• The Journal of Korean Association of Computer Education
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• v.21 no.1
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• pp.1-10
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• 2018

Korea shifted the focus to competency-based curriculums in the revised national curriculum of 2015, and emphasized training creative convergence talents through informatics education. The informatics education curriculum included information culture literacy as a core competence so that the learners can gain knowledge of information technology-based information ethics and make ethical judgment and practice ethics. This study analyzed the elements related to information culture literacy in the informatics curriculums of the US, the UK, India, Japan, Australia and Germany for the purpose of providing implications with regard to the composition of elements that can foster information culture literacy. According to the analysis results, first, the term information culture literacy was included only in the informatics education curriculum of Korea. Second, the elements common to all countries are (personal) information protection, information security and copyright. Third, Korea's information society and career, India's avoidance of injuries, Germany's protection of health and environment were found only in the curriculums of respective countries. This study is significant in that it provided the orientation of improving the elements for fostering information culture literacy based on the results of analyzing overseas informatics curriculums.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2008.10a
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• pp.483-486
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• 2008

최근의 개정된 7차교육과정의 '정보' 교과에서는 기존의 컴퓨터활용위주 교육대신에 컴퓨터과학과 문제해결능력을 강조하는 내용으로 개편되었다. 이 교육 과정은 2010년 중학교 1학년부터 적용하여 2013년 고등학교 3학년까지 단계적으로 적용할 계획에 있다. 이에 본 연구에서는 개정된 '정보' 교육과정의 내용에 관련 있는 '초 중등학교 정보통신기술 교육 운영지침'의 내용을 중등학생이 어느 정도 파악하고 있으며, 4단계의 영역('정보사회의 생활', '정보기기의 이해', '정보처리의 이해', '정보가공과 공유')과 '종합 활동'의 학습 내용간에 인지도의 차이를 분석한다. 이 분석 결과를 바탕으로 현재 일선학교에서 시행되고 있는 '초 중등학교 정보통신기술 교육 운영지침'의 운영상의 문제점을 학생인지도 측면에서 지적하고 이의 개선점을 제시하고자 한다.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.607-616
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• 2016

Computational thinking is complexity and independent subject matter being capable to learn concept of computer science and providing methodology of problem solving. Also many experts have said that computational thinking will be grow essential tool in the further developing information society. Thus our country has been trying to introduce it in the K12 informatics subject matter education. Therefore we proposed a introducing method of computational thinking being appropriated of a character of it in the informatics curriculum. To do this, we analyzed character and worthy of it, advanced model cases introducing it into the curriculum. And we proposed that introduced case of it into curriculum is divided 3 cases archiving computational thinking itself, being connected aim of general subject matter with it and computer science education. According to this advanced cases, this study selected permeative style of computational thinking with the informatics subject matted curriculum. This method is divided achievement criterion into contents and means. also we proposed that contents area of informatics subject matter achievement criterion is composed Computing System, Information Life, Software and means area can be filled with subset of computational thinking. This introducing method can make informatics subject matter education settle subject matter helping problem solving through computer system beyond character of technology oriented subject matter.

• The Journal of Korean Association of Computer Education
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• v.22 no.5
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• pp.11-25
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• 2019

This study aims to examine how the subject-matter contents related to digital literacy are adopted in Informatics curriculum in middle school and draw implications by exploring and analyzing teaching cases based on how digital literacy education is put into practice in real Informatics classes. Especially the result showed that 13 items out of all 17 standards of Informatics curriculum in terms of achievement standards are directly related with digital literacy. Also, it confirmed the position of Informatics subject-matter as a core subject for digital literacy education by analyzing the related curriculum contents. Furthermore, the study investigated the aspects of digital literacy education's being applied and the possibilities of the digital literacy education which is implemented in diverse manners in Informatics subject-matter through the analysis of teaching cases. Finally, it identified the limitations and improvement directions revealed in the process.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.195-203
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• 2018

