• Journal of Internet of Things and Convergence
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• v.8 no.6
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• pp.49-54
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• 2022

Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.

• Education of Primary School Mathematics
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• v.26 no.3
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• pp.199-217
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• 2023

Affective characteristics have been consistently emphasized in mathematics education, but students' confidence or interest in mathematics has not changed significantly. This study analyzes the factors affecting the affective characteristics according to students' academic achievements, which have not been studied so far. The study was surveyed 593 students in the 5th and 6th grades, divided into school mathematics education and social-environmental factors. As a result of the study, students cited 'mathematics class at school' as the factor that had the most influence on their affective characteristics, regardless of academic achievement. Excluding 'mathematics classes at school', upper level students said that 'private education' and 'college entrance exams and jobs', had the most influence on their affective characteristics. Middle level students said that 'assessment at school' and 'private education' had the most influence on their affective characteristics. Lower-level students said that 'school evaluation' and 'mathematics textbook' had the most influence on the affective characteristics. In particular, as the academic achievement level decreased, students' participation in classes decreased rapidly. Most students said that the mathematics content they were learning was too difficult for that reason. Considering these research results, it would be effective to apply methods according to students' academic achievement to some extent in order to improve affective characteristics.

• Journal of The Korean Association For Science Education
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• v.43 no.4
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• pp.351-368
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• 2023

The scientist-led Research and Education (R&E) program aims to strengthen gifted science students' research capabilities under the guidance of scientists. Students' actual research experiences in scientist-led R&E activities range from understanding how scientists conduct research to actively participating in research. To develop R&E that promotes student agency, i.e., student participation, this study aimed to identify the pedagogical characteristics that supported gifted science students' agentic participation in the scientist-led R&E program. We conducted interviews with learners and scientists in three teams undertaking R&E activities every three months. The interview covered their perceptions of R&E activities, student participation, and scientists' support for the activities. The recordings and transcripts of the interviews were used as primary data sources for the analysis. The trajectory of each team's activities, as well as the learners' and scientists' dynamic positioning were identified. Based on this analysis, we inductively identified the pedagogical characteristics that emerged from classes in which the scientists supported the students' learning and engagement in research. Regarding agency, three types of student participation were identified: 1) the sustained exercise of agency, 2) the initial exercise and subsequent discouragement of agency, and 3) the continuous non-exercise of agency. Two pedagogical characteristics that supported the learners' agentic participation were identified: 1) opportunities for students to take part in research management and 2) scientist-student interactions encouraging learners to present expert-level ideas. This study contributes to developing pedagogies that foster gifted science students' agentic participation in scientist-led R&E activities.

• The Journal of the Korea Contents Association
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• v.20 no.6
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• pp.498-509
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• 2020

The purpose of this study was to investigate the teachers' and parents' perceptions on the 2015 revised national curriculum, which integrated humanities and sciences. In order to do so, 102 high school teachers and 68 high school parents were surveyed on their understanding of the 2015 revised curriculum including core competence, student-participatory class, and process-oriented assessment. The results are as follows. First, the teachers had a higher understanding of the purpose, contents, and major revisions of the 2015 revised curriculum than the parents. Second, among the core competencies presented in the revised 2015 curriculum, both teachers and parents considered communication, community and self-management competencies important. Third, both groups said that student-participatory classes and process-oriented evaluation has increased since the implementation of the 2015 revised curriculum. Based on these study results, suggestions for successful operation of the 2015 revised curriculum and future research were discussed.

• Journal of Korea Society of Industrial Information Systems
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• v.20 no.1
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• pp.9-18
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• 2015

Educational learning methods that take advantage of a robot provide opportunities for students to develop high dimensional thinking, a creative expression and discovery learning opportunity. It is also perceived as a suitable tool for STEAM systems which can be used in a variety of school curriculums. Therefore we designed and developed STEAM educational contents using robots in this study. This study analyze elementary text books and design the convergence contents from various subjects such as math, science, engineering and art through a robot. This study has developed educational materials by making a robot based on the designed contents. They have been applied to after school materials and then evaluated for comprehension, interest and participation. The results of this study have shown very encouraging evaluations from participating students. Accordingly, this study has shown that STEAM contents that take advantage of a robot have improved student participation, interests, and comprehension in the curriculums. Additionally, integrating STEAM educational content has proved more effective in contrast to being separated.

