Browse > Article
http://dx.doi.org/10.14352/jkaie.2014.18.1.173

Study on the Achievement Goals, Teaching-Learning Methods and Evaluation Methods of 'Convergence Activities' Section  

Ahn, Seonghun (Dept. of Computer Education, Gyeongin National University of Education)
Jeong, InKee (Dept. of Computer Education, Chuncheon National University of Education)
Publication Information
Journal of The Korean Association of Information Education / v.18, no.1, 2014 , pp. 173-184 More about this Journal
Abstract
The ability to need information-oriented society is the convergence ability based in information ability. A new curriculum is demanded by new technology and circumstance to need the core ability. Korea Association of Information Education have studied a new curriculum and suggest a new plan that content of information education classified by 'computer system', 'SW production' and 'convergence activities'. Therefore, we studied on convergence activities of K-9. In this paper we firstly suggested concept of convergence ability as activities to use ICT, information communication ethics and robot. We nextly suggested object to achieve, teaching-learning methods and evaluation methods of convergence activities. We expect the curriculum we suggested about convergence activities will contribute to training talented individuals.
Keywords
Curriculum of Informatics; Convergence Activities; Robot Programming Education; Information Ethics; Achievement Goals; Teaching-Learning Method; Evaluation Methods;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Byoung Kuk Lee(2007). A Study on the Cyber Crime Reduction - Focusing on the Protection of Privacy. Master's Thesis. WonKwang University.
2 Chul Kim(2012). An Analysis of Domestic Research Trend and Educational Effects in Relation to Robot Education. Journal of The Korean Association of Information Education. 16-2. 233-243.
3 Department for Education of England(2013a). Computing programmes of study : key stages 1 and 2.
4 Department for Education of England(2013b). Computing programmes of study : key stages 3 and 4.
5 Hwa Sun Lee.Jeong Hye Han.Mi Heon Jo(2013). Effect Analysis of Learning with a Robot for Improving Creativity in the Regular Curriculum of Elementary School. The Journal of Child Education. 22-2. 19-35.
6 Hyeon-Gi Baek.Jeong-Su Yu(2012). A Development and Application of Role-Playing Instruction Model based on Mind Practice for Intensifying Information & Communication Ethics. Journal of The Korean Association of Information Education. 16-2. 181-188.
7 Jun-hee Lee.Kwan-Hee Yoo(2011). Design and Implementation of Blended PBL Systems for Information Communication Ethics Education. Journal of The Korean Association of Information Education. 15-2. 179-198.
8 Jung Ho Park.Chul Kim(2010). A Study in Program Development of Course Incorporated Education by Utilizing Robots in Elementary Schools. Journal of The Korean Association of Information Education. 14-1. 35-44.
9 Kyung-Hoon Kim.Oh-Han Kang.Yung-Sik Kim.Yoon Young Kim.Seo In Soon.Seong Jin Ahn.Soon Young Jung.Hyun Jong Choe(2012). A Study on the Direction of Informatics Education Strategies Based on the Creative Problem Solving to Improve Core Competencies. KICE Report RRC 2012-7.
10 Kyung Hyun Kim.Chung Ki Son.Mi-Kyung Chung.JaeEun Baek.JinSook Kim. SiJun Jang.EunYoung Ryu(2009). An Analysis on the Effect of Educational Robot Assisted Learning. KERIS Report CR 2009-27.
11 Ministry of Education, Science and Technology(2011). Elective Course Curriculum of Middle School (Informatics). Notification No. 2011-361 of Ministry of Education, Science and Technology [Supplement 18].
12 Mi Ryang Kim.Hye Kyung Cho.Suk Won Lee.Jeonghye Han.Kwang-Hyun Han. Seung Young Shin.Mi Ae Choi.Sang Hoon Ji.So Mi Kim(2008). A Study on the Methods of Robot Assisted Education for Improving Creativity
13 The CSTA Standards Task Force(2011). CSTA K-12 Computer Science Standards. CSTA.
14 Weinert, F.E.(2001). Concept of competence : A conceptual clarification. In D.S. Rychen and L.H. Slaganik (Eds.), Defining and selecting key competencies. 45-65.