工学教育
Online ISSN : 1881-0764
Print ISSN : 1341-2167
ISSN-L : 1341-2167
65 巻 , 4 号
選択された号の論文の23件中1~23を表示しています
工教言
特集号企画趣旨
論説
  • 佐藤 知正, 林 丈晴, 大塚 友彦
    2017 年 65 巻 4 号 p. 4_3-4_9
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    This paper shows the way of engineering education through the social implementation. The science and technology innovation matrix (STIM) is proposed to organize the science and technology innovation activities at the process in order to analyze quantitatively the social implementation contest. STIM is not only an evaluation indicator for the contents of activities and education, but also for expressing goals of social implementation activities. It is important to express STIM to students and academic advisors at the initial stage of the social implementation contest because all team members can consciously recognize and work on concrete goal objectives. This increases the possibility of reaching the social implementation stage.
  • 浅野 敬一
    2017 年 65 巻 4 号 p. 4_10-4_15
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    This paper studies the background of “Social Implementation Education” as an engineering education to accelerate innovation. The aim of “Social Implementation Education” is to give students a situation in which the students must communicate with non-expert users, because the realization of innovation needs to be achieved by developers and users mutually communicating their intents and perceptions. This method also provides very good opportunities for students to apply their engineering knowledge to solve problems in actual use. We expect that it will help students to develop their skills in problem solving as well as in high-level engineering literacy. As shown in the analysis of the process of innovation, these effects of “Social Implementation Education” will contribute to achieving innovation.
  • 矢野 眞和
    2017 年 65 巻 4 号 p. 4_16-4_21
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    The purpose of this paper is to examine the influence of engineering education on the occupational career in “KOSEN” from the following three points of view. Firstly, the paper analyzed the determinant factor of the three kinds of outputs in education, as academic achievement, student satisfaction and generic skill. The differences of determinant factors in output show the characteristics of students learning life style along with three outputs score. High academic achiever is theory-oriented learner, and high satisfaction student has strong tie with friends and high generic skill student is practical engineer interesting in engineering design curriculum. Secondly, the paper analyze the determinant factors in the generic skill of working engineer while considering the schooling and post schooling learning activity. The results show that working experiences, three outputs of education and learning activity in everyday life including readings and the social capital of friend network impact on current generic skill. Thirdly, we introduce the earning function approach based on human capital theory in order to evaluate of the effect of education on income. The paper point out that “KOSEN” education plays important role improving their own post-graduation outcome. Finally, we discussed the evidence-based management by using the survey on the relation between educational output and career.
  • 小村 俊平
    2017 年 65 巻 4 号 p. 4_22-4_28
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    The Japan Innovation Schools Network (ISN) conducts “Global Project-Based Learning” projects in collaboration with the OECD Future of Education and Skills2030. ISN is researching and developing methods to foster competencies looking toward 2030. In particular, ISN is working on an “Emergent Curriculum Design” for students to acquire competency holistically and grow diversely, through tackling problems that are hard to solve even for adults, such as depopulation, environmental issues, and global security. In this article, I will consider this curriculum design as (1) students consider multiple viewpoints, (2) take action, and (3) participate in collaborative evaluation.
  • 多羅尾 進, 林 丈晴, 大塚 友彦
    2017 年 65 巻 4 号 p. 4_29-4_34
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    It is an urgent task to educate practical engineers, who have sophisticated skills to create new value based on science and technology. This paper describes the outline of “Education for Social Implementation (Social Implementation Education) ” as a method to effectively learn the engineering design. Next, in order to steadily and effectively implement the process of social implementation, an evaluation index “Agile Index” (hereinafter referred to as “AI”) indicating the degree of cooperation between a students and users. Finally, we analyze the relationship between expert evaluation (evaluation of educational outcomes) and AI score and discuss its effectiveness.
