• Proceedings of the Korea Information Processing Society Conference
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• 2002.04b
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• pp.1085-1088
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• 2002

제7차 교육 개혁 후 초등학생들에게도 컴퓨터를 접할 수 있는 기회가 더 많이 주어졌다. 환경의 변화에 따라 초등학생들을 위한 컴퓨터 교육의 필요성이 대두되고, 개인 수준별 컴퓨터 수업이 필요하게 되었다. 현재 초등학생들을 위한 교육용 프로그램과 인터넷을 활용한 수업이 진행중이나 개인의 수준을 고려한 수업과는 거리가 멀기 때문에 본 논문에서는 초등학교 컴퓨터 수업의 활발한 진행과 개인별 수준을 고려한 수업을 위해 Push 기반 단계별 교육시스템을 제안하였다. 제안한 시스템은 Push 기술을 사용함으로써 능동적 학습참여와 개인별 수준을 고려한 수업이 가능하다는 면에서 7차 교육과정의 교육 목표에 맞는 시스템이라 할 수 있다.

• Journal of Science Education
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• v.37 no.3
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• pp.538-549
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• 2013

This study investigated the preservice and inservice elementary teachers' perceptions on professionalism of teaching profession, professionalism of science teaching, and their self-efficacy on science teaching. For this study, 64 sophomore, 53 senior preservice teachers and 23 elementary teachers who were also graduate students were participated. The questionnaires consisted of 5 Likert scaled and descriptive items about the professionalism of teaching profession, professionalism of science teaching, and self-efficacy on science teaching. The results showed that some areas of the professionalism of teaching profession had significant differences between the grades in preservice teachers and/or inservice teachers. Most preservice teachers and teachers thought that they need to have professional ability, but not a few teachers thought it was not necessary to have professionalism of science teaching as a elementary teacher, even though their major was science education. The teachers who had higher perceptions on the needs of the professionalism of science teaching showed high self-efficacy on science teaching.

• Education of Primary School Mathematics
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• v.17 no.3
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• pp.173-188
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• 2014

The aim of the case study presented in this paper was to explore mathematics curriculum knowledge of a South Korean elementary teacher. An in-depth case study is applied to examine mathematics curriculum knowledge that influences teachers' instructional process including analysis of diverse artifacts such as lesson plan, observation and interviews. Findings of this study suggest that mathematics curriculum knowledge has direct relevance to teaching a lesson, designing a lesson and assessing students' work. In addition, this study identified that mathematics curriculum knowledge may be divided into two sub-categories: vertical mathematics curriculum knowledge and horizontal mathematics curriculum knowledge. The results of this case study help our understanding of South Korean elementary teachers' mathematics curriculum knowledge, which has a deep impact on their teaching practice. Moreover, this cross-national research offers implications for researchers, policymakers, and teachers in U.S. as well as those in South Korea.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.47-56
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• 2016

In order to nurture creative talent in the 21st century knowledge-based society in elementary education software is carried from the year 2018. The educational content and achievement standards to conduct a software education had been made in the 2015. In this study, the recognition of educational software for elementary school teachers 199 people is investigated. Findings are as follows. Elementary education is the first software required, and is lacking in 17 hours. Second, the idea of a common training software education, teaching and learning methods, evaluation methods, how to develop information materials. Third, lower cognitive development and educational materials for the teaching methods appropriate for understanding, achievement standards for achievement standards. Therefore, should allow teacher training teaching materials development, assessment methods, teaching methods suitable for the achievement standards available to all teachers throughout the school know.

• The Journal of Korean Association of Computer Education
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• v.8 no.3
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• pp.29-42
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• 2005

In this knowledge information society, it cannot be too much to accentuate the necessity and importance of computer education. However, the current computer education in elementary school only focuses on computer application and utilization. It is not satisfactory to the needs of knowledge information society to improve mechanic office operation and/or to provide simple utilization of educational software through learning the application software functions. Therefore, based on creative and logical thought, it is necessary at this era to prepare computer education as the essence of science to create new values and to embody knowledge by understanding social and cultural environment of knowledge information society that is continuously in change and development. Accordingly, this study presents the necessity of change based on problems of computer education, and investigates field teacher's opinion on the direction of change in elementary computer curriculum in this knowledge information society. Also, this study presents a computer education curriculum for elementary school students by focusing on a comparison between our current elementary computer curriculum and that of North Carolina and of California in the United States.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.347-354
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• 2021

As interest in artificial intelligence education for elementary school students has recently increased, it is necessary to analyze the existing elementary information education research from a macroscopic point of view to understand the current situation and to provide implications for subsequent research. This study analyzed Journal of The Korean Association of Information Education for the purpose of looking at the research trend of elementary information education in Korea. For the data of the study, all papers published until 2020 in the first issue of the journal were selected, and 11 research topics were derived by modeling topics. As a result of the study, topic T1, the highest proportion, was analyzed to account for about 38%, and keywords such as education, research, analysis, elementary school, and information were derived according to the order of contribution to topic T1. As a result of regression analysis according to the year of the topic, it was found that the research trend is changing to computing thinking, software education, and artificial intelligence education. The significance of this study is that text data related to elementary information education is objectively clustered.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.375-384
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• 2022

As artificial intelligence(AI) education becomes essential in elementary schools with the revised 2022 curriculum, it is necessary to develop an AI curriculum for elementary school students. In this study, I developed the AI content framework to cultivate AI literacy of elementary school students. AI education areas were largely divided into AI understanding and AI development, and detailed areas were divided into eight categories: using of AI, impact of AI, AI ethics, recognition of AI, data expression, data exploring, learning of AI, and prediction of AI. In addition, twice expert Delphi surveys were conducted to verify the validity of the subject elements and achievement standards for each area. The final draft was finalized after reflecting expert opinions on the AI education content framework. In order for AI education to be expanded in elementary schools in the future, continuous research is needed, such as developing textbooks and teaching tools according based on the AI framework proposed in this study, securing the lesson hours to apply them to schools, and correcting and supplementing the problems of them.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.187-193
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• 2011

Recently, the demand for gifted education has been increased tremendously especially due to the impact of the second National plan of gifted education, which has made wide expansion of the education. Accordingly, in parallel with the boom of gifted education demand for IT education for gifted children has been also increasing. In this paper, I considered efficient methods to operate education programs for elementary information-gifted children in association with the expanding information-gifted education. In order to demonstrate the methods, I conducted literature reviews and questionnaire surveys. Based on them, I suggested methods to operate education programs for elementary information-gifted children. This study is expected to help to establish even more effective education for elementary information-gifted children.

• 한국정보교육학회:학술대회논문집
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• 2011.01a
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• pp.47-51
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• 2011

The aim of Information Education is to improve the problem-solving skills based on Computational Thinking. In the current elementary school curriculum, there is no independent information subject. So, it will get used to browse the sub-element being applied implications for Computational Thinking through an analysis of teaching and leaning elementary mathematic scene. In this paper reveal the relationship sub-element of the Computational Thinking for solving problems through teaching and learning scene in elementary mathematics.

• 한국초등상담교육학회:학술대회논문집
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• 2004.01a
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• pp.83-104
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• 2004