• Asia-Pacific Journal of Business Venturing and Entrepreneurship
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• v.16 no.1
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• pp.99-111
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• 2021

The purpose of this study is to examine the experiences and attitudes of elementary pre-service teachers, the level of entrepreneurship core competencies, and to analyze differences in entrepreneurship core competencies by grade, gender, and attitude. To this end, 208 elementary pre-service teachers who responded to the online questionnaire surveyed their experience, attitudes, perceptions, entrepreneurship attempts, and entrepreneurship core competency levels. As a result, pre-service teachers had a low level of understanding and direct participation in entrepreneurship education, the need for entrepreneurship education for elementary school students and teachers was high. The average of the value-creation competency group consisting of innovation, social value orientation, and change agility was relatively lower than the challenge, group creativity, and self-directed competency group. The difference of the entrepreneurship core competency level between the grades was not significant, and female students' competency levels were statistically significantly higher than male students. In addition, the average of the four core competencies of entrepreneurship in the group that recognizes the importance of entrepreneurship as essential competencies was statistically higher than that of their counterparts. Based on the results of this study, the implications for the design and development of a program for enhancing entrepreneurship competency for elementary school pre-service teachers were presented.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.433-441
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• 2020

The advent of the intelligent information society and artificial intelligence education for fostering future talents is attracting the attention of the education community, and the AI graduate course for teachers is also being opened and operated. The curriculum of the AI education graduate school, which was established this year, is self-contained considering the conditions of each university. Are organized. Accordingly, this study seeks to explore the direction of curriculum development so that AI curriculum that can be more effective and enhance educational value in the graduate school of education can be developed in the future. Based on the Backward design, the AI curriculum proposed in this study includes Bloom's digital taxonomy, Bruner's spiral curriculum composition principle, and three elements such as 'content domain', 'level', and 'teacher learning method'. It was intended to consist of. Based on the direction of AI curriculum development suggested in the study, we hope that the AI curriculum of domestic graduate schools of education will be more substantial, and this framework will be revised and supplemented in the future to be used in the composition of the AI curriculum in elementary and secondary schools.

• The Journal of the Korea Contents Association
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• v.21 no.8
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• pp.236-246
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• 2021

The purpose of this study was to help solve the problems of the high school credit system by exploring its operation plans for both career guidance and the effective and efficient operation of the high school credit system. The study's research method was literature research; it examined prior research, public hearings, press releases, the 2015 revised curriculum, and plans to promote the high school credit system by the Ministry of Education. To solve the problems facing the high school credit system, the curriculum should be organized as follows. First, it should be organized around general subjects. Second, students need to be able to study subjects related to their desired fields in depth. Third, it is necessary to confirm the basis for organizing the curriculum. Meanwhile, the following steps should be taken to improve the operation of the high school credit system for career guidance. First, a career curriculum committee for career learning and coaching should be formed and operationalized. Second, the teachers' work system should be restructured. Third, career aspirations should be identified, and directions for further study should be researched. Fourth, career and academic design guidance coaching books should be provided. Fifth, it is the role of the career and academic design guidance teacher. Sixth, emphasis should be placed on responsibility for subject selection and preparation for re-taking program.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.355-365
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• 2021

Online teaching has become a daily routine in schools after 2020, and at the same time, the ability to design and conduct classes using smart devices and apps is becoming more important to teachers. Therefore, in this study, we tried to find out how the demonstration of classes using smart devices and apps online has an effect on the intentions of prospective teachers who want to use them in the future. To this end, classes were designed according to the design principles for improving smart education capabilities of pre-service teachers, and the classes were conducted for pre-service teachers. Afterwards, the variables included in the UTAUT model, such as Performance Expectancy, effort Expectancy, social influence, Voluntariness of Use, Behavioral Intention, and Facilitating Conditions, were measured before and after classes, respectively, and the effectiveness of the class was verified through t-test of response samples. As a result, it was confirmed that all variables except the Facilitating Conditions had a significant positive(+) effect. These results suggest that online class demonstration education can be a way for pre-service teachers to more practically adapt to the educational field where smart education is required.

• Journal of the Korean Chemical Society
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• v.66 no.3
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• pp.228-242
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• 2022

In this study, the educational effect was investigated by providing a teaching program so that pre-service chemistry teachers could apply model ignorance education to teacher training practice. The teaching program was constructed in consideration of the sensemaking concept proposed in the study of Odden & Russ and the process of teacher sensemaking proposed by Asli et al. The subjects of this study were 23 pre-service teachers in the 4th year of chemistry education department at a teacher training university in the central region of Korea. In order to form a sensemaking for the model's ignorance education, the teaching program consisted of four stages; the initial idea generation stage, cognition of model's ignorance stage in a inconsistent situation, the lesson strategy construction stage for model ignorance education, and lesson plan & practice stage during teacher training practice. In the first stage of this program, pre-service teachers' initial ideas about the Arrhenius model and Bronsted-Lowry model of acid-base reaction, and the electron transfer model of the oxidation-reduction reaction were investigated. In the second stage, inconsistant situation that cannot be explained by the knowledge of model was presented to recognize the ignorance of the model. The third stage was to develop the teaching ability of model's ignorance through textbook analysis and lesson strategy composition activities. As a final stage, during the teacher training practice, the pre-service teachers were asked to plan and practice the implementation of the model's ignorance education. Through the teaching program to form a sensemaking for ignorance education of the models, pre-service teachers had come to recognize the ignorance of the model, acquired ability to organize and execute lesson strategies reflecting model ignorance, and acquired recognition of the educational value and necessity of teaching the ignorance of models.

