• Digital Contents
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• no.9 s.88
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• pp.62-67
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• 2000

인터넷을 통해 유통되는 디지털콘텐츠의 식별과 접근을 위한 고유식별체계로서 DOI(Digital Object Identifier)의 개발, DOI의 구문구조, DOI의 관리와 운영, DOI 메타데이터와 장르, DOI변환과 핸들 시스템을 소개하고 DOI의 국내 도입을 위한 DOI등록시스템, 변환시스템 검색시스템, INDECS 메타데이터를 이용한 디지털 콘텐츠 유통관리 시스템, DOI참조링크 시스템의 개념적 설계와 구축 내용을 기술한다.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.161-171
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• 2014

The Computer Education in Korea since 2000 mainly were 'how to use computer tools', Computer education from 2005 to emphasize problem-solving and programming, but did not perform well, and In 2010 it was not compulsory computer training. Thus, our country have training elementary and middle school students for computer education without creating a curriculum content of computer. U.S. and UK educate students computer training to foster future generations the essential core competencies to be recognized as a new educational curriculum. In this study, the basic course in computer studies of Korean is proposed as Information Science. Information science subject from middle school to first grade curriculum is consistently able to study was composed. The subarea of information science curriculum computer systems, software production, the fusion activity. The computer system is composed of 18 subdivisions, software production is composed of 11 subdivisions, and fusion activity was composed of 15 subdivisions. The results of the students' school life and social life in the future core competencies necessary to be available to train.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.645-654
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• 2016

As the 4th industrial revolution has progressed in recent years, the importance of robot education in elementary school education is increasing. In this paper, I suggested robot education framework to consider conceptual understanding and learning activities based on the 2014, 2015 KAIE software education standard curriculum for elementary school. The framework is reconstructed the 7 stages, In order to generalize the standardized model of the software curriculum, the achievement criteria should be prepared according to the content system of the curriculum considering the conceptual understanding and learning activities proposed in this paper, and if the educational contents are developed and utilized, it is expected to contribute to the activation of robot education in addition to elementary school software education.

• Archives of design research
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• v.16 no.4
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• pp.79-90
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• 2003

As cultural goods have been taken notice of as an area that may contribute to the creation of national profits, there have been attempts to construct infrastructure for the area. Contrary to the trend, however, design education has not performed in-depth researches and studies on the professionalism and characteristic of subjects. Resultantly it has hardly prepared systematic educational curricula and contents. In this situation the present study purposes to set the right direction of design education and to draw the outline of systematic educational contents for cultural goods design. For this purpose, it defines the scope of cultural goods design based on the concept and contents of cultural goods design, examines the functions, the roles and the conditions of cultural goods designers, and based on them, propose the direction of cultural goods design education as the ground of detailed methods of teaching cultural goods design.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.459-466
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• 2015

The content of software education for elementary school students in the 2015 revisions to the national curriculum are not sufficient because class time dedicated to software education has been limited to 17 hours in fifth and sixth grades. In this study, I developed the algorithm and programming model for Korea. I analyzed domestic and international software education curricula as well as training platforms, such as Code.org, Blockly Games, and Entry. The suggested algorithm and programming framework is known as the Rainbow system, which is divided into 7 steps, 14 criteria, and 3 content areas--understanding the algorithm, the actual programming, and evaluation of the program. Using the Rainbow system, once students have completed a level they can be promoted to the next stage, regardless of their grade.

• Annual Conference of KIPS
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• 2006.05a
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• pp.249-252
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• 2006

다양한 환경 제약적인 특성들을 갖는 인베디드 소프트웨어를 공유 가능한 개별 단위의 재사용 자산으로 개발하고, 자산의 재사용을 활성화 시키기 위해서는 명확한 개발 절차, 기법, 도구 및 이들을 이용할 수 있게 하는 교육 등 통합적인 재사용 체계가 필요하다. 이를 위해 ETRI에서는 "임베디드 시스템 개발 프레임워크 구축"의 일환으로 임베디드 소프트웨어 개발 조직내의 체계적인 재사용을 위한 재사용 체계를 개발하였다. 재사용 체계는 문서나 코드의 실질적인 재사용 형태 및 절차를 정의하는 재사용 지침, 재사용 지침의 적용을 도와주는 도구인 재사용 지원 시스템, 그리고 재사용 지침과 재사용 지원 시스템을 조직에 보급하기 위한 방법인 재사용 체계 보급 정책으로 구성된다. 본 논문에서는 이러한 재사용 체계의 구성과 내용에 대해 설명한다.

