본문 바로가기
KERD
논문KCI 등재

창의적 공학 설계 활동에서 팀 규모에 따른 팀 상호작용 분석

Analysis on Team Interaction of Team size in Creative Engineering Design Activity

김태훈|조한진|김민웅|위선복
한국공학교육학회 (Korean Society for Engineering Education)|2016.07|공학교육연구 (Journal of Engineering Education Research)|제19권 제4호|pp. 14-23|DOI 10.18108/jeer.2016.19.4.14

1

조회

0

다운로드

9

인용

0

참고문헌

키워드

Team interactionActivity of creative engineering designTeam size
주제분류학제간연구

초록

This study is to analyze the team interaction in accordance with the team size. Thereby, it is to reveal the team size for the attainment of the effective team interaction and the specific goals to achieve the purpose of this study are as follows. Firstly, the frequency and percentage of team interaction in accordance with the team size are presented. Secondly, the statistical verification of the team interaction in the social emotional area is conducted. Thirdly, the statistical verification of the team interaction in the task area is conducted. In order to do this study, we explain the purpose of study, confidentiality, and withdrawal right were described and then 32 persons who agreed to participate were selected as the subjects for the study. After that, the autonomous organization of team was induced and a total of 8 teams were organized - 3 teams comprised of 3 members, 3 teams of 4 members, 1 team of 5 members, and 1 team of 6 members. Further, Bales' (1950) Interaction Process Analysis (IPA) was used in order to analyze the team interaction, and Mangold INTERACT was used as a coding program. The results of study are as follows. Firstly, the highest frequency of the team interaction showed up in the case of five or six members and the lowest in the case of 3 members. Secondly, a statistically significant difference in the social emotional (positive) area showed up in accordance with the team size and the team organizations of three or four members were effective. Thirdly, a statistically significant value in the answer area showed up in accordance with the team size and the team organizations of five or six members were effective.

Abstract

This study is to analyze the team interaction in accordance with the team size. Thereby, it is to reveal the team size for the attainment of the effective team interaction and the specific goals to achieve the purpose of this study are as follows. Firstly, the frequency and percentage of team interaction in accordance with the team size are presented. Secondly, the statistical verification of the team interaction in the social emotional area is conducted. Thirdly, the statistical verification of the team interaction in the task area is conducted. In order to do this study, we explain the purpose of study, confidentiality, and withdrawal right were described and then 32 persons who agreed to participate were selected as the subjects for the study. After that, the autonomous organization of team was induced and a total of 8 teams were organized - 3 teams comprised of 3 members, 3 teams of 4 members, 1 team of 5 members, and 1 team of 6 members. Further, Bales' (1950) Interaction Process Analysis (IPA) was used in order to analyze the team interaction, and Mangold INTERACT was used as a coding program. The results of study are as follows. Firstly, the highest frequency of the team interaction showed up in the case of five or six members and the lowest in the case of 3 members. Secondly, a statistically significant difference in the social emotional (positive) area showed up in accordance with the team size and the team organizations of three or four members were effective. Thirdly, a statistically significant value in the answer area showed up in accordance with the team size and the team organizations of five or six members were effective.

참고문헌 (45)