This thesis is to presented a theoretical fundamental of an assessment criteria available to a conventional curriculum because informatics subject matter education became it. We analyzed Bloom's Knowledge Dimension, Taxonomy that have suggested most general theoretical base in the educational assessment area. Also a programming area which can improve computational thinking can be the most important chapter of the informatics subject matter. Thus this thesis applied Bloom's theory to KAIE's informatics subject matter curriculum made by 2017. And the result of the qualitative research through the expert panel was 14 items, 87% of Conceptual, Procedural Knowledge and 12 items, 75% of Understand, Apply Taxonomy of Bloom's Theories in the 16 items of the curriculum outlines. Applying Bloom Criteria to like these can provide theoretical fundamental of assessment trend, development of assessment tool requested in the conventional education.

• 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.53 no.2
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• pp.49-68
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• 2019

The curriculum in primary and secondary school is at the heart of the education. In education, a curriculum is broadly defined as the comprehensive plan consisting of educational goal and objectives, instructional content, materials, teaching and learning method. Many countries has national level curricula in primary and secondary education, such as the Korea. Korean national curriculum has been revised 10 times. Currently, '2015 revised curriculum' is applied in korea. On the other hand, the Korean library association developed called a 'Library and information life' curriculum for information literacy instruction in 2007. However, this curriculum is based on the '2007 revised national curriculum', so it differs from the system and contents structure of the '2015 revised national curriculum'. Since the primary and secondary school applying the '2015 revised national curriculum', 'Library and information life' curriculum should be revised. Therefore, this study suggests the direction of revising the 'Library and information life' curriculum after comparing and analyzing '2015 revised curriculum' and 'Library and information life' curriculum.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.575-584
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• 2016

We compared domestic computer science curriculum with foreign curriculums in order to develop content for algorithm and programming education in elementary and secondary schools. The results show that the levels and ranges of information included in the practical arts and information subjects of the 2015 Revised Curriculum are insufficient when compared with those of England, India, and America. In this paper, we surveyed experts about the importance of content and the age-appropriate time to begin teaching algorithm and programming in schools. The surveys were conducted using questionnaires used in KAIE's software standard model. Except for algorithm evaluation, the experts largely believe all content areas of algorithm education are important. However, they had differing opinions about the best time to begin teaching this subject matter.

• Journal of The Korean Association of Information Education
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• v.20 no.6
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• pp.617-628
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• 2016

For the education on information, information appliances and operating systems of the information curriculum in elementary schools, precedent studies on the content structure of domestic and foreign curricula and etc. were compared and analyzed, and the ways of improvement and implications were examined. In addition, the necessity to select these contents, time of education, appropriateness of the selected contents were surveyed by professionals, and as the research results, the contents for the education on information, information appliances and operating systems in elementary schools were chosen, and achievement standards were set and proposed. The paper results can be used for the development of national level of elementary information curriculum and for the cultivation of elementary school students' key educational capacities. This paper has the limit that its results cannot be generalized because its analysis was based on the outcome surveyed only by some experts. Nevertheless, it is meaningful in that it specifically tried to analyze the appropriateness of the content achievement standards of the elementary information curriculum, and through which, it offers the information necessary for the stable management of elementary information curriculum and the improvement of elementary information curriculum.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.07a
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• pp.387-388
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• 2022

본 연구에서는 비 정보과 교사들의 효과적인 SW 교육 교수효능감 함양을 위하여 팀 프로젝트 기반 융합 교육 프로그램을 개발하였다. 개발된 교육 내용은 융합교육 및 팀 프로젝트에 대한 이해를 바탕으로 수학, 과학, 정보 등이 융합된 다양한 프로젝트를 실습한 뒤, 직접 문제 해결을 위한 프로젝트의 설계 및 개발과 발표, 동료 평가 및 피드백의 과정으로 구성되어 있다. 이는 10주간 비 정보과 교사들에게 처치되었고, 사전-사후 t-검정 결과, 통계적으로 유의한 향상을 나타내었다. 하지만 본 연구의 실험은 단일집단을 대상으로 하였기 때문에 추후 통제집단과의 비교를 통하여 향상에 대한 통계적 비교가 필요로 된다.