• 한국정보교육학회:학술대회논문집
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• 2004.08a
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• pp.504-510
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• 2004

정보 사회의 급속적인 발달로 인해 컴퓨터 교과가 독자적인 교과로 채택되어야 하는 필요성이 높아지고 있다. 현재 사용하고 있는 초등학교 컴퓨터 교과서는 기능위주의 교과서로 구성되어 있어서 독립교과로서의 컴퓨터 교과서로는 사용하기 어렵다. 따라서 본 고에서는 독립교과로서의 컴퓨터 교과서의 새로운 단원 구조를 제시해보고 그 예시안을 제안하며, 컴퓨터 교과서의 형태 측면에서 보조교과서의 형태 방향과 e-textbook의 형태 방향을 제안하였다.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.69-76
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• 2006

컴퓨터 교과의 중요성에 비추어 볼 때 컴퓨터 교육이 독립교과로 채택되어야 함에도 재량시간으로 실시되고 있는 실정이다. 이에 본고에서는 각 교과별 수업 내용 분석을 통해 컴퓨터 교과의 수업 내용 체계화를 연구하여 독립교과로서의 자리잡는데 기여하고자 한다. 우선 타교과 수업 내용 분석을 하였으며 각 교과의 내용 체계에서 컴퓨터 교과로 선정할만한 내용들을 조직하여 컴퓨터 교과의 내용 체계를 제시해 보았다.

• The Journal of Korean Association of Computer Education
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• v.17 no.4
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• pp.33-44
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• 2014

To understand an educational curriculum at the national level is to check the status of the respective subjects involved. This study aimed at analyzing computer science education and educational curricula in Israel, a leader in fostering creative human resources, so as to suggest directions for computer science education in Korea. Israel's computer science education in middle schools is provided through integration with natural science and technology subjects, but in high school it is offered as an independent subject. In 2011, as the computer science educational curriculum for middle schools was developed, computer science evolved from an integrated to an independent subject. Accordingly, this study proposes the necessity to discuss the status of this subject from the viewpoint of integration and independence for computer science education in Korea.

• 한국정보교육학회:학술대회논문집
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• 2004.01a
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• pp.3-11
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• 2004

본 연구는 변화하는 시대에 맞는 교육과정 개편에서 초등학교 컴퓨터 교육이 교과로서 이루어져야 할 것인가에 대한 초등학교 교사들의 의견을 조사하기 위한 것이다. 설문을 통해 조사해 본 결과 초등학교 교사들은 학생들이 미래사회에 잘 적응하기 위한 능력을 기르는데 초등학교에서 컴퓨터 교육이 매우 중요하다고 생각하고 있었으며, 이에 따라 컴퓨터 교과를 독립적으로 또는 재량활동의 형태로서 학생들에게 가르쳐야 한다고 보았다. 그러나 컴퓨터 교과가 독립교과로서 자리를 잡기 위해서는 너무 많은 과목으로 구성되어 있는 현재의 교육과정이 축소되어야 하며, 컴퓨터 교과서를 국가적으로 개발하고 보급하여 현장에 투입되는 노력을 보여야 한다고 생각하고 있었다. 또한 컴퓨터 교과는 그 내용의 특수성 때문에 담임교사들이 지도하기를 꺼려하였고, 컴퓨터 전담 교사가 필요하다는 의견이 지배적이었다.

• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.41-50
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• 2005

우리나라에서 컴퓨터 교과는 아직 교육내용 뿐만 아니라 교과로써의 체계마저도 불분명하다. 지금까지 학교 컴퓨터 교육은 정보통신기술교육이라는 이론으로 양적 팽창에만 치중해 왔으며 초등학교에서는 재량 활동으로 컴퓨터 교육을 의무화 하고 있지만 그 학습 내용은 교사의 재량에 의해 편중되는 경향을 보여 국민공동기본교육의 목적에 충분히 부합하지 못한다. 본 연구는 컴퓨터 교육의 효율성을 증대하고자 초등학교에서 컴퓨터를 독립교과로 적용할 것을 제안하기 위한 사전 연구이다. 본 연구에서는 실제 교육현장에서 컴퓨터 교육을 정보통신기술교육의 교육과정, 컴퓨터 재량활동, 실과의 컴퓨터 관련단원으로 분석 대상을 나누어 문제점 알아보고, 교사와 아동을 대상으로 한 실태 조사를 동해 이를 검증하였으며, 외국의 컴퓨터 교육과정의 운영과 비교하고 교사와 아동의 요구에 부합하도록 현실성 있는 개선방안을 제시하였다.