  1. 강명희, "웹기반 협력학습에서 학습자특성과 학습자 간 상호작용이 학습성과에 미치는 영향", 교육공학연구, 26(3), pp.53~79 (2010), 한국교육공학회
  2. 김시라, "웹 기반 협동학습에서 학습자간 상호작용에 영향을 미치는 요인에 관한 연구", 교육방법연구, 18(1), pp.43~61 (2006), 한국교육방법학회
  3. 김충련, "SPSS 데이터분석" (2012), 21세기사
  4. 김태훈, "기술적 문제해결에서 MBTI 성격 유형과 팀 상호작용 간의 관계 분석", 한국기술교육학회지, 12(2), pp.160~182 (2012), 한국기술교육학회
  5. 노혜란, "팀학습에서 팀메타인지가 팀상호작용에 미치는 영향에 관한 연구", 교육방법연구, 28(1), pp.151~170 (2016), 한국교육방법학회
  6. 서형업, "MBTI에 따른 모둠 구성이 창작로봇 제작 모둠의 창의성과 상호작용에 미치는 효과", 박사, 공업교육, pp.2010
  7. 송재준, "팀 협업과 정보교류체제가 성과에 미치는 영향: 성숙도의 조절효과를 중심으로", 상업교육연구, 27(3), pp.45~72 (2013), 한국상업교육학회
  8. 유지원, "대학생의 팀 기반 프로젝트 학습에서 학습성과에 대한 협력적 자기효능감, 팀 효능감, 팀 상호작용 간 관계", 학습자중심교과교육연구, 14(10), pp.89~110 (2014), 학습자중심교과교육학회
  9. 이근수, "PBL을 적용한 창의공학설계 교수설계 방안 연구", 한국산학기술학회논문지, 15(7), pp.4573~4579 (2014), 한국산학기술학회[DOI]
  10. 이동원, "인간교육과 협동학습 활동" (1995), 성화사
  11. 이상운, "개발과 유지보수 프로젝트의 이상적인 팀 규모", 정보처리학회논문지D, 10(1), pp.77~84 (2003), 한국정보처리학회
  12. 이상호, "팀제의 이론과 실제", 사회과학논총, 5, pp.127~145 (2002)
  13. 이종수, "체험학습기반의 기초 창의공학설계 교육 및 운영", 공학교육연구, 11(2), pp.32~41 (2008), 한국공학교육학회
  14. 이태식, "공학대학 캡스톤 디자인(창의적 공학 설계) 교육과정 운영실태 및 학습 만족도 조사", 공학교육연구, 12(2), pp.36~50 (2009), 한국공학교육학회
  15. 이태호, "Capstone-Design 활동에서 MBTI 성격유형에 따른 팀 상호작용 변화 분석", 공학교육연구, 17(1), pp.57~64 (2014), 한국공학교육학회[DOI]
  16. 임규연, "집단탐구(Group Investigation) 협동학습에서 학업적 자기효능감, 협력적 자기효능감, 학업 성과의 관계", 교육의 이론과 실천, 16(2), pp.19~36 (2011), 한독교육학회
  17. 조일현, "대학 프로젝트 수업 환경에서 분업화, 상호작용, 공유정신모형이 팀 수행성과와 개인 학습에 미치는 영향", 교육공학연구, 26(3), pp.1~20 (2010), 한국교육공학회
  18. 최유현, "공학기술과 팀워크" (2008), 지호출판사
  19. 최윤미, "대학에서의 팀 학습 활동에 대한 학습자의 평가", 교육방법연구, 22(4), pp.143~163 (2010), 한국교육방법학회
  20. Aktouf, O., "Management and theories of organizations in the 1990’s : Toward a critical humanism?", Academy of Management Review, 84, pp.191~215 (1992)
  21. Bales, R. F., "Interaction Process Analysis : A Method for the Study of Small Groups" (1950), Addison-Wesley Press
  22. Bales, R. F., "How people interact in conferences", Scientific American, 192, pp.31~35 (1955)
  23. Balbin, R. W., "Design Innovation and the Team", DMI, (summer) (1991)
  24. Cummings, T. G., "Worker reactions to autonomous work groups : Conditions for functioning, differential effects, and individual differences", Organization and Administrative Sciences, 7(4), pp.87~100 (1977)
  25. Donald, C. P., "소그룹 내 행동의 사회심리학" (2005), 시그마프레스
  26. Edmondson, A. C., "Psychological safety and learning behavior in work teams", Administrative Science Quarterly, 44, pp.350~383 (1999)
  27. Frank, M., "Implementing the project-based learning approach in an academic engineering course", International Journal of Technology and Design Education, 13(3), pp.273~288 (2003)
  28. Jehn, K., "The dynamic nature of conflict : A longitudinal study of intragroup conflict and group performance", Academy of Management Journal, 44(2), pp.238~251 (2001)
  29. Kephart, W. M., "A quantitative analysis of intergroup relations", American Journal of Sociology, 60, pp.544~549 (1950)
  30. Key, N., "Abating risk and accidents through communication", Professional Safety, 31(11), pp.25~28 (1986)
  31. Kravitz, D. A., "Ringelmann rediscovered : The original article", Journal of Personality and Social Psychology, 32, pp.1134~1146 (1986)
  32. Latane, B., "Social impact theory and group influence: A social engineering perspective", Psychology of group influence, pp.3~34 (1980)
  33. Leana, C. R., "The effect of employee involvement programs on unionized workers’ attitudes, perceptions, and preferences in decision making", Academy of Management Journal, 35(4), pp.861~873 (1992)
  34. Levi, D., "Group dynamics for teams" (2001), Sage Publication
  35. Michaelsen, L. K., "Team-based learning : A transformative use of small groups" (2002), Greenwood publishing group
  36. Miller, K. I., "Participation, satisfaction, and productivity : A meta-analytic review", Academy of Management Journal, 29, pp.727~753 (1986)
  37. Morgan Jr, B. B., "Measurement of team behaviors in a Navy environment" (1986), Naval Training Systems Center, Human Factors Division
  38. Mullen, B. J., "Effects of group comopsition : ‘Lost in the crowd’ or ‘centre of attention’", Revista Latino Americana de Psycologia, 21, pp.43~55 (1989)
  39. Napier, R. W., "Groups : Theory and Experience" (1999), Houghton Mifflin
  40. Nonaka, I., "The knowledge creating company" (1995), Oxford University Press
  41. Pennington, D. C., "Social Psychology" (1999), Arnold
  42. Sharan, S., "Cooperative learning in small groups : Recent methods and effects on achievement, attitudes, and ethnic relations", Review of educational research, 50(2), pp.241~271 (1980)
  43. Shaw, M. E., "Group dynamics : The social psychology of small group behavior" (1981), McGraw-Hill
  44. Stasser, G., "Effects of information load and percentage of shared information on the dissemination of unshared information during group discussion", Journal of Personality & Social Psychology, 53, pp.81~93 (1987)
  45. Webb, N. M., "Group composition, group interaction, and achievement in cooperative small groups", Journal of Educational Psychology, 74(4), pp.475~ (1982)

