• Journal of Science Education
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• v.41 no.3
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• pp.297-317
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• 2017

The purpose of this study was to investigate the possibility of Science Social and Emotional Learning(SSEL). The factors of SSEL were suggested, and by utilizing them, the contents of middle school's science and Chemistry 1 textbook were analyzed. The factors are as follow: numeracy, information and communication technology, critical thinking, creative thinking, personal and social capability, ethical understanding, and intercultural understanding. The results showed that the 60~70% of textbooks put emphasis on numeracy, information and communication technology, critical thinking, creative thinking while some factors were limited in th contents, which were personal and social capability, ethical understanding, and intercultural understanding. Therefore, teacher should try to reconstruct the teaching and learning materials and fill in the deficiencies of SSEL factors through class activities. In addition, it is suggested to study specific application methods such as science activities or experiment activities in detail to meet social and emotional learning.

• Journal of The Korean Association of Information Education
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• v.9 no.2
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• pp.339-348
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• 2005

The trend of the computer education is shifting from problem-solving in the real world and using functions for it to behavioristic perspectives which encourage people to acquire the functions simply according to the applying programs of well-known companies. Thus, this research studies the computer instructional model which emphasizes the basic computer education and connections to the real world at the same time. In the constructivistic perspectives, this model emphasizes the learners activities, their using of meta-cognitive strategies to reflect their level of the lesson and collaborative-reflective learning of problem-solving. The research applied in the real computer skill education and according to the result of the research, I could find the experimental group got high level of learning achievement and this benefits to the high level group rather than low and middle group.

• Journal of The Korean Association of Information Education
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• v.17 no.4
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• pp.457-466
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• 2013

It is possible to increase integrated thinking and problem solving ability ultimately through STEAM education. This study developed STEAM model to apply to subjects and scratch knowledge education that sixth grade students in elementary schools can learn each subject through STEAM learning by applying scratch programming and it was applied and analyzed during regular classes and afterschool classes for sixth grade students. As a result, it was possible that about 70% of sixth grade students, the subject of model application were able to do STEAM learning initiatively by applying scratch program. Other 30% of the students were able to do STEAM learning partially through scratch. As for the achievement assessment of STEAM learning, it was evaluated that most of the students for the evaluation subjects got satisfactory achievement level by getting overall average 7.83 out of ten. Thus, it is considered that STEAM learning model by applying scratch is very superior that applying existing programming language such as C, BASIC etc.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.11
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• pp.529-534
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• 2021

Computing thinking is regarded as one of the important skills required in the 21st century, and many countries have introduced and implemented computing thinking training courses. Among computational thinking education methods, educational game-based methods increase student participation and motivation, and increase access to computational thinking. Autothinking is an educational game developed for the purpose of providing computational thinking education to learners. It is an adaptive system that dynamically provides feedback to learners and automatically adjusts the difficulty according to the learner's computational thinking ability. However, because the game was designed based on rules, it cannot intelligently consider the computational thinking of learners or give feedback. In this study, game data collected through Autothikning is introduced, and game score prediction that reflects computational thinking is performed in order to increase the adaptability of the game by using it. To solve this problem, a comparative study was conducted on linear regression, decision tree, random forest, and support vector machine algorithms, which are most commonly used in regression problems. As a result of the study, the linear regression method showed the best performance in predicting game scores.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.9-16
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• 2013

Computational thinking is an ability to resolve problems that may be applied to the various real world problems and is regarded as the core of computer science. Computational thinking may be improved through experiences of analyzing problems and of selecting, applying, and modeling strategies appropriate for problem-solving. In order to enhance computational thinking of learners, it is important to provide experiences of solving various problems. This study designed puzzle based learning in order to educate learners principles of problem solving, let them have experiences of interest and insight, and provide them with problem solving experiences. The puzzle questions used for learning were classified into six types - constraints, optimization, probability, statistics, pattern recognition, and strategies. These questions were applied to Informatics gifted elementary students and, after their education, their computational thinking and problem solving inventory significantly improved.

