• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.383-391
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• 2018

The Purpose of this study was to convergence factors which affect the subject of basic dental hygienics in some dental hygiene students. The questionnaire was conducted in 450 dental hygiene students who had completed clinical practice. The level of self-confidence of the students was significantly higher if the level of satisfaction with the subject of basic dental hygienics was higher (r=0.365). Also, the level of self-confidence was significantly higher if the satisfaction with the major was higher (r=0.320) and the level of satisfaction with the major was significantly higher if the level of satisfaction with the subject of basic dental hygienics was higher (r=0.314). This study is expected to be used as a basic material for the development of systematic and convergence programs related with basic dental hygiene in connection with clinical practice.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.07a
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• pp.373-374
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• 2023

본 논문에서는 예비유아교사를 위한 디지털교육(인공지능포함) 방안을 제시하며, 이에 맞는 교과목 설계 및 운영에 관한 연구입니다. 최근 4차 산업혁명시대를 맞아 교육부에서 유아교사 자격취득을 위한 세부기준을 발표했는데, 교직과목 중 교직소양영역에 디지털교육을 반드시 포함하도록 하였습니다. 이는 디지털교육의 중요성을 인식하고 교과 과정에 디지털 이해, 디지털 교과 융합교육, 디지털 활용 교육, 디지털윤리 등을 균형있게 학습하도록 하고 있다. 특히 유아교육분야는 유아교사로서 디지털 이해, 활용 및 소양 뿐 만 아니라 유아교육에서 디지털 교과 융합, 인공지능 교육 등을 학습시키는 방안 역시 중요하므로 본 교과목을 통해 미래사회를 주도하는 유아교육분야에 기여하는 바가 크다. 따라서 전문적이고 체계적으로 본 교과목을 설계 및 운영 방안을 제시하고자 한다.

• Transactions of the KSME C: Technology and Education
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• v.2 no.2
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• pp.99-104
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• 2014

Convergence education is one of the most frequently studied topics in the academic world as well as other various areas of the society today. The importance of convergence-based course in engineering education has long been discussed and resulted in society-wide consensus with series of attempts to apply the theory. To bring about fruitful outcome through theses efforts, we have to establish the sustainable and systematic convergence education in engineering. With this goal, we will cover the critical comprehension on the modern studies divided by three concepts(the truth, the good, and the beauty) and review the notion of "Transdisciplinarity", thereby proposing the macro goals of the convergence-based course in engineering. To realize our goals, we will suggest "Engineering aesthetics" as a convergence-based course in engineering.

• Journal of Science Education
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• v.37 no.2
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• pp.278-293
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• 2013

The purpose of this study was to analyze the characteristics of multiple-choice test items used in assessment of high school integrated science according to 2009 revised curriculum. For the analysis of the tendency of item setting, we devised an analytic framework specific to integrated science, and analyzed the characteristics of items by applying the devised framework and item response theory. The results of the tendency of item setting revealed that most of items run counter to the intent of integrated science in terms of item resource, integration extent, and cognitive level, which means teachers are stick to separative method in teaching-learning and assessment of integrated science. The results of the analysis applying item response theory showed that item difficulty was appropriate and item discrimination was considerably high. However, there was no relevance between the tendency of item setting and qualitative characteristics of the items. We also discussed some agendas to improve the teaching-learning and assessment of integrated science based on the results of this study.

• The Journal of Korean Association of Computer Education
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• v.19 no.4
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• pp.21-31
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• 2016

As the science and technology advances, the side effects of information and communications technology use become a social issue and the social demands to strengthen the informatics ethics in the curriculum of elementary and secondary schools becomes great. The contents of informatics ethics education is included in the current curriculum for elementary and secondary school, but they are embedded in multiple subjects without the holistic guidelines for the informatics ethics curriculum. Therefore it can have duplications of the contents or missing among subjects as those subjects are elective in the secondary school. In this study, we proposed a holistic curriculum for informatics ethics education and developed the education program based on subject integrated curriculum model and the cyber internet ethics education model to solve problems of informatics ethics education. The program was practised for 291 students of $10^{th}$ graders for 5 months and effectiveness was proven by the high attainment of ethics understanding. This subject integrated education program is proposed to solve the structural problems of informatics ethics education in 2015 curriculum.

