• Proceedings of the Korea Information Processing Society Conference
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• 2011.11a
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• pp.1502-1504
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• 2011

최근 소셜 네트워크를 이용한 학습 방법이 활발하게 연구되고 있다. 동일한 영역에 지식을 공유하고 새로운 정보를 웹에서 생성하는 등 집단지성 학습자들이 계속적으로 늘어가고 있으며, 특히 IT 학습을 위한 온라인기반 교육은 관심도와 직군에 따른 집단지성을 통한 효과적인 학습 성취도를 높일 수 있다. 따라서 본 연구는 웹 기반을 중심으로 한 IT집단지성 학습자들의 개인차를 파악하고, 각 특성에 따른 다양성을 적용하여 학습과정 중 자신에게 적합한 학습경로를 파악하여 학습의 지속적인 진행에 있어 정확한 자료를 제공하고 효율적인 학습의 진행이 이루어져 성취도를 높일 수 있도록 학습 성취도 예측 시스템을 연구 개발하는 데 그 목적이 있다. 이를 위해 먼저 IT습자들이 자신의 개인차를 파악하기 위해 학습의 유형, 학습몰입, 인지적 능력, 개인적 성향, 창의적 성향 등을 활용한 검사도구의 개발이 선행되어야 한다. 다음으로, IT 전공자 혹은 비전공자를 대상으로 예비조사를 실시하고 그 결과를 바탕으로 학습 성취도 예측을 가능하게 하기위한 시스템을 설계하고자 한다. 향후 본 연구의 결과로 학습자의 학습 성취도를 향상시키고, 예측 결과에 의한 집단지성 그룹을 좀 더 효과적으로 운영 할 수 있는 시스템을 구축할 수 있을 것으로 기대한다.

• Journal of Science Education
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• v.45 no.1
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• pp.90-104
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• 2021

This study conducted an online survey to understand what elementary school teachers think about the learning contents of elementary science education subjects needed to train elementary science teachers suitable for the era of the 4th Industrial Revolution. The results are as follows: First, there were many elementary school teachers who thought that the current learning content of elementary science education was not suitable for the era of the 4th Industrial Revolution and that it needed to modify the learning content. Many of the teachers said that the learning content of the subject did not include the characteristics of the 4th Industrial Revolution, but also did not reflect the changes of the times and remained in the past. Second, the content that elementary school teachers thought was important in training elementary school teachers suitable for the era of the 4th Industrial Revolution was mainly related to the interests and curiosity of students, and scientific experiments or inquiry. On the contrary, the items that they thought should be deleted or reduced included science learning theory, science teaching/learning model, nature of science, and guidance for gifted children. Third, the contents that elementary school teachers thought needed to be added as learning content of elementary science education subjects were SSI education, science education-related social change and future prediction, advanced science technology, STEAM guidance, and integrated education within the science field. Fourth, in order to train elementary school teachers suitable for the era of the 4th Industrial Revolution, the contents that they thought should be introduced first as learning content of elementary science education subjects were SSI education, integrated education within the science field, STEAM guidance, and core competencies. Other contents that need to be introduced were software education, safety education, and project learning methods.