• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.453-462
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• 2020

With the development of artificial intelligence, a lot of platforms have emerged that enable anyone to easily access and learn about artificial intelligence or create artificial intelligence models. Therefore, in this study, we analyzed various artificial intelligence education platforms and developed and proposed a SW education class plan using a framework-based artificial intelligence education platform for activating artificial intelligence based SW education. The artificial intelligence-based SW education framework aims to cultivate artificial intelligence literacy on the basis of computational thinking. In addition, a learner-centered project class was formed to include elements that could be fused with real life contexts or other subjects. Using this, with the theme of creating an artificial intelligence program to help separate garbage collection, a six-hour project-based class was developed and proposed using practical arts, social studies, and creative experiential activities. This project class was organized using a platform that is not difficult, such as AI Oceans and Entry.

• Journal of Internet Computing and Services
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• v.20 no.6
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• pp.167-177
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• 2019

The enhancement of national competitiveness in future society is the discovery and training of excellent SW convergence gifted. In order to cultivate these SW convergence gifted, reinforcing competence of teachers in charge should be made first. Therefore, in this paper, artificial intelligence education contents, one of the core technologies of the 4th Industrial Revolution era, were developed to reinforcing competence of SW convergence gifted teachers. After setting the direction of artificial intelligence education content, we constructed educational content suitable for secondary SW convergence gifted education, and designed and developed it in detail. The composition of artificial intelligence education content consists of machine learning and tensor flow understanding, linear regression machine learning implementation for numerical prediction, and multiple linear regression-based price prediction machine learning implementations. The developed educational contents were verified by experts with qualitative aspects. In the future, we expect that the educational content of artificial intelligence proposed in this paper will be useful for strengthening the ability of SW convergence gifted teachers.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.21-26
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• 2022

This study aims to enhance the cultivation of SW·AI basic competencies of middle school students by forming and distributing SW·AI education programs for middle school students who form the basis of their lives. In addition, by planning SW·AI education programs in connection with the regular curriculum, it is intended to serve as a cornerstone for the public education of SW·AI education that will be implemented from 2025. To this end, the concept of SW and AI in middle school was first defined and a plan to link software/artificial intelligence learning factors to the regular curriculum was proposed, and based on this, SW·AI education programs for middle school students were prepared. Based on literature research, the understanding of artificial intelligence technology, the value of data, and the use of artificial intelligence technology in real life were set as SW·AI education contents, and educational programs were organized by linking them with the current middle school curriculum. All SW·AI education was organized in the form of practice rather than theory so that classes could be conducted centered on participants, and the purpose of the course was to cultivate the ability to use artificial intelligence technology in real life based on understanding artificial intelligence technology.

• Journal of Digital Convergence
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• v.19 no.1
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• pp.141-149
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• 2021

Due to the rapid rise of artificial intelligence technology around the world, SW education conducted in elementary and secondary schools is expanding including AI education. Therefore, this study aims to present an AI education system based on 4P(Play, Problem Solving, Product Making, Project) that can be applied from kindergarten to high school. The AI education system presented in this study is designed to be applied in 4P-based Play, Problem Solving, Product Making, and Project 4 stages so that it can be applied by school age and step by step. The level was presented by dividing it into two areas: AI literacy and AI development. In order to verify the validity of the developed AI education system, the Delphi method was applied to 15 experts who had experience in SW education or AI education. The AI education system derived as a result of the verification will be able to contribute to the development of a content system for AI education at each school level in the future.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.223-231
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• 2021

Humanity faces the 4th industrial revolution, many countries are providing systematic and continuous SW education to foster talent with AI capabilities. On the other hand, there are high concerns that the SW gap will widen and polarize as domestic reality does not provide systematic and continuous SW education to learners. Against this background, this study started to investigate the influence of learners' SW experience on SW education. As a result of the study targeting science and engineering students, the effect of SW experience on SW education was significant. With theses results, it is expected that various discussions will be actively conducted so that systematic and continuous SW education can be provided in elementary and secondary schools.

• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.13-23
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• 2021

This study requires SW education that can adapt to the advent of the fourth industrial revolution and the new normal environment of COVID-19 pandemic. Small and powerful smartphones, which have become a necessity in digital society, are designed and applied to create apps with useful apps or artificial intelligence modules that have been trained with data using the App Inventor program as a good teaching tool. After conducting the class in a blended method that combines face-to-face and non-face methods, the survey questioned the technical and cognitive maturity of artificial intelligence and the pros and cons of blended software classes. We also found changes in career orientation, which is intended to explore SW-related talent occupations that require a lot of demand in terms of national development before and after artificial intelligence classes. Significant results were reached in three of the sub-elements. Even in non-face-to-face situations, it is expected that an app vendor software education program using artificial intelligence will be provided to the actual site.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.13-20
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• 2020

The interest in artificial intelligence is due to an increase in influence on companies, organizations, daily lives and society. The purpose of this study is to analyze the key elements in the teaching subjects of artificial intelligence-related subjects of Korean universities based on the intelligent system area of Computer Science 2013 in terms of human resources development. According to the analysis, there are five out of nine universities that run the required courses. Based on the 12 detailed knowledge domains of intelligent systems, the compulsory subjects of universities are distributed in the field of basic search theory, basic knowledge expression and reasoning, and inference based on uncertainty. The elective courses of each university covered topics in five to eight areas of the total knowledge area of the intelligent system, with 69.9 percent of universities with the highest average ratio of areas involving the subject of teaching subjects and 46.3 percent of universities with the lowest. This study has implications for the fact that prior to entering an artificial intelligence graduate school, we were able to grasp the level of knowledge about artificial intelligence at the undergraduate level.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.279-288
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• 2021

The interest in artificial intelligence education in education is also high based on recent social interest in artificial intelligence. Accordingly, Korea is preparing a foothold for revitalizing artificial intelligence education in the future, such as announcing an artificial intelligence education plan by expanding from software (SW) education that has become a regular curriculum after the 2015 revised curriculum, and various studies are being conducted. However, research on the curriculum related to what and how to educate in artificial intelligence education is still in its infancy and further research is needed. A look at related research shows many similarities and differences in research related to domestic and foreign AI curriculum, because there are differences in the areas and content elements that each research focuses on. Therefore, in this study, in preparation for the future independence of the information subject and the formalization of AI education, literature studies on domestic and foreign AI curriculum are conducted, and based on this, the direction of the curriculum composition for elementary school AI education is to be explored.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.321-326
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• 2021

In this paper, the information education plan of the Ministry of Education and offices of education was analyzed in relation to the construction of the AI convergence education room. And based on this, an appropriate construction direction was suggested. For research, AI convergence education room construction plan, budget amount per school and etc were analyzed in the information education plan of the Ministry of Education, KERIS, KOFAC, and the plan of leading schools for AI education. Although the Ministry of Education is making various efforts to promote SW education and artificial intelligence convergence education, it is found that the number is far insufficient compared to the number of elementary, middle and high schools. Efforts to expand the information education room at the government level are continuously required, and in order to utilize the developed artificial intelligence convergence education room, it is necessary to provide abundant teaching and learning examples for the construction space model. In addition, school-level planning and execution must be followed so that the constructed space can be used appropriately, and management and maintenance plans for equipment are required.