• Journal of Practical Engineering Education
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• v.13 no.2
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• pp.221-232
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• 2021

The purpose of this study is to explore the design direction of artificial intelligence convergence liberal arts subjects based on flip learning and maker education through analysis of learner needs in a non-face-to-face classroom environment caused by COVID-19. To this end, we analyzed the priorities of subject content elements by using the Borich needs assessment and The Locus for Focus model along with students' perceptions of flip learning for students who took and did not take maker education-based liberal arts courses. Based on this, it was used as basic data for designing the curriculum. The study results are as follows. First, the content elements of the artificial intelligence liberal arts curriculum based on maker education consisted of a total of 9 areas and were designed as a class using flip learning. Second, the areas with the highest demand for education are 'Artificial Intelligence Theory', 'Artificial Intelligence Programming Practice', 'Physical Computing Theory', 'Physical Computing Practice', followed by 'Convergence Project', '3D Printing Theory', '3D Printing practice' was decided. Third, most of the questionnaires regarding the application of flip learning in maker education-based artificial intelligence liberal arts subjects showed positive responses regardless of whether they took the course, and the satisfaction of the students was very high. Based on this, an artificial intelligence-based convergence liberal arts curriculum using flip learning and maker education was designed. This is meaningful in that it provides an opportunity to cultivate artificial intelligence literacy for college students by preparing the foundation for artificial intelligence convergence education in liberal arts education by reflecting the needs of students.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.141-147
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• 2019

The purpose of this paper was to develop advertising curriculum demanded in advertising industry in the fourth industrial revolution. A survey was conducted targeting 121 human resources manager in advertising agencies. The results showed that advertising curriculum in Korean university was far behind coping with the fourth industrial revolution and needed to improve for suitable curriculum reform process. The results indicated that proper methods of operation for advertising curriculum were project based learning, practical work based education, convergence education with theory and practical work, and connection with software education. Practical and theoretical suggestions are interpreted in relation to the fourth industrial revolution and advertising education and manpower.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.411-418
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• 2021

In this study, in order to analyze the AI convergence education courses of 38 graduate schools of education, the analysis frame was constructed in terms of basic subject classification, content field of subject, and detailed subject composition by field. And as a result of analysis through this frame, it was found that the number of subjects currently operated by these graduate schools of education is very different from 14 subjects to 48 subjects. Therefore, it was judged that it was urgent to develop a standard curriculum for the AI convergence education major operated by each graduate school of education for the same purpose. The AI Convergence Education Major, which was established for the same purpose and operated in different forms, will eventually produce teachers with different competencies, so there is a risk of bringing confusion to the direction of AI Convergence Education in the school field.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.2
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• pp.224-234
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• 2022

The purpose of this study was to analyze STEAM elements and convergence types that appeared in the creative and convergent activities in elementary school science textbooks, which were converted from the national issuance system to the authorized system in 2022. For this study, 6 elementary school science textbooks for 3rd and 4th graders were selected. And STEAM elements in creative and convergent activities were analyzed by publishers, grade-semesters, and science fields, and the convergence type was analyzed for each publisher. The results of this study are as follows. First, the total frequencies of STEAM elements and the ratios of each element in the creative and convergent activities of textbooks were different for each publisher. However, among the four elements except for science (S) element in all publishers, the tendency to have a high proportion of art (A) element and a very low proportion of mathematics (M) element was common. Second, the higher the number of fused STEAM elements, the lower the rate of appearance in the textbooks in overall. Also the ratio of convergence types of STEAM elements varied by each publisher. Third, the ratio deviations of art (A), technology (T), and engineering (E) elements for each grade-semester were not large, but the ratio deviation of the mathematics (M) element was large. Fourth, technology (T) and engineering (E) elements appeared a lot in the fields of 'movement and energy' and 'material', while art (A) element appeared a lot in the fields of 'earth and universe', 'life', and 'integration'.

• Journal of The Korean Association For Science Education
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• v.32 no.2
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• pp.388-401
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• 2012

This study attempted to propose a theoretical model for STEAM education, entitled to the Ewha-STEAM education model, which could provide more concrete guidelines for science educators and curriculum developers to execute STEAM ideas. We identified key knowledge and key competencies to nurture future creative/convergent human resources. Key knowledge included an understanding of core ideas cutting across traditional disciplinary boundaries as well as the nature of different disciplines. And additionally, key competencies implied such abilities as to explore the scientific world, to resolve problems, and to communicate and collaborate with others. We also added creativity and character as an essential part of key competencies. In order to provide more specific guidelines when developing, implementing, and evaluating STEAM curriculum, we suggested three elements of convergence to consider: 1) unit of convergence (i.e. concept/skills, problem/phenomenon, activity), 2) degree of convergence (i.e. multi-disciplinary, inter-disciplinary, extra-disciplinary), and 3) context of convergence (i.e. personal, societal, global). It is expected that the Ewha-STEAM education model would contribute towards diverse education communities understanding the direction of STEAM education and its educational potentials.