• Journal of the Korea Convergence Society
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• v.11 no.11
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• pp.103-114
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• 2020

This paper's research objective is to test educational content with different dimensions of knowledge during a graphic basic design course, while also proposing teaching plans and opinions for courses in flipped classrooms as well as enhancing educational efficiency. It categorizes educational content of courses based on the dimensions of knowledge in the learning objectives of Bloom's taxonomy. 120 students are divided into four experimental groups to respectively under go flipped classroom learning by using different dimensions of knowledge involved in course content. Course pretests and post tests are used to obtain and analyze experimental data. Among this knowledge, factual and conceptual knowledge obtained during extra curricular independent learning as well as programmed and meta-cognitive knowledge obtained during in-class learning from a flipped classroom can stimulate student's learning initiative and also enhance learning efficiency. According to research results and student feedback, this paper will propose targeted categorization methods for course content and also suggest educational strategies for these courses' flipped classroom model.

• Proceedings of the Korean Society of Computer Information Conference
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• 2016.01a
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• pp.187-190
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• 2016

본 연구는 국내 교육과정의 빈번한 변경으로 인해 교사나 학생들이 교육이나 학습에 어려움을 겪고 있는 문제를 해결하기 위해 교육과정이나 교육 단계 등을 온톨로지를 기반으로 자동 연계되어 교육과정이나 체계에 상관없이 교육내용을 접근할 수 있는 방안을 제공한다. 초등.중등.고등학교 간 연계되어야 할 교육내용이 교육과정 변경에 따라 표현되는 상이한 교육과정체계로 인해 다양한 문제를 야기하고 사회적. 기술적 어려움을 가중시키는 것을 완화하고자 본 방법을 제안한다. 본 방법은 교과과정에서 교육 내용의 중심이 되는 성취기준을 기본으로 교육 단원-교육내용 등을 연계하고 또 교육 내용에 따라 제공되는 교육 콘텐츠까지도 연계함으로서 교사나 학생등이 쉽게 교육 내용을 접근하고 사용할 수 있는 장점이 있다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.233-236
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• 2023

본 연구에서는 Computing Curricula 2020에서 제시하고 있는 지식 요소를 바탕으로 초등학교 실과와 중학교 정보 교과의 내용 요소의 변화를 비교·분석해 보았다. 연구 결과, 초등학교는 2022 개정 교육과정에서 총 5개의 지식 요소를 포함하였고, '컴퓨팅 시스템 기초', '디지털 디자인'과 관련한 내용 요소가 추가되었다. 중학교는 2022 개정 교육과정에서 총 11개의 지식 요소를 포함하였고, '운영체제', '지능 시스템(AI)'과 관련한 내용 요소가 추가되었다. 그 중 내용 요소의 비율이 크게 변화한 영역은 '소프트웨어 설계', '자료구조 및 알고리즘과 복잡도', '운영체제', '지능 시스템(AI)' 등이었다. 향후 연구에서는 본 연구에서 분석하지 못한 고등학교 정보과의 내용 요소를 분석해보고자 한다.

• Journal of the Korean Society for Library and Information Science
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• v.33 no.3
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• pp.127-144
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• 1999

The purpose of this study is to develop information use curriculum for information literacy development of students. School education in information society needs the development of students' information capabilities, and the curriculum of Information use for it. As the speed that the knowledge learned in schools became useless, has been accelerated, the importance of ability to manage new information and knowledge has risen Information capability means capabilities to access, analyze, apply and evaluate information through various kinds of Information media such as printed information, audiovisual information, electronic communication information. experiences information. The information use curriculum is to develop information capabilities to inquiry new information with his own established knowledge, settle ali information tasks and create new information.

• Knowledge Management Research
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• v.25 no.1
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• pp.135-154
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• 2024

As the digital transformation accelerates, the demand for professionals with competencies in various digital technologies such as artificial intelligence, big data is increasing in the industry. In response, the government is developing various educational programs to nurture talent in these emerging technology fields. However, the lack of a clear definition of competencies, which is the foundation of curriculum development and operation, has posed challenges in effectively designing digital technology education programs. This study systematically reviews the definitions and characteristics of competencies presented in prior research based on a literature review. Subsequently, in-depth interviews were conducted with 30 experts in emerging technology fields to derive a definition of competencies suitable for technology education programs. This research defines competencies for the development of technology education programs as 'a set of one or more knowledge and skills required to perform effectively at the expected level of a given task.' Additionally, the study identifies the elements of competencies, including knowledge and skills, as well as the principles of competency construction. The definition and characteristics of competencies provided in this study can be utilized to create more systematic and effective educational programs in emerging technology fields and bridge the gap between education and industry practice.

