• 컴퓨터교육학회논문지
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• 제14권6호
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• pp.19-30
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• 2011

본 연구에서는 $21^{st}$ Century Skills와 Computational thinking의 관점에서 컴퓨터 교육의 특성을 분석하고자 하였다. $21^{st}$ Century Skills는 현세계에서 성공적인 삶을 살아가기 위한 필수 능력으로 학습과 관련하여 비판적 사고, 문제 해결 능력, 통신 능력과 협동 능력이 포함되어 있다. Computational thinking은 오늘날 융합 시대에 요구되는 기초 능력이라 할 수 있으며, 컴퓨터과학 교육의 핵심 개념이라 할 수 있다. 본 연구에서는 먼저, $21^{st}$ Century Skills와 Computational thinking의 특징을 살펴보고, 이러한 것들이 현재 중 고등학교에서 컴퓨터교육을 위해 운영되고 있는 '정보' 과목의 교육과정과 어떻게 관련이 되는지를 분석하였다. 이를 통하여 초 중 고에서의 컴퓨터 교육에 대한 중요성 및 필요성을 도출해냈다.

• 한국초등과학교육학회지:초등과학교육
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• 제34권4호
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• pp.476-485
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• 2015

The purpose of this study was to investigate the effects of free inquiry lessons utilizing flipped learning with smart devices on digital literacy, $21^{st}$ century skills and scientific attitude of $5^{th}$ graders of elementary school. The subjects of this study were two different $5^{th}$ grade classes in J elementary school located in B metropolitan city. Free inquiry lessons utilizing flipped learning with smart devices were applied to experimental group, whereas comparison group was taught general free inquiry lessons using ordinary teaching materials. The results of this study were as follows: First, free inquiry lessons utilizing flipped learning with smart devices were statistically meaningful on students' digital literacy. Second, free inquiry lessons utilizing flipped learning with smart devices were not statistically meaningful on students' $21^{st}$ century skills. Third, free inquiry lessons utilizing flip teaching with smart devices were not statistically meaningful on students' scientific attitude. Fourth, free inquiry lessons utilizing flipped learning with smart devices caused an effectiveness on students' interests.

• Korea-Australia Rheology Journal
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• 제20권3호
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• pp.175-184
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• 2008

Chemical engineering (ChE) was conceived at the close of the 19th century as a new discipline which was designed to support then the newly-emerging industries, oil and petrochemical, by supplying the competent engineers equipped with the pertinent engineering fundamentals and skills. It helped the said industries meet the various demands and ramifications of the new pattern of the human civilization spurred by the advent of automobile transportation at the turn of the 20th century. Now ChE once again is ready to fulfill its societal responsibility as probably the most important discipline and profession in sustaining the $21^{st}$ century human civilization providing the needed engineers (ChErs) and technologies. In this study, it is attempted to analyze the role of ChE and ChErs in this context, focusing on the macroeconomic connections embedded in the discipline that allow us to envision the big pictures of the 21st century civilization where the wellbeing of the mankind invariably hinges on five essential industries, i.e., medical, pharmaceutical, energy, environment and materials. It can be argued that ChE is the only discipline that can encompass simultaneously all those five industries indispensable to sustain the 21 st century human civilization that can be termed the era of "enjoy-healthy-living-longer". It is also believed that the historical mission ChE and ChErs are supposed to fulfill now is even bigger than that they took on a hundred years ago and subsequently accomplished with remarkable success in food, clothing, shelter and entertainment industries introducing various technological innovations. The macroeconomic viewpoints are called upon in this study as were in the 2006 article (Hyun, 2006) but focusing on ChE and ChErs this time to view the connections embedded in ChE as the essential components in understanding the historical nature of the role and responsibility of ChE and ChErs. The new paradigm for ChE is also pondered over together with the frequently-cited technology concepts such as IT, BT, NT, ET and ST which are regarded intimately germane to the characteristics and perspectives of the $21^{st}$ century civilization.

• 한국문헌정보학회지
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• 제57권2호
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• pp.379-408
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• 2023

본 연구는 C대학교 문헌정보학과에 기개설된 <지역문화정보론> 교과목을 프로젝트 기반 학습법을 활용한 캡스톤디자인 교과목으로 구성하여 운영한 사례에 관한 연구이다. 해당 교과목에서는 지역사회 청소년 특화기관과 연계하여 지역 고등학생들을 대상으로 디지털리터러시 교육을 수행하고 휴먼라이브러리 콘텐츠를 제작하는 프로젝트를 기획하여 진행하였다. 프로젝트에 참여한 수강생 5명과 협력기관 업무담당자 3명과의 반구조화된 심층면담을 수행하여, 지역사회와 연계하여 프로젝트 기반 학습법을 적용한 캡스톤디자인 교과목 개발과 운영의 특징 및 성과를 보고하고 개선점을 제안하였다. 또한, 21세기 학습 프레임워크(P21)를 사용하여 수강생들과의 심층면담 내용을 분석하여, 프로젝트 참여를 통해 수강생들은 P21의 3가지 기술 영역 전반의 11가지 학습 기술-자기주도, 프로젝트관리, 다양한 팀과의 협력, 유연함, 책임감, 리더십(삶과 경력 기술 영역)과 의사소통과 협업, 문제해결력, 창의력, 비판적 사고(학습과 혁신 기술 영역), 그리고 미디어결과물생성 기술(정보미디어테크놀로지 기술 영역)-을 강화했음을 확인했다. 본 사례연구는 지역사회협력에 기반한 문헌정보학 캡스톤디자인 교과목의 개발과 운영에 참고할 수 있는 방향성을 제시하고, 프로젝트 기반 학습법의 적용을 통한 커리큘럼 개발에 관심있는 교수자 및 연구자에게 도움이 되고자 하였다.

