대한 사전검사 점수 평균은 4.43(SD=0.646), 사후검사 점수 평균은 4.57(SD=0.514) 로 사후검사 평균이 더 높아짐 학습목표 설정 및 계획수립 구분 전혀 아니다 아니다 보통이다 그렇다 매우 그렇다 총합 평균(M) 표준편차 (SD) 사전 N 0 0 1 6 7 14 4.43 0.646 % 0 0 7.1 42.9 50.0 100 사후 N 0 0 0 6 8 14 4.57 0.514 % 0 0 0 42.9 57.1 100 2 0 2 2학년도캡스톤디자인기초연구보고서 20 수업내용 복습 0.0 0.0 0.0 0.0 0 20 40 60 80 100 전혀 아니다 아니다 보통이다 그렇다 매우 그렇다 71.4 21.4 14.3 42.9
35.7 14.3 사전 사후 [그림 4] 수업내용 복습 ‘주요 학습내용을 기억하기 위해 수업내용을 복습하는지’에 대해 ‘매우 그렇다’고 응답한 수강생의 비율은 사전검사(14.3%)보다 사후검사(42.9%)에서 증가한 것으로 나타남 해당 문항에 대한 사전검사 평균은 4(SD=0.555), 사후검사 평균은 4.07(SD=0.917)이었으며, 사후 검사에서 더욱 증가한 것으로 확인되었음 수업내용 복습 구분 전혀 아니다 아니다 보통이다 그렇다