• Journal of Creative Information Culture
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• v.7 no.1
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• pp.43-52
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• 2021

In this paper, the necessity of independent operation of information curriculum was suggested by analyzing the changes and problems of elementary school information curriculum. Also, a plan was suggested to organize autonomous subjects for autonomous activities so that information education can be independently operated in elementary schools. Autonomous activity is an extension of the concept of creative experience activities, and refers to an educational activity time in which autonomous courses or various educational activities can be freely operated by reflecting the needs of students and parents or the characteristics of the school. It means a subject that you choose to run or do not have to choose. In the case of running an independent curriculum using the discretionary time of the principal, such as voluntary activities, the "safe life" of the 1st and 2nd graders in the 2015 elementary school curriculum and the 7th junior high school curriculum operate elective courses in subject discretionary activities. One can be found. Therefore, if information education in elementary schools can be organized and operated as autonomous subjects, at least students who want to learn artificial intelligence, coding, and big data will have an opportunity to learn in public education.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.265-277
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• 2021

With the development of technology, the concept of digital literacy is expanding from the focus of function and tool utilization to the extent of communication and participation in social and cultural contexts. In particular, learners' digital literacy capabilities are more important and necessary in remote learning environments such as Corona19. In this study, we studied how to improve digital literacy education through analysis and inspection of digital literacy shown in elementary school textbooks. To this end, we analyze it through compliance consisting of 8 fundamental pieces of knowledge, 20 sub technical skills, and 10 keys of competencies that constitute digital literacy. As a result of the study, the contents of digital literacy education in elementary school textbooks were presented centered on functions and tools, and as they were biased in certain areas, they were found to be lacking in systematicity and connectivity. Therefore, it proposed the composition of the curriculum system of digital literacy through the independence of elementary informatics curriculum, the specific composition of curriculum, and the strengthening of pre-service teachers' practical skills.

• Journal of Elementary Mathematics Education in Korea
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• v.9 no.1
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• pp.19-38
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• 2005

There are differences in manner to be shown according to a basic point of view about knowledge in division which is traditional algorithm. The 1st and 2nd stage show didactic transpositions less systemic. The 3rd stage, which were influenced by the new math, uses logical mechanism. The 4th stage shows conceptual knowledge of the division independently. The 5th and 6th stage use concrete models which shows a course. The 7th stage constitutes contents systematically and shows many chances which focus on the formation of knowledge. The suggestions derived from such transition should be considered in the practice class and an elementary mathematics textbooks for meaningful learning.

• Journal of The Korean Association For Science Education
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• v.18 no.1
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• pp.35-42
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• 1998

To investigate 13 year old pupils' suggested aims, recognition of relevant variable, and the relationship between the suggested aim and the conclusion which is drawn by pupils, we classified experiments in textdbook into three cases: (1) Case involving dependent variable and independent variable in the title of experiment, (2) Case involving dependent variable only, where pupils can know independent variable from the content of textbook, (3) Case involving dependent variable only, where pupils hardly can know independent variable from the content of textbook. In respect of the aims which pupils suggested, the suggested aims were reduced to the title of experiment in case(1). However, the suggested aims were divided into several forms which is not relevant to the content of experiment in case (2), (3). This shows that pupils are affected by the title of experiment according to how the variable is involved in the title of experiment. This is supported by the fact that when the variable is described in the title, the suggested aim is reduced to the title of experiment. On the other hand, there was a relationship between the suggested aim and the drawn conclusion in case (1). But there was few relationships in case (2) and (3). Surprisingly, the drawn conclusion in case(1) was not consistent with the expected one because of the inappropriate experimental setting. We need to be more careful in experimental setting, pupils' cognitive ability, and openness of experiment to help pupils perform experiment successfully.

• The Journal of the Korea Contents Association
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• v.6 no.8
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• pp.68-77
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• 2006

The educational effect of movie is very high. This paper suggests a practical scheme applying multimedia materials to some subject classes. At present film education consists of 3 methods, integrated method, regular method, and professional method in the 7th curriculum. The simplest method is integrated method. Most previous researches tried to apply to middle or high schools, or only one subject class. So we apply integrated method into 5th grade elementary students. At first teaching schedule is constructed on Korean, Social, Science, Ethics, and Art classes, and then movie materials are applied. Finally we let students write study book. Study book says that students take great interest and can promote the thought ability.