• Journal of the Korean Society for Library and Information Science
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• v.56 no.4
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• pp.335-356
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• 2022

Universities contribute to the development of the country and society by cultivating professional manpower with knowledge and qualifications as democratic citizens through education and research activities. To this end, the government is improving the basic capabilities of universities and supporting autonomous innovation through university financial support projects. Since the financial support project differentially supports the government's finances limited to universities with a comparative advantage through fair evaluation, the role and function of the university library, a basic educational facility and core institution that supports education and research, is important. However, university libraries have not been able to actively participate in the government's financial support projects due to financial and manpower shortages, poor environments such as facilities, facilities, and spaces, and low participation rates for students. Therefore, this study investigated and analyzed the program operation cases of 18 university libraries in which libraries participated among 45 universities selected for the ACE project (2010-2016), derived problems and implications, and questioned the roles and achievements of university libraries. Based on the results, strategies and measures to be considered by university libraries in preparation for the government's university financial support projects were proposed.

• Journal of The Korean Association For Science Education
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• v.40 no.6
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• pp.657-670
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• 2020

The knowledge-information-processing competency is the most essential competency in a knowledge-information-based society and is the most fundamental competency in the new problem-solving ability. Data-driven science inquiry, which emphasizes how to find and solve problems using vast amounts of data and information, is a way to cultivate the problem-solving ability in a knowledge-information-based society. Therefore, this study aims to develop a teaching-learning model and strategy for data-driven science inquiry and to verify the validity of the model in terms of knowledge information processing competency. This study is developmental research. Based on literature, the initial model and strategy were developed, and the final model and teaching strategy were completed by securing external validity through on-site application and internal validity through expert advice. The development principle of the inquiry model is the literature study on science inquiry, data science, and a statistical problem-solving model based on resource-based learning theory, which is known to be effective for the knowledge-information-processing competency and critical thinking. This model is titled "Exploratory Scientific Data Analysis" The model consisted of selecting tools, collecting and analyzing data, finding problems and exploring problems. The teaching strategy is composed of seven principles necessary for each stage of the model, and is divided into instructional strategies and guidelines for environment composition. The development of the ESDA inquiry model and teaching strategy is not easy to generalize to the whole school level because the sample was not large, and research was qualitative. While this study has a limitation that a quantitative study over large number of students could not be carried out, it has significance that practical model and strategy was developed by approaching the knowledge-information-processing competency with respect of science inquiry.

• Journal of Engineering Education Research
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• v.14 no.3
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• pp.9-14
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• 2011

This study was conducted to compare the learning styles and self-leadership between engineering college students with high and low team performance records. About 70% of students in high team performance group showed learning styles of converger and accommodator, whereas about 67% of students in low team performance group showed learning styles of accommodator and diverger. In regard to self-leadership, high team performance group showed higher level of self-leadership, especially self-observation, self-punishment, natural reward strategies, visualizing successful performance, self-talk, and evaluating beliefs and assumptions. It is recommended to provide the engineering students with the specialized training program to complement their learning styles and self-leadership strategies.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.391-400
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• 2020

While artificial intelligence (AI) is attracting attention as a core technology in the era of the 4th industrial revolution, needs for artificial intelligence education to cultivate AI literacy is emerging. In this regard, we developed and applied a project-based AI education program for elementary and middle school students, and analyzed its effects. Participants were assigned into teams with three members, and each team engaged in a project-based AI education program for two nights and three days. In the project, they selected an real-world problem they wanted and devised an AI-enabled artifact to solve it. The effectiveness of the program was investigated with the changes in attitude and efficacy of learners toward artificial intelligence. The results showed that the AI project learning positively changed both attitudes and efficacy toward artificial intelligence at a statistically significant level. This change was more pronounced as the level of perceived programming skills increased, and the level of interest in the project learning increased.

• Journal of The Korean Association of Information Education
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• v.10 no.3
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• pp.299-306
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• 2006

The Ministry of Education and Human Resources Department of Korea have formulated various policy for development of teacher's ICT competence. But most of efforts expended upon ICT utilization currently, emphasize the ability which can handle computer skillfully than the ability for practical use in instruction, so that cannot induce distinct competence according to the duties and operations of teachers. This study aims to make scales for teacher's ability of ICT utilization in education of Korea. For the original purpose of evaluation, this tool made by job analysis and comparative studies with the existing appraisal standards. It can be the standards for evaluation of teacher's wholly duties on ICT applied education and proper self-evaluation tool for improvement of teacher's ability on ICT utilizing instruction. I processed measurement value of participant of Gwangju and Jeollanamdo area in this system and analyzed the level of teacher's abilities using ICT, a sex gap, regional difference, duty position difference and education career difference etc.