【社会実装教育の深化】
事例紹介
  • 吉本 定伸
    2017 年 65 巻 4 号 p. 4_35-4_39
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    This paper describes how social implementation education for college students was conducted in collaboration with elementary schools developing safety education support system. In this social implementation activity at elementary schools, students were required to communicate with children and teachers of the schools. The students worked as a team and aimed to provide support system for safety education. As a result, they developed a support system for safety activities based on a new approach which unifies crime, disaster prevention and traffic safety education. The developed system proved to be very useful for the children and the teachers of the elementary schools. In addition, the students acquired system development skills through the activity of social implementation.
論文
  • 津田 尚明
    2017 年 65 巻 4 号 p. 4_40-4_44
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    Open lectures of robotics have been carried out for junior high school students. The ordinary lectures consist of a classroom lecture and a practical work. In most of the lectures, the large part of the lecture time is usually spent for a practical work, and a little time is spent for a classroom lecture. On the other hand, the author have carried out open lectures in which a large part of the lecture time is spent for classroom lecture, and a little time is spent for a practical work. In the classroom lecture, not only robotics but also mathematics and physics are taught, although most participants had not ever studied mathematics and physics before the open lectures. The reason is that robotics is based on the mathematics and physics. Questionnaire surveys were carried out to the participants in order to investigate the level of awareness concerning robotics before and/or the open lectures. As a result, it was confirmed that the participants’ interests about robots were advanced. This result means that the proposed lecture contributed to the advances of the participants’ knowledges about robotics.
  • 土田 泰子, 村上 祐貴, 外山 茂浩, 池田 富士雄, 井山 徹郎, 床井 良徳, 赤澤 真一, 桐生 拓
    2017 年 65 巻 4 号 p. 4_45-4_50
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    JSCOOP (Job Contents Search with Local Companies Based on Cooperative Education) is the practical subject in National Institute of Technology, Nagaoka College (NITN), which aims at producing innovative personnel who have abilities to find problems and solve them. 4th and 5th graders and advanced courses’ students who participate in System Design Education Program in NITN attend this class and visit local companies to interview in order to get information about the target company and investigate current problems in each company. JSCOOP has 2 aspects; career education which enables students to understand the roles and importance of local industry, and practical education which provides students with opportunities to suggest their own ideas to solve practical problems. Cooperating with local companies, JSCOOP continues enhancing practical engineering education, raising innovative mind and bringing about new point of view and flexible collaboration through cross-field cooperation.
  • 森江 隆, 石井 和男, 我妻 広明, 田向 権, 榎田 修一, 齊藤 剛史, 松永 良一, 松波 勲, 大貝 晴俊
    2017 年 65 巻 4 号 p. 4_51-4_56
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    The Joint Graduate School Intelligent Car and Robotics Course, called “Car-Robo Joint Graduate School” is an educational program that started in 2012 mainly at The Kitakyushu Science and Research Park (KSRP). Graduate schools of engineering in Kyushu Institute of Technology, the University of Kitakyushu, and Waseda University at KSRP participate in this program. The purpose of this program is to foster highly skilled personnel in technical fields on intelligent car and robot technology. They will gain practical ability as leaders, mastering their special fields, understanding the peripheral technologies, and leading research and development teams. The special-feature program of this course is seven comprehensive practicums as team learning. Internship students of national colleges of technology and other universities as well as master and PhD course students of these graduate schools participate in the practicums.
事例紹介
【社会実装教育の展開】
論文
  • 大橋 裕太郎
    2017 年 65 巻 4 号 p. 4_63-4_68
    発行日: 2017年
    公開日: 2017/08/09
    ジャーナル フリー
    In this article the author focused on the project progress curve (PPC) as a visual means of describing and understanding student project progress. Seventeen senior students in eight groups within author’ s research group participated in this study and described the progress of their graduation work by using a PPC. Results here showed that the forms of PPC described by the eight groups were categorized as “S-curve” (two groups), “straight” (three groups) and “later” (three groups). Two groups of the “later” type did not fully achieve their project goals, which meant the value of the PPC was an effective means to understand their lack of progress. Interviews were conducted in association with the PPCs to clarify both promotion and stagnation factors of the project. Result here showed that good project management rather than technical skills accelerated the progression of the projects; further, not only did technical problems slow the progression of the projects, but also other unrelated elements (e.g., job hunting, teaching practices, etc.).
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