57 Journal of Engineering Education Research Vol. 17, No. 1, pp. 57~64, January 2014 Capstone-Design 활동에서 MBTI 성격유형에 따른 팀 상호작용 변화 분석 이태호 * ․ 김태훈 **,† ** 충남대학교 교육대학원 전기 ․ 전자 ․ 통신교육 전공 ** 충남대학교 사범대학 전기 ․ 전자 ․ 통신공학교육과 Analysis of Team Interaction Changes in Capstone-Design Activities by MBTI Modes Tae-Ho Lee * ․ Taehoon Kim **,† ** Major in Electricity, Electronics & Communication Education, Education Graduate Course, Chungnam National University ** Department of Electric, Electronic & Communication Engineering Education, Chungnam National University ABSTRACT This study has a purpose mainly to analyze the team interaction change by the duration of time in the Capstone-Design activities according to MBTI Modes. Study objects are four students of Mechanical Engineering at School of Engineering in C University located in Daejeon, and the team interaction change was analyzed through IPA (Interaction Process Analysis) method . From the result, first, ESTP showed the change of increase in interaction by the time duration of initial, mid, late periods in ‘social-emotional area: positive’ and ‘task area: question’, and the change of decrease by the same time duration of periods in ‘task area: solution’. Also, there was no change in ‘social-emotional area: negative’ because there was no interaction. Second, ESFJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in ‘social-emotional area: positive’ and ‘task area: question’, and the change of increase by the same time duration of periods in ‘task area: solution’ and ‘social-emotional area: negative’. Third, ISTJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in ‘social- emotional area: positive’, ‘task area: question’ and ‘social-emotional area: negative’, and the change of increase by the same time duration of periods in ‘task area: solution’. Fourth, ENFP showed the change of decrease by the time duration of initial, mid, late periods in ‘social-emotional area: positive’, ‘task area: solution’ and ‘social-emotional area: negative’, and the change of increase by the same time duration of periods in ‘task area: question’. Keywords: Capstone-Design, MBTI, Team Interaction I. 서 론 1) 1. 연구의 필요성 공학전공 학생은 팀을 이루어 Capstone-Design 활동을 통 해서 학부 과정의 결과물을 제시하고 학부 과정을 마무리하게 된다. Capstone-Design이란 학생이 학부 과정에서 배운 모든 지식을 종합적으로 적용하여 결과물을 제시함으로써 학부 전 과 정을 경험하고 마무리하는 최종 교육 단계를 의미한다고 할 수 있다(정진현, 2012). Received 13 January, 2014; Revised 21 January, 2014 Accepted 21 January, 2014 † Corresponding Author: [email protected]Capstone-Design 활동은 팀을 이루어 수행됨에 따라 팀원 간의 상호작용이 중요하게 여겨진다. 또한, 팀 활동에서는 개인 능력과는 달리, 팀원들 간의 상호작용과 의사소통이 작업을 수 행하는데 있어 중요하게 여겨지며, 팀 활동의 시너지 효과를 내 기 위해서는 팀원들 간의 협업과 상호보완이 필요하다. 이러한 효과를 증대시키기 위해서 어떠한 팀원들로 팀을 구성해야 효과 적인가에 대한 궁금증이 제기되었다(조희영, 2005). 또한 팀 학 습에서 팀 구성 및 팀원들의 상호작용은 팀 창의성을 포함한 팀 성과에 영향을 미치는 중요한 요인임을 알 수 있다(김태훈, 조한 진, 2012). 팀이 성공적으로 과제를 해결하기 위해서는 팀원 간의 의미 있는 상호작용이 가장 중요할 것이다. 효율적으로 프로젝트를 수행하기 위해서 어떠한 형태의 팀을 구성할 것인가 그리고 어
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57
Journal of Engineering Education ResearchVol. 17, No. 1, pp. 57~64, January 2014
Capstone-Design 활동에서 MBTI 성격유형에 따른 팀 상호작용 변화 분석이태호* ․김태훈**,†
**충남대학교 교육대학원 전기 ․전자 ․통신교육 전공**충남대학교 사범대학 전기 ․전자 ․통신공학교육과
Analysis of Team Interaction Changes in Capstone-Design Activities by MBTI ModesTae-Ho Lee* ․ Taehoon Kim**,†
**Major in Electricity, Electronics & Communication Education, Education Graduate Course, Chungnam National University**Department of Electric, Electronic & Communication Engineering Education, Chungnam National University
ABSTRACTThis study has a purpose mainly to analyze the team interaction change by the duration of time in the Capstone-Design activities
according to MBTI Modes. Study objects are four students of Mechanical Engineering at School of Engineering in C University located in Daejeon, and the team interaction change was analyzed through IPA (Interaction Process Analysis) method . From the result, first, ESTP showed the change of increase in interaction by the time duration of initial, mid, late periods in ‘social-emotionalarea: positive’ and ‘task area: question’, and the change of decrease by the same time duration of periods in ‘task area: solution’.Also, there was no change in ‘social-emotional area: negative’ because there was no interaction. Second, ESFJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in ‘social-emotional area: positive’ and ‘task area: question’, and the change of increase by the same time duration of periods in ‘task area: solution’ and ‘social-emotional area: negative’. Third, ISTJ showed the change of decrease in interaction by the time duration of initial, mid, late periods in ‘social-emotional area: positive’, ‘task area: question’ and ‘social-emotional area: negative’, and the change of increase by the same time duration of periods in ‘task area: solution’. Fourth, ENFP showed the change of decrease by the time duration of initial, mid, late periods in ‘social-emotional area: positive’, ‘task area: solution’ and ‘social-emotional area: negative’, and the change of increase by the same time duration of periods in ‘task area: question’.