캡스톤 디자인 수업에서 학생들의 주제 결정 패턴 탐색

Abstract

The goal of this study was to explore topic defining patterns of students in interdisciplinary Capstone Design Class. Thematic analysismethodology was used to examine 85 Korean college students’ lived experience of project topic generation which is for interdisciplinarycapstone design class and Individual open-ended survey for constituted the data sources. Findings show four contexts of student’stopic defining patterns using thematic analysis including (a) one leader’s directed problem representation, (b) team common decisionmaking after brainstorming, (c) empathy with professor proposed issue, (d) problems offered to students by corporate or researchcompetitions. Based on research result, I could suggest instructional strategies of Capstone Design Class of teacher for helping theirstudents’ topic defining. It was necessary to minimize the opinions of the instructors at the beginning of class and minimize thenumber of team members. And also it provided a lot of opportunities to collaborate with companies in the topic selection process,it will help to develop the students' ability to determine the valuable topic in project.