• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.395-397
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• 2022

대면 수업에서와 유사한 교수자와 학습자, 학습자들 사이의 상호작용을 통하여 지식습득뿐만 아니라 문제해결능력, 창의적 사고력, 협동학습능력을 양성하기 위해 프로그램 개발 수업에 팀 프로젝트 수업을 적용하여 운영하였다. 수업 운영 후 참여 학생들을 대상으로 만족도 설문을 실시하여 비대면 팀 프로젝트 수업에 대한 만족도와 수업에서 만족하는 부분 그리고 불만족한 경우에 그 원인에 대해 조사하고 분석하였다. 연구 결과 분석된 개선 사항을 차년도 수업에 반영함으로써 팀 프로젝트 수업에 대한 학습자들의 만족도를 향상시키는데 연구의 목적을 둔다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2012.01a
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• pp.135-138
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• 2012

본 연구는 다중참여역할수행게임(Massive Multiplayer Online Role Playing Game, 이하 MMORPG)이 자기주도 학습능력에 미치는 효과를 살펴보는데 목적이 있으며, 초등학교에 재학중인 4, 5, 6학년 3개 학급을 실험 대상으로 4주간 실험하였다. 실험집단은 방과 후 수업시간을 이용하여 일주일에 2시간 이상 MMORPG를 활용한 한자수업을 학습하도록 지도하였고, 통제집단은 교사의 수업 진행으로 학습하였다. 실험 전 두 집단 간의 자기주도 학습능력에 대한 동질성을 검증하기 위하여 자기주도 학습준비도 검사(Self-Directed Learning Readiness Scale, 이하 SDLRS)를 이용하여 자기주도 학습능력 사전검사를 실시하였고, 4주간 실험이 끝난 후 자기주도 학습능력 검사의 차이를 알아보았다. 더 나아가 하위요소인 효율적인 학습자라는 개념, 학습에 대한 솔선수범 및 독립성, 창의성, 자신의 학습에 대한 책임감, 기본학습 기능과 문제해결 기술, 미래 지향적인 자기이해 학습기회에 대한 개방성, 학습에 대한 애정과 열성을 다변량분산분석(MANOVA)를 실시하여 통계분석 하였다. 이러한 연구결과들을 바탕으로 다음과 같은 결론을 내릴 수 있다. 첫째, MMORPG를 활용한 한자학습과 일반교실 한자학습은 독립표본 t검정 결과 자기주도 학습능력에서 유의미한 차이가 나타났다. 즉, MMORPG를 활용한 한자학습이 일반교실수업에 의한 학습보다 높은 자기주도 학습능력 정도를 보여 주었다. 둘째, MMORPG를 활용한 한자학습이 하위요소 간에 어떠한 여향을 미치는가를 알아보기 위해 실시한 MANOVA 결과 효율적인 학습자라는 개념, 학습에 대한 솔선수범 및 독립성, 창의성, 자신의 학습에 대한 책임감, 기본학습 기능과 문제해결 기술, 미래 지향적인 자기이해에서는 유의미한 것으로 나왔지만 학습기회에 대한 개방성, 학습에 대한 애정과 열성에서는 유의미한 결과를 얻지 못하였다.

• Journal of Korean Home Economics Education Association
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• v.29 no.3
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• pp.141-160
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• 2017

At present, the whole world is characterized by openness, cooperation and integration as a society with information and the world, and it requires creative talents for this. The competitiveness of the nation depends on the cultivation of creative talents. It demands anthropological value by improving the competitiveness of the nation through cultivating creative talents to share and care, not to cultivate creative talents for personal desires and accomplishments. The purpose of this study is to develop a teaching - learning process to develop integrated creative talents by applying the characteristics of integrated education curriculum at the base of the 2015 revised curriculum. To do this, we first extracted the content elements of the Clothing Life area of the revised curriculum from the 1st to 2015 and the contents of the Clothing Life area of the technology and home Economics textbooks to which the 2009 revision curriculum was applied. Five topics were extracted according to content selection criteria And The Theme of 'The selection and management of clothing' was selected. Researcher developed a integrated thematic instruction Home Economics Education Clothing Life teaching - learning process (hereinafter referred to as "the process") focused on the theme of 'selection and management of clothing'. The Process was composed of 5 basic classes [basic inquiry - content 1 - content 2 - depth study - application]. The process considers integration within the curriculum and interdepartmental integration, and aims to improve the personality, creativity, and problem solving ability of consideration and sharing in the course of the integrated class. In detail, the curriculum goals of the home Economics Education curriculum and ITI goals are presented separately in the curriculum developed for each process. At the stage of the class, the element of creativity and the element of personal education were exposed and applied to the class. In Korea, new curriculum has been revised and announced from time to time, making it difficult for the teacher to carry out the class in accordance with the paradigm of change. Home curriculum is closely related to real life, so it is an appropriate subject for an integrated subject. It has the educational significance of the subject in that it allows students to integrate the creative and personal elements that are limited in other subjects. ITI process will be helpful to teachers who need to implement the 2015 revised curriculum in which the theme-centered integrated home Economics education teaching-learning process is newly introduced. It is necessary to follow - up research to verify the effectiveness of how to improve students' problem - solving ability and cultivate creativity.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.2
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• pp.193-200
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• 2019