• Proceedings of the Korean Operations and Management Science Society Conference
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• 2000.04a
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• pp.493-497
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• 2000

현재 국내의 바코드 체계는 거의 모든 항목에 관하여 KAN-13 코드의 체계를 이용하고 있으며, 이는 상품정보에 관련하여 국가코드, 제조업체코드, 상품품목코드, 체크디지트의 4개 부분에 각각의 성질에 따른 내용을 담아 그 상품의 특성을 나타낸다. KAN-13은 상품 각각의 성질을 나타내는 데에는 문제가 없지만 매입, 매출 및 재고업무 관리 등의 물류정보에 관련된 정보를 자동화·전산화하기 위해서는 적합하지 못하다. 이를 보충하기 위해 KAN-13 코드의 체계에 한 자리의 물류 식별코드가 추가되어 박스 단위를 표시할 수 있는 EAN-14 코드 체계의 도입이 필연적이다. 본 논문에서는 기존의 국내외 각 분야에 사용되어 진 EAN-13 코드와 EAN-14 코드의 사례를 비교 분석하여 국내의 EAN-14 코드 사용의 필연성을 제시하였고, 각 분야 중 특히 의약품의 사례를 중심으로 살펴보았다. 향후 EAN-14 코드의 체계는 좀더 구체적이고 광범위한 정보를 담고 있는 바코드 체계인 EAN-128 코드 체계의 구현을 위한 기반을 조성하게 될 것이다.

• Journal of The Korean Association of Information Education
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• v.21 no.1
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• pp.127-137
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• 2017

In this paper, previous research materials for the education in the area of information and communications of elementary information curriculum, new improvement and the suitability of contents selection were examined and analyzed. Targeting professors in the departments of elementary computer education nationwide, the importance of the educational contents organization and the appropriateness of education period were investigated. Based on the investigation results, they were evaluated through the verification of the third delphi survey, the final educational contents were selected, and the elements of key concepts, achievement standards were drawn up and suggested. The proposed organization of educational contents in the area of information and communications of the elementary information curriculum and the achievement standards will be able to be used for the re-organization and improvement of detailed elementary information educational contents.

• Journal of Educational Research in Mathematics
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• v.14 no.1
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• pp.111-127
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• 2004

In this note we examined some terms, parallel lines and angles in elementary school mathematics and middle school mathematics respectively. Since some terms are represented early in elementary school mathematics and not repeated after, some students are not easy to apply the terms to their lesson. Also, since the relation between parallel lines and angles are treated intuitively in 7-th grade, applying the relation for a proof in 8-th grade would be meaningless. For the variety of mathematics education, it is desirable that the relation between parallel lines and angles are treated as postulate. Also, for out standing students, it is desirable that we use deductive reasoning to prove the relation between parallel lines and angles as a theorem. In particular, the treatments of vertical angles and the relation between parallel lines and angles in 7-th grade text books must be reconsidered. Proof is very important in mathematics, and the deductive reasoning is necessary for proof. It would be efficient if some properties such as congruence of vertical angles and the relation between parallel lines and angles are dealt in 8-th grade for proof.

• Journal of Creative Information Culture
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• v.5 no.2
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• pp.105-116
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• 2019

The purpose of this study is to analyze the sequence of software education content elements of the 2015 revised national curriculum in terms of basic subjects that preliminary informatics teachers should complete in the college, presented in ministry of education notification no. 2017-126, in order to implement and establish more systematic and interrelated software education. Expert reviews were conducted to verify the validity of the sequence analysis and the results were presented in a structured table, which can be used as a reference for teachers in the field to consider the sequence of educational content when designing curricula and lessons. In addition, learning concepts, which are the key words of the achievement criteria associated with the content elements, are analyzed in order to explore the hierarchy of software education contents in each sequence. Based on this, the study suggests how to link software education between school levels.