• The Mathematical Education
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• v.60 no.4
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• pp.451-466
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• 2021

The interaction between student and school levels should be considered to understand and examine equity in education. For this reason, we included the socioeconomic composition of schools to scrutinize the equity related to students' socioeconomic status and mathematical literacy in Korea. We applied the hierarchical linear modeling approach to the Programme for International Student Assessment (PISA) 2015 data for binational comparison between Korea (5,548 students from 168 schools) and the U.S. (5,217 students from 161 schools). The findings show that school-level achievement and the socioeconomic composition of schools cannot be ignored to understand Korean students' achievement gap between high and low socioeconomic status. In addition, U.S. students from low socioeconomic status were likely to have similar mathematics literacy scores. These findings indicated that inequity in Korean mathematics education could be intertwined with the characteristics of Korean students like high demands for supplementary private education and school characteristics like curriculum selection. This research also reminds mathematics educators that people should not simply mimic other education systems to resolve education issues in their own system.

• The Journal of the Korea Contents Association
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• v.22 no.4
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• pp.106-117
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• 2022

In 2021, AI basics were introduced in the high school curriculum. There are many worries that the problem of utilization-oriented education will be repeated with the introduction of artificial intelligence education rather than the principles that occurred when ICT was applied to education in the past. Most of the existing AI education platforms focus only on the use of AI. For artificial intelligence education of middle school students, there are difficulties in learning about the process by which artificial intelligence derives results and learning the principles of artificial intelligence algorithms. Recently, as the educational application of metaverse has become a hot topic, research has been started to improve learning achievement by arousing students' immersion and interest. This research developed educational game contents about decision tree algorithm using metaverse as educational contents that can be used in middle school AI education. By applying games to education, it was intended to increase students' interest and immersion in artificial intelligence, and to increase educational effectiveness. In this paper, the educational effectiveness, difficulty, and level of interest were analyzed for pre-service teachers regarding the developed game content. Based on this, a future principle-oriented artificial intelligence education method was suggested.

• The Journal of Sustainable Design and Educational Environment Research
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• v.20 no.4
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• pp.13-20
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• 2021

In the world, each country is preparing various policies to promote start-ups, and the Korean government is actively promoting policies to support start-ups and the national economy through technology-based start-ups for creating jobs. Recently, the number of start-up companies is on the rise. In particular, in accordance with the industrial structure transformation leading the 4th Industrial Revolution, technology-based start-ups are steadily growing based on knowledge-based services such as information and communication, science and technology service industry, and business support service industry. The purpose of this study is to find out whether the startup space provided by the university reflects the startup-friendly characteristics, and to investigate and analyze the satisfaction and requirements of the space required by the actual college campus startup space users to create a more efficient space configuration plan. Through this study, factors that should be considered first for universities in preparing startup spaces were derived for each space element. Therefore, it is necessary for university campuses to deeply recognize the importance of space provision among the future start-up support systems, and to improve them periodically through the consumers' satisfaction of the space in the construction and improvement of startup spaces.

• Journal of the Korean Society of Earth Science Education
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• v.14 no.3
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• pp.248-256
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• 2021

The purpose of this study is to investigate the perception of pre-service elementary teachers on the educational approach to metaverse. Questions about metaverse were asked to 71 pre-service elementary teachers who were taking the course 'Study of Textbooks in Elementary Science II'. The results of analyzing the contents of the questions are as follows. The results and conclusions were presented through numerical analysis and static analysis based on the responses to questions presented using the university's LMS system. First, the level of understanding of the metaverse of pre-service elementary teachers is very high. Pre-service elementary teachers, as the MZ generation, are already living in a very fast IT environment that can be the basis of the metaverse, so it would have been helpful to understand the metaverse. Second, the need for the metaverse of pre-service elementary teachers is very high. There was a tendency to think that the perception of pre-service elementary teachers is because the metaverse has many factors that can provide higher quality education beyond the current educational environment. Third, in the question of applicability exploration in the 'Earth and Space' domain of Pre-service elementary teachers, there have been few cases in which instructional design was planned based on instructional design principles. Based on these results, if the possibility of metaverse application is proposed in the 'Earth and Space' domain, educational contents using virtual space that can transcend time and space will be very necessary. Based on these results, suggestions are made as follows. First, educational content incorporating the metaverse technique based on instructional design should be developed and utilized. Second, financial support should be provided so that the metaverse can be implemented in the educational environment. Third, it is necessary to provide training opportunities for teachers (including Pre-service elementary teachers) to give lectures on metaverse.

• Journal of the Korean Society of Earth Science Education
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• v.15 no.1
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• pp.91-102
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• 2022

Sinsu Island in Korea National Marine Park is suitable for geological learning and geotourism as various geological structures, geological activities, and fossils can be observed. In this study, eight geosites were developed by analyzing 2015 revision science curriculum. The 3D panoramic geological virtual field trips were developed according to the three-step outdoor learning model. The 3D panoramic geological virtual field trips, which consist of 8 classes, are composed of cooperative learning by group, enabling autonomous inquiry activities. It is designed to realize convergence education that can learn not only geology but also creativity and humanity through nodular Limestones, exfoliation, salt weathering, perforated shell holes, sedimentary structures and environments, dinosaurs habitats, and volcanic activity. Five experts revised and supplemented the Delphi analysis method to verify the validity of the development purpose and direction. The satisfaction with the geological field for Sinsu Island course was 4.52, indicating that the overall satisfaction with the field course was high. By reflecting on the opinions of each student and reinforcing safety education, we completed the 3D panoramic geological virtual field trips for Sinsu Island. The 3D panoramic geological virtual field trips in Sinsu Island in Korea National Marine Park will be a good example of geology learning tourism where you can make memories and enjoy while studying geology.