The 2015 revised curriculum aims to cultivate a 'creative fusion talent' capable of creating new knowledge and fusing various knowledge to create new value. Therefore, it is strengthening reading education to raise humanistic imagination and software education to promote scientific creativity. In addition, we have created [Safe Living] textbooks based on experiential activities as a way to strengthen safety education that is becoming a social issue. And we use it to conduct safety education at creative activity time. Novel Engineering believes that it can develop thinking skills in the process of reading books and finding and solving problems in life in them. Therefore, in this study, we will develop software education programs for safety education that are applied with Novel Engineering and apply them to actual classes to verify the educational effectiveness of students' creative problem solving skills and safety education.

• Proceedings of The KACE
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• 2018.08a
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• pp.3-6
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• 2018

2015 개정 교육과정에 따라 2019년 3월부터 초등학교 5~6학년 학생을 대상으로 소프트웨어 교육이 실시된다. 궁극적인 소프트웨어 교육의 목표는 컴퓨팅 사고력을 갖춘 창의 융합형 인재를 양성하는 것이다. 이를 위해 초등학교에서는 알고리즘과 프로그래밍의 체험을 통해 소프트웨어 기초 소양을 함양하는 것을 목표로 한다. 이러한 컴퓨팅 사고력을 수업에 효과적으로 적용하기 위해 전용주(2017)는 소프트웨어 및 컴퓨팅에 관련된 사고과정과 원리를 실생활의 소재와 관련지어 창의적이고 능동적으로 그 해결방안을 구현해가는 과정으로 제시할 수 있는 수업 구성 원리인 CT-CPS 수업 모형을 개발하였다. 또한 교육부는 2015 개정 교육과정 실시 전, 소프트웨어 교육을 위한 선도학교를 전국에 지정하여 운영하였다. 선도학교에서의 소프트웨어 교육과정을 분석한 결과 주로 컴퓨팅 사고력의 구성요소 중 알고리즘과 자동화에 초점이 맞춰져 있었다. 엔트리와 스크래치와 같은 블록 프로그래밍 도구를 사용한 코딩교육과 로봇교육을 주로 실시했고, 실제 문제에 대한 학생들이 자료를 직접 다루는 시간은 찾아보기 힘들었다. 컴퓨팅사고력 향상을 위해서는 학생들이 실제 자료를 수집, 분석, 표현해보는 활동이 반드시 필요하다. 이에 본 연구에서 NetsBlox을 활용하고자 한다. NetsBlox는 학생들에게 익숙한 블록형 프로그래밍 도구로 실제 데이터를 온라인상에서 쉽게 받아와서 수집, 분석, 표현을 하게 도와주는 역할을 한다. 따라서 본 연구에서는 초등학생을 위한 NetsBlox를 활용한 CT-CPS기반 프로그래밍 수업을 설계하고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.213-221
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• 2021

With the advent of the 4th industrial revolution, the need for artificial intelligence education has increased. The online learning environment caused by COVID-19 made it possible to use variety of artificial intelligence platforms. In this study, an aritificial intelligence class plan was developed and proposed to achieve the goal of artificial intelligence education using an AI platform. The AI platform used is AI for Oceans, With the theme of creating a program for the environment, designed a 6-hour project class using Novel Engineering-based on STEAM model. Students experience AI for Oceans enough time and learn supervised learning by experience. Based on understanding of supervised learning, students design their own programs for the environment using Entry's AI blocks. In this study, for AI convergence education, this lesson was developed and presented with the goal of acquiring the creative problem solving ability and integrated thinking ability by using the principles of artificial intelligence to solve problems.