• 공학교육연구
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• 제26권1호
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• pp.20-26
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• 2023

In this study, as a competency strengthening program to support learner-centered education, we developed the 'Capstone-design competency Program' for the purpose of cultivating the 4C skills and problem-solving ability required as core competencies of the 21st century. The program was based on the project method, and strategies were derived and materialized for each step through core competency analysis. Then, the validity was confirmed through the implementation of the program. As a result of the implementation of the program, it was confirmed that this program was effective in cultivating the core competencies of college students. In addition, it was confirmed that learners showed results such as specific reflection on core competencies, changes in perspective, and action plans, so that the possibility of actual application was high.

• 정보교육학회논문지
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• 제18권2호
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• pp.357-370
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• 2014

본 연구의 목적은 스마트 교육 및 디지털교과서 활용교육에서 교육 효과성을 검증할 수 있는 도구를 개발하는 것이다. 먼저 스마트교육 및 디지털교과서 활용교육의 목표를 21세기 학습자역량 증진, 교수자 역량 증진으로 설정하고 이에 따라 각 하위요소를 7개 영역 5개 영역으로 선정하였다. 선정된 요소에 따라 문헌연구 및 전문가 협의회를 거쳐 하위요소의 정의 및 설문문항을 확정하였다. 학습자 역량 증진의 하위요소는 창의력과 혁신능력, 비판적 사고력과 문제해결력, 의사소통능력, 협업능력, 정보활용능력, 자기주도학습력, 유연성으로 선정하여 26개의 설문문항을 개발하였다. 교수자 역량의 세부 영역은 21세기 학습자역량 이해, 정보활용능력, 학습자와의 관계형성, 수업설계, 평가 및 성찰로 24개의 설문문항을 개발하였다. 본 연구에서 개발된 설문문항은 스마트 교육 및 디지털교과서 활용 교육의 효과를 검증하는 도구로 사용될 수 있다.

• 한국지구과학회지
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• 제40권4호
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• 제어로봇시스템학회:학술대회논문집
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• 제어로봇시스템학회 2005년도 ICCAS
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• pp.1745-1748
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• 2005

Near-infrared spectroscopy (NIRS) can be used to monitor brain activation by measuring changes in the concentration of oxy- and deoxy-hemoglobin (Hb) by their different spectra in the near-infrared range. Because NIRS is a noninvasive, highly flexible and portable device, it is very suitable to study brain activation when a human repeatedly performs a manipulative task, and possibly provides useful information to construct human adaptive mechatronics (HAM). There is some evidence that the dorsolateral prefrontal cortex (DLPFC) plays a major role in working memory and it is proposed that the use of working memory decreases as a human develops manipulative skills. In the present study, we investigated the activation of the dorsolateral prefrontal cortex (DLPFC) of the brain in Brodmann's areas 9 and 46 in drawing tasks to examine whether NIRS can measure the changes of DLPFC activation as a human develops manipulative skills. Subjects performed a mirror image drawing task and a square drawing task by ones' left hands. In the mirror image task the subject drew following a star shape based on a mirror image of it, but square drawing did not involve mirror image and was estimated to be simpler. The changes of the concentration of oxy-Hb was higher in the mirror image drawing than the square drawing in most subjects. The changes of oxy-Hb decreased as the subject repeated the drawing task in most subjects. In conclusion, The activation of DLPFC measured by NIRS can reflect the brain activity in the development of manipulative skills.

• 한국정보통신학회:학술대회논문집
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• 한국정보통신학회 2018년도 추계학술대회
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• pp.225-227
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• 2018

컴퓨팅 사고란 일반적으로 자동화된 프로세스 설계를 용이하게 하는 정신적 기술(mental skills)을 의미한다. 21세기를 살아갈 학생들에게는 매우 필요한 기술로 인간의 정신 능력과 컴퓨팅 능력을 필요로하는 문제들을 해결하기 위해 핵심이 되는 새로운 사고 방법인 컴퓨팅 사고 배양이 필요하다. 따라서 본 논문에서는 컴퓨팅 사고 정의에 대한 인식들이 어떻게 변화하고 있는지와 SW교육을 통해 학습자들의 심리적, 행동적으로 변화되는 기질이 무엇인지를 알아보는 방법에 대해 살펴보았다.

• International Journal of Advanced Culture Technology
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• 제8권4호
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• pp.200-206
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• 2020

Digital storytelling, a 21st century educational tool that combines digital media with storytelling, is considered as a powerful tool to learn foreign languages in an authentic and meaningful way. This study explored cyber university students' perceptions and experiences with a digital storytelling project implemented to enhance their English writing and speaking skills. The results of 9 week-long research indicated that most of the students' attitudes were positive: the digital storytelling project was effective to increase their English skills, learning motivation and interest in learning English. Most students perceived that the process writing approach and videotaping tasks provided them with good opportunities to develop their English writing and speaking skills. Although many students had difficulties selecting a topic and writing a script in the initial stage, they could handle with these challenges with the help of professors' feedback and successfully completed their projects. After completing the project, most students expressed a strong sense of accomplishment. These results suggest that the digital storytelling project effectively met cyber university students' learning needs and facilitate their English learning.