• Journal of Korean Elementary Science Education
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• v.23 no.1
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• pp.61-73
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• 2004

The purpose of this study was to suggest a grounded theory on the process of undergraduate students' generating pattern-knowledge about scientific episodes. The pattern-discovery tasks were administered to seven college students majoring in elementary education. The present study found that college students show five types of procedural knowledge represented in the process of pattern-discovery, such as element, elementary variation, relative prior knowledge, predictive-pattern, and final pattern-knowledge. Furthermore, subjects used seven types of thinking ways, such as recognizing objects, recalling knowledges, searching elementary variation, predictive-pattern discovery, confirming a predictive-pattern, combining patterns, and selecting a pattern. In addition, pattern-discovering process involves a systemic process of element, elementary variation, relative prior knowledge, generating and confirming predictive-pattern, and selecting final pattern-knowledge. The processes were shown the abductive and deductive reasoning as well as inductive reasoning. This study also discussed the implications of these findings for teaching and evaluating in science education.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.59-69
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• 2014

Following the announcement made in 2007of the information education curriculum for high schools, India followed through with a similar announcement in June 2013 for an elementary school curriculum to be linked with that of the high schools. As a characteristic feature of India's educational curriculum, the structure is "helical" in nature, while interaction between teachers and students is emphasized as a key method for education. During the past few years India has revised its educational curriculum based on Bruner's 'Structure of Knowledge,' which has changed the paradigm of the nation's educational curriculum. This study analyzed India's educational curriculum that aims at a helical structure and, at the same time, emphasizes 'narrative' thinking in schools. The goal of this study is to discover possible suggestions or implications for Korea's information education curriculum by analyzing India's education that concurrently seeks to employ 'Structure of Knowledge' and 'Narrative' theories in a single educational curriculum.

• Journal of Korea Game Society
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• v.6 no.3
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• pp.51-66
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• 2006

According to this recent change of the educational stream, the researcher sought to find the relationship between the level of students' Self-Regulated Learning and the Knowledge Construction Process strategies they use to succeed at an educational on-line game, and attempt to make some suggestions on the design and use of educational on-line games in this study. In conclusion, the change in the education paradigm requires students to pursue and produce contextual knowledge by using various media and learning environments. Some theoretical backgrounds, related to situated learning theory and the use of supporting educational media, are necessary. As contextual educational media, On-line games can be expected to play the role of evoking fresh perspective towards all the aspects of education.

• 대한공업교육학회지
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• v.42 no.1
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• pp.68-86
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• 2017

The study aims to find the strategies to support the successful settlement of "Introduction to Intellectual Property" which was established as a new subject based on the 2015 Revised National Curriculum in order to assist high school students to explore career choices. For the research purpose accomplished, the study was performed to compare high school administrators' perception with teachers' regarding how they differently perceive the introduction and utilization of "Introduction to Intellectual Property" in the educational environment of high schools. The survey tool was developed through the content investigation of two experts in the field of invention education. Questionnaires were administered to 115 participants in a training course run by KIPA(Korea Invention Promotion Association) for high school administrators and teachers, which lasted for one month, December in the year of 2016. However, 95 questionnaires were analyzed for the research. SPSS 22.K was utilized for data analysis with the 5% significance level. The study findings are as follow: First, both administrators' group and teachers' showed the moderate level of perception according to the necessity of the subject as well as the curriculum content of "Introduction to Intellectual Property". Second, the two groups presented the above-average of preception according to the utilization of the subject, and the high level of perception regarding the necessity of strategies for the successful settlement in high schools. Third, teachers' perception on the curriculum of "Introduction to Intellectual Property" was higher than administrators' within the statistically significant level. Moreover, the two groups showed the significant difference only in the effort to facilitate intramural activities based on the subject regarding perceiving the necessity of the subject.

• Journal of The Korean Association For Science Education
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• v.36 no.5
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• pp.769-781
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• 2016

This study investigated the interactions among the PCK components of pre-service secondary chemistry teachers considered in the processes of making written test items individually and in small groups. The processes of making written test items individually for 8 pre-service teachers was studied through the think-aloud method. The analysis of the results revealed that the 'assessment in science education' of the five PCK components was most frequently used in making test items. 'Curriculum for science education,' 'subject matter knowledge,' and 'students' were also frequently used although fewer than the previous component. However, 'instructional strategies and instruction for science education' was hardly used. The integrations between two or three components with various types were frequently found. However, integrations among four to five components were not found. The processes of making written test items in two small groups consisting of four pre-service teachers were observed. The analysis of the results revealed that the PCK components used in small groups were similar to those in the individual processes. However, 'curriculum for science education' was less frequently used, and the numbers of subcategories used at a relatively high frequency increased from other four components in small groups. In the aspects of integration, the proportion of the integrations between two components decreased and that for three components increased compared with those in the individual processes. The integrations among four or five components were also newly found. However, the integrations of 'curriculum for science education' with the other components were less frequently found. The integrations of 'instructional strategies and instruction for science education' with other components were still hardly found.