관련 논문AI추천

공학 설계 패러다임 변화에 따른 팀 창의성의 정의 및 하위 영역과 요소 도출김태훈한국공학교육학회 · 공학교육연구2015 · 제18권 제3호Capstone-Design 활동에서 MBTI 성격유형에 따른 팀 상호작용 변화 분석김태훈, 이태호한국공학교육학회 · 공학교육연구2014 · 제17권 제1호창작 로봇 제작 및 프로그래밍 활동에서 창의성 동질 및 이질 팀 구성에 따른 팀 상호작용 분석김민웅, 김태훈, 위선복, 조한진한국공학교육학회 · 공학교육연구2016 · 제19권 제5호공학설계에서 인지적 팀 다양성, 공학설계 자기효능감 및 팀 창의성의 관계안정호, 임지영한국공학교육학회 · 공학교육연구2015 · 제18권 제6호공학설계수업에서 팀 성격구성이 팀 창의성에 미치는 영향안정호, 임지영한국공학교육학회 · 공학교육연구2014 · 제17권 제1호디자인팀원 간 갈등관리의 사회적 상호작용이 디자인 결과물의 창의성에 미치는 영향 연구정성모디자인연구소 · Journal of Integrated Design Research2018 · 제17권 제3호

이 간행물의 다른 논문 (7건)

공과대학 학생들이 갖추어야 할 실행능력에 대한 공학교수자들의 인식 및 교수활동 실태이현주, 장지영pp. 3-13컴퓨터·정보(공)학 분야 졸업생의 CAC 인증성과 인식에 관한 연구전주현, 강소연, 한지영pp. 24-34공학계열 대학생들의 교과목 성적과 K-CESA 핵심역량의 관계 분석황지원, 김학진, 송오성pp. 35-46창업･취업교육이 대학생의 창업·취업의도 영향요인에 미치는효과강민형, 김성우pp. 47-59A Study of Convergence Education Type for the College of Engineering한정수, 변호승, 홍철호, 김연희pp. 60-71
원문 보기