• Journal of The Korean Association of Information Education
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• v.23 no.5
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• pp.441-449
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• 2019

With the introduction of the 2015 revised curriculum, software education became mandatory in elementary school. The practical subject in the content for the software education consists of information ethics, algorithms, programming, and computer science. Especially, elementary school encourages the unplugged activities. Unplugged activities are preferred among the teachers in the education field as a teaching-learning method. However, those teachers pointed out that the lack of suitable unplugged activity materials was the biggest challenge. In addition, it was pointed out that the existing materials were not suitable for achievement standards, and there are many simple playing-oriented educations that are not linked to computing activities. In this study, we developed an unplugged activity-oriented robot that can be used for the elementary students to learn the basic control structure suggested in the achievement criteria SW education and to develop creative problem solving ability through various activities using sensors. The effectiveness was verified through the software class using the developed robot in this study.

• Journal of The Korean Association For Science Education
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• v.34 no.6
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• pp.535-547
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• 2014

This study analyzed the characteristics of National Science Curricula in the UK, Australia, New Zealand, Canada, Singapore, and Korea with respect to core competencies. In the case of overseas countries, literature review on their curricula was conducted, and four common features were extracted: 'association of cross-curricular competencies with science-specific competencies', 'a combination of science contents and scientific practices', 'an emphasis on communication skills', and 'representation of an achievement level of competency'. In addition, the common core competencies of science education were 'critical thinking', 'creative thinking', 'problem solving', 'inquiry skills', 'communication skills', 'cultural literacy', 'ability to integrate discipline', 'application skills', and 'personal/social competency'. In relation to these features, this study also investigated Korean science teachers' perceptions of core competencies in science education. A survey was conducted on 135 teachers in elementary, middle, and high school in Korea. Teachers were not well aware of what core competencies are, and after introduction, they thought that they wanted to and needed to teach core competencies to their students. Teachers claimed that critical core competencies in science education are 'creative thinking', 'problem solving', and 'inquiry skills'. Teachers thought that core competencies-based science class would help develop students' scientific literacy and communication skills. However, they have difficulties in conducting core competencies-based science class because they are not familiar with how to conduct the class and they expect that it will take a long time to prepare such a class.

• The Journal of the Convergence on Culture Technology
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• v.9 no.3
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• pp.425-433
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• 2023

In this study, we developed a virtual artist play lesson model using gamification concepts and AI-generated art programs to foster creative thinking in freshman art majors. Targeting first-year students in the Digital Media Art Department at Sichuan Film & Television University in China, this course aims to alleviate fear of artistic creation and enhance problem-solving abilities. The educational model consists of four stages: persona creation, creative writing, text visualization, and virtual exhibitions. Through persona creation, students established their artist identities, and by introducing game-like elements into writing experiences, they discovered their latent creativity. Using AI-generated art programs for text visualization, students gained confidence in their creations, and in the virtual exhibitions, they were able to enhance their self-esteem as artists by appreciating and evaluating each other's works. This educational model offers a new approach to promoting creative thinking and problem-solving skills while increasing learner engagement and interest. Based on these research findings, we expect that by developing and implementing educational strategies that cultivate creative thinking, more students will grow their artistic capacities and creativity, benefiting not only art majors but also students from various fields.

• Journal of Digital Convergence
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• v.18 no.12
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• pp.353-362
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• 2020

This was a single group pretest-protest pre-experimental study designed to find out whether writing using media enhances creative convergence capacity. Data were collected from 30 C university students in C city, from March 1st to July 15th, 2020. Analysis was done using IBM SPSS 25.0 for frequency, percentage, average, standard deviation, and paired t-test. Creative problem solving ability was enhanced by an average of 0,63 points (p<.001), critical thinking tendency by 1.06 points (p<.001), self-leadership by 0,53 points (p<.001), and self-control by an average of 0.51 points, so was statistically significant (p=.001). Writing using media had the effect of improving creativity and integration capabilities. The results of this study are expected to be used as basic data for the development of educational programs for creativity and integration enhancement at university-level. Also, follow-up studies on the effectiveness of writing education by utilizing web media as text and tools simultaneously and customized university-level writing education utilizing media are required.