• The Journal of Korean Association of Computer Education
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• v.21 no.5
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• pp.1-10
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• 2018

The revised informatics is to be compulsory for middle school students from 2018 according to 2015 revised curriculum. The concept of abstraction in informatics curriculum has common features and differences compared with general abstraction, however there is a mix of concepts in the current informatics textbook. The abstraction of computational thinking needs to connect with automation, so it is difficult to teach correct concept of abstraction with these textbooks. Therefore, this research conducted to investigate several informatics textbooks that were developed by the revised curriculum and to analyze the concept and examples of abstraction. As a result, some textbooks have that there is a mix of concepts about general abstraction and no connection with automation. This research suggests clarified abstraction and educational examples for cultivating computational thinking to improve this situation. This result will be basic recourse for the reconstruction of abstraction lesson to improving computational thinking.

• Journal of The Korean Association of Information Education
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• v.19 no.4
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• pp.431-440
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• 2015

The purpose of this study is to analyze the influence of digital textbook use for potential risk group of internet addiction and average group. For this, I selected two samples. One was a group to use digital textbook at school, the other was a group not to use that. Then each potential risk group of internet addiction were sort out in two groups by a test of internet addiction. I firstly compared a average user group and a potential risk group of internet addiction in group to use digital textbook. Also, I too did that in group not to use digital textbook. Then I analyzed the relevance of using digital textbook and internet addiction. As a result, I found that using digital textbook have not the relevance with internet addiction. But in this paper, I proposed a way to teach ICT ethical training before students use the digital textbook, because most of potential risk students of internet addiction tend to think they was influenced by digital textbook.

• Journal of the Korean Society for Library and Information Science
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• v.58 no.2
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• pp.57-80
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• 2024

Eisner emphasized the importance of problem-solving objectives and expressive objectives in addition to behavioral objectives, and communication through multiple modalities including linguistic, visual, aural, spatial, gestural modes. This study analyzes 'Libraries and Information Life,' a textbook developed for information literacy instruction, by dividing it into educational objectives types(behavioral, problem-solving, expressive) and multimodal modes(linguistic, visual, auditory, spatial, and gestural), and seeks to derive implications for setting educational objectives for information literacy instruction and developing textbooks. The textbook has four volumes for elementary low-grade, elementary high-grade, middle school, and high school levels. Educational objectives were extracted from the textbooks, and 3 librarian-teachers were engaged in the analysis of these objectives. The main findings and implications of this study are as follows. First, when looking at the types of educational objectives, the proportion of behavioral objectives was found to be excessively high, and there is a need to strengthen the proportion of problem-solving objectives and expressive objectives. Second, problem-solving objectives tend to overlap with behavioral objectives, indicating a need to develop problem-solving objectives with defined conditions and solution requirements. Third, expressive objectives concentrated in specific units need to be placed evenly in other units. Fourth, in the case of multi-modality mode, the proportion of the linguistic mode must be reduced, the proportion of the visual, auditory, spatial, and gestural modes must be increased, and it is necessary to set educational objectives with clear characteristics of each mode.

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.34 no.2
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• pp.93-114
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• 2023

In accordance with the educational paradigm that values self-directed creative education, school libraries and public libraries emphasize self-directed learning support through curriculum-linked programs as their main tasks. For self-directed learning, it is essential to provide learner-centered educational knowledge information, and there should be abundant textbook-linked references that can deepen and expand the curriculum reflected in textbooks. This study established KDC-linked information related to unit and cross-curricular learning topics through the analysis of elementary school textbooks and curriculum-linked books, restructured KDC system based on major subjects in the elementary school curriculum, and established a curriculum-linked subject information. Libraries can strengthen support for self-directed creative learning for elementary school students in an online environment by linking library content targeted for each user with elementary school education content focusing on learning topics in the curriculum.

• Proceedings of the Korea Information Processing Society Conference
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• 2012.11a
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• pp.1739-1741
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• 2012

국가 교육과정에서 컴퓨터 하드웨어만을 교과 내용으로 하는 최초의 과목은 4차 교육과정 시기 중공업 계열 고등학교에 신설된 '전자 계산기 구조' 과목으로 현재의 '컴퓨터 구조' 과목에 해당된다. 컴퓨터 구조 과목의 교과 목표는 학습자가 컴퓨터의 구조와 동작 원리를 바르게 이해하고 컴퓨터를 효율적으로 활용할 수 있도록 하는데 있다. 교과 목표를 위해서는 교과서의 내용이 정확해야 하고 현재의 컴퓨터 구조를 바르게 반영하고 있어야 한다. 본 연구에서는 공업 계열 고등학교의 컴퓨터 구조 과목에 제시된 연산 장치 영역 내용의 문제점을 컴퓨터 구조 전문 서적과의 비교를 통해 파악해 보고자 하였다. 연구 결과, 교과서의 연산 장치 영역에는 정확성과 일관성이 결여된 개념 정의와 현재의 CPU 구조를 반영하지 못한 내용이 포함되어 있었다. ALU와 연산 장치에 대한 설명이 교과서별 상이하였고, 연산 장치의 구성 요소들은 현재 사용되고 있는 CPU 구조를 바르게 나타내고 있지 않았다. 이러한 문제점들은 컴퓨터 과학의 역사적, 기술적 고찰을 통해 개선될 필요가 있다.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.95-99
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• 2010

