디자인 학습윤리 교수법 및 융합 교육 콘텐츠프로그램 개발을 위한 질적 연구Ⅰ - 디자인 전공 교수를 중심으로 -

This study was started by supplementing prior research that had some limitations in quantitative research by conducting focus group interview methods for professors majoring in design, and identifying the current status and problems of learning ethics education in the field of design. The purpose of this research is to reveal the difficulties of preventing misconduct in design major through the Grounded theory and to present effective design learning ethics teaching methods and educational content programs based on research results. Thus, the research participants were a total of 10 professors each for each of the five majors in design, and the research data were collected using the focus group interview method, and the data analysis was performed by applying the Grounded theory method of Strauss and Corbin. The results and contents of the study are as follows. First, as a result of organizing the model according to the paradigm of the Grounded theory, the causal condition for the difficulty of preventing learning cheating in the design major was "the absence of standards for learning misconduct," and the contextual condition was "the difficulty of evaluation." The central phenomenon was "difficulty in preventing learning misconduct in design major," and the action/interaction strategy of "prevention of learning misconduct" was used under the influence of the arbitration condition of "the importance of creating an educational foundation" for the central phenomenon. As a result, it turned out to be 'expecting the effects of learning ethics education.' The findings produced 36 concepts, 12 subcategories, and 6 categories. Second, the professor hoped that the education of learning ethics for professors would establish the criteria for judging plagiarism and enhance the judgment of plagiarism. In addition, through continuous learning ethics education from the beginning of the school year, students recognized the importance of learning ethics to themselves, and expected that the education itself would improve their judgment and self-purification ability for plagiarism. Based on these research results, the core category has been decided as 'learning ethics education required in design majors' and it is expected that it will contribute to the development of effective design learning ethics teaching methods and educational content programs through the development of guidelines, teaching method contents and class models, and the establishment of a converged learning ethics education system.