• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.233-237
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• 2021

With the advent of the 4th industrial revolution, interest in artificial intelligence education is increasing in elementary schools. In order to nurture future talents with artificial intelligence capabilities, AI education should be actively conducted at school sites. Although basic software education is provided in the 2015 revised curriculum, there is a tendency to view the programming process that creates artificial intelligence only as a problem-solving process. However, when creating an artificial intelligence, the value of the developer who creates artificial intelligence is projected. Therefore, it is necessary to deal with the contents of artificial intelligence value judgment during SW education. This study has limitations due to the fact that Delphi research was conducted with a group of experts. In the future, it is judged that quantitative research should be conducted to supplement these limitations.

• Journal of The Korean Association of Information Education
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• v.22 no.4
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• pp.419-425
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• 2018

The national curriculum includes the problem solving process, algorithms, and programming of SW education. The education using robots is one of attractive alternatives for students who have no interest of SW or are poor at programming. We have developed a courseware using robots for SW education based on paper art activities with narrative storytelling to enhance students' creative thinking and problem solving within limitation of class time in schools. We apply the courseware and obtained the result of pre and post-test on the creative problem solving ability of third graders in the elementary school The four factors of creative problem solving have shown significantly increase. In addition, it had an significant effects for understanding robot technology and for learning attitude using robots of SW or programming.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.69-77
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• 2010

As the knowledge and information society has emerged, paradigm of school education has moved to improvement of creativity and problem-solving skills of a learner. However, up to the present, ICT education in schools has shown distorted features, which are focusing on the use of application programs, out of its original purpose. This study also allows digital technology to be displayed in analog ways by applying the paper prototyping technique, which can be substituted for the programming phase that elementary school students feel difficulty to handle with. In addition, It enables practical and useful ideas to be designed, constructed and evaluated as a system, based on User Centered Design (UCD), which encourages users actively to participate in the development, rather than focus on developer. To verify the effects of education, we evaluated and analyzed concept models of a learner before and after the application development activity by applying the mental model theory. The framework suggested in this study can be applied to courseware of programming in elementary schools.

• Journal of The Korean Association of Information Education
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• v.23 no.3
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• pp.273-282
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• 2019

In this study, we have look through the national progress of computer science education in South Korea and analyzed the main subjects and contents of each period. We suggests the ways to evolve the current computer science education in terms of class hours for computer science education, hierarchical instructions, and the limitation of current national curriculum. In South Korea, it has been leaded the computer science education in the world since the it was promoted in earnest since 1995. Based on the recently revised national curriculum, South Korean government are taking efforts to nurture a leader through computer science education in terms of the students' future skills. However, it should be promoted to strengthen the ability of not only problem-solving ability through programming education, but also balanced computing and digital literacy through enhancing the ICT skills. In order to improve the curriculum of computer science education in elementary school of South Korea, a sufficient class hours of computer science education should be secured first.

• Journal of the Korea Society of Computer and Information
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• v.19 no.4
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• pp.149-158
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• 2014

The rapidly changing 21st-century knowledge and information society is emphasizing converged education that crosses various academic fields. In particular, the society expected the cultivation of the talent who balance scientific creativity and artistic sensitivity by adding arts to the existing converged education revolving around science and technology. However, at present, most STEAM education has been actively conducted with a focus on science and technology, whereas the subject of arts has been regarded or utilized as a supplementary means. Its problem is that the educational characteristics and values of art education have not been effectively utilized in educational terms and this could lead to superficial integrated education. In this respect, this study had the knowledge of various fields, such as science, technology, and mathematics, utilized usefully during the process of experiencing and creating arts. Accordingly, this study designed an education programs as with the case of Nam-Jun Baek who expanded the dominion of arts by creatively utilizing his own time's scientific technologies. In this educational process, the target program was developed in a manner that enables EPL to be utilized essentially as the study's knowledge-based tool and medium. The results of applying this educational program in 5th-grade elementary school students showed that the program has positive effects on the creative attributes of the students.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.112-120
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• 2019

The purpose of this study is to explore educational methods for elementary, middle and high schools using school forests via IT convergence. To this aim, we reviewed the previous literature on education using school forests to identify the problems with the existing education using school forests, and conducted interviews with experts to analyze the demands. we proposed an educational method that can utilize the school forests via IT convergence, and explored its validity through content reviews conducted by experts. The findings of this study are as follows. First, we proposed the IT convergence instruction focused on hands-on activities on top of the existing educational contents. Second, we proposed IT convergence instruction that incorporates diverse materials, physical computing tools, and programming tools. Third, we presented methods for utilizing such IT convergence instruction in connection with various elements of the 2015 Revised Curriculum as well as with various other activities such as middle school free semester activities and after-school activities. The school forest is a crucial learning space for the areas related to agriculture and biotechnology. Thus, we anticipate that the IT convergence instruction proposed in this study will lead to the re-discovery and re-evaluation of a value of school forests as an educational space that contributes to fulfilling the objective of the 2015 Revised Curriculum to nurture creative convergent talent.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.161-171
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• 2014

The Computer Education in Korea since 2000 mainly were 'how to use computer tools', Computer education from 2005 to emphasize problem-solving and programming, but did not perform well, and In 2010 it was not compulsory computer training. Thus, our country have training elementary and middle school students for computer education without creating a curriculum content of computer. U.S. and UK educate students computer training to foster future generations the essential core competencies to be recognized as a new educational curriculum. In this study, the basic course in computer studies of Korean is proposed as Information Science. Information science subject from middle school to first grade curriculum is consistently able to study was composed. The subarea of information science curriculum computer systems, software production, the fusion activity. The computer system is composed of 18 subdivisions, software production is composed of 11 subdivisions, and fusion activity was composed of 15 subdivisions. The results of the students' school life and social life in the future core competencies necessary to be available to train.