학습자는 교수 학습 상황에서 대부분 배운 내용을 잉킹을 통해 정리한다. 교수자와 학습자 사이에서 잉킹을 통한 상호작용은 매우 중요하며 이와 관련된 다양한 연구가 진행되고 있다. 디지털교과서가 점점 보급되고 있는 상황에서 서책형교과서와 디지털교과서가 공존하는 현재의 과도기적인 교육환경은 일반적인 잉킹과 디지털 잉킹이 공유하고 있다. 이에 디지털 교과서를 활용한 협력적인 학습상황에서 과제를 제시한 후, 일반적인 잉킹과 디지털 잉킹을 학생들에게 그룹별로 각각 적용하도록 환경을 구성하였다. 본 논문에서는 일반적인 잉킹환경과 디지털 잉킹환경이라는 두가지 잉킹 방식을 적용한 후에 학생의 태도 및 판단, 문제 해결의 정확성, 학생의 선호도에 어떤 영향을 미치는지 분석하였다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.24 no.2
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• pp.297-303
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• 2020

This study compared the perceptions of novice teachers and expert teachers on software education in the 2015 revised curriculum. Awareness comparisons were assessed by questionnaire for priorities for field support, activities for professional development, organizational hours, achievement criteria statements, and appropriateness for textbooks introduced only in 6th grade. In all questions, there was a difference in recognition between the two groups. In particular, novice teachers were '' appropriate '' in terms of organizational hours, achievement criteria, and textbooks introduced only in 6th grade. Expert teachers, on the other hand, were inadequate. In addition, as a result of analyzing the key keywords of free-response opinions about the introduction of educational robots in the curriculum and textbooks, positive keywords were obtained for both groups. However, novice teachers showed passive and passive keywords such as 'support', 'difficulty', and 'problems', and expert teachers showed differences in their educational utilization after introducing 'utilization' and 'education'.

• Journal of Korean Library and Information Science Society
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• v.54 no.2
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• pp.67-88
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• 2023

The aim of this study is to survey the process in which the curriculum standards of 'library and information life' are implemented as textbooks and to find implications for improving of textbook publication. In the development process of accredited textbooks, it is essential for the curriculum standards and textbooks to align, both in form and content. 『Library and Information Life』(2011) are recognized textbooks systematically developed based on curriculum standards. To this end, the level of response to the numbers of 'topic' in the curriculum standard and the numbers of 'midle unit' in the textbook was identified. As a result, elementary and middle school textbooks exhibited a "one-to-many" response level, where one topic spanned approximately around two middle units, while high school textbook tended to have a "many-to-one" response level, converging two topics into one middle unit. In the case of elementary schools, the curriculum standard follows a single content-system, whereas textbooks are developed separately for lower and higher-grade levels. Therefore, some adjustments, such as curriculum content and subject titles, need to be considered for each elementary school level.

• Journal of The Korean Association of Information Education
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• v.22 no.5
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• pp.565-574
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• 2018

According to analysis of the effectiveness of digital textbooks for the last three years, it was turned out that student's ICT ability is the most effective factor, Also, that is the basic ability required to use digital textbooks. Therefore, in this paper, the effects of ICT ability on various factors were analyzed. For this purpose, after the level of learner's ICT ability was divided into upper, middle, and lower, and the effects of each level on social competency(communication ability, collaboration ability) were analyzed. As a result, It turned out that student's ICT ability has a close correlation with social competency(communication ability, collaboration ability), and has a significant effect on that. In particular, the group with lower level of ICT ability had the greatest influence on social competency(communication ability, collaboration ability), and the group with upper level had the greatest influence on that in score improvement. Therefore, this paper suggests that various types of ICT literacy education are needed to use effective digital textbooks.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.169-177
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• 2019

In this paper, According to researches on the effectiveness analysis of digital textbooks for the last three years, it was turned out in digital textbook research school that learners' computer literacy is the most effective factor and the basic ability required to use digital textbooks. Therefore, in this paper, the effects of computer literacy on various factors were analyzed. For this purpose, after the level of learner's computer literacy was divided into upper, middle, and lower, and the effects of each level on cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability) were analyzed. As a result, It turned out that the learner 's computer literacy has a close correlation with cognitive aspects ability(problem solving ability, self-directed learning ability, and critical thinking ability), and has a significant effect on cognitive aspects ability. In particular, the group with lower level of computer literacy had the greatest influence on the cognitive aspects ability, and the group with upper level had the greatest influence on the cognitive aspects ability in score improvement. Therefore, this paper suggests that various types of computer literacy education are needed to use effective digital textbooks.