• Journal of Science Education
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• v.38 no.2
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• pp.244-256
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• 2014

The purpose of this study was to develop and apply an scientific inquiry program related to school science for elementary gifted students. And development of a program had been used a geological museum. A science inquiry program had developed after verifying a content validity to 3 science education experts about program's design and content selection, and then program applied to 20 elementary gifted students during 4 weeks, 14 hours. The results of this study showed that gifted students interested in an inquiry program using a geological museum, and they were in full activity. Especially gifted students replied that they lodged in their memory that inquired into activities on listening a docent's explanation about exhibits. Gifted classroom teacher also replied that gifted students saw a high level of participation and expectation. And they replied that this program supplied a chance that gifted students can understand a meaning of inquiry.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.363-370
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• 2018

This study aims to analyze the impact of motivation through Response-Based Learning (RBL) on elementary students' attitude of participation and change before and after a Physical Education class and provide a perspective on the understanding of the practice of the PE class. For this purpose, this study selected 115 students in fifth grade in N. Elementary School located in the C. region as subjects, regardless of their sex. An exploratory factorial analysis was conducted with the subjects, and they were analyzed, applying a product-moment coefficient to examine the similarity between the factors. As shown in the result of this study, it is necessary to promote student-centered education instead of one-sided cramming education. Also, it is important to consider and convergence on apply the factors of learning before and after the class to be able to contribute to students' active and positive participation in the PE class.

• Journal of Convergence for Information Technology
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• v.9 no.6
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• pp.164-174
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• 2019

This study aimed to analyze the effectiveness of the experiences of the global start-up education program. With 10 study subjects selected from 'Eklya Global Entrepreneurship Camp' among global education programs in K University, pre- and post-survey and FGI were conducted. The collected surveys were analyzed by SPSS (24.0) and FGI. The results of this study are as follows: First, According to a comparison of the average score of the global start-up education program experience pre-post, 3.1 points showed that the program affected students' start-ups. Second, in the interviews conducted after the program participation, it was shown that detailed planning for their global start-ups, systematic education on finance, improved self-confidence for start-ups, and discussion-based education influenced their start-ups. Finally, this study expects that the comparative analysis of the college students participating in entrepreneurship education would lay the basis for more effective global entrepreneurship education in the future.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.23 no.1
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• pp.83-92
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• 2023

The purpose of this research is to develop a creative education program that utilizes AI education program based on big data for general education high schools, and to investigate its effectiveness. In order to achieve the purpose of the research, we developed a creative education program using artificial intelligence based on big data for first-year general high school students, and carried out on-site classes at schools and a validation process by experts. In order to measure the creative problem-solving ability and class satisfaction of high school students, a creative problem-solving ability test was conducted before and after the program application, and a class satisfaction test was conducted after the program. The results of this study are as follows. First, AI education program based on big data were statistically effective to improve the creative problem solving ability according to independent sample t test about 'problem discovery and analysis', 'idea generation', 'execution plan', 'conviction and communication', and 'innovation tendency' except 'execution', 'the difference between pre- and post-scores of male student and female student' on first year high school students. Secondly, in satisfaction conducted after classes of AI education program based on big data, the average of 'Satisfaction', 'Interest', 'Participation', 'Persistence' were 3.56 to 3.92, and the overall average was 3.78. Therefore, it was investigated that there was a lesson effect of the AI education program based on big data developed in this research.

• Korean Journal of Comparative Education
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• v.20 no.2
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• pp.95-128
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• 2010

This article presents a one and half-year process of Lesson Study conducted at a K-8 school in an urban district in the eastern U.S. Lesson Study, a Japanese form of professional development that centers on collaborative study of live classroom lessons, has spread rapidly in the U.S. since 1999 and has been argued as a promising alternative model for teacher-led school reform through professional development. The Lesson Study group described here was composed of five teachers, one administrator, and one instructional improvement coordinator belonging to the participant school and two instructional super-intendants from the school district. Data was collected from October 2007 to February 2009 and a qualitative case study method was employed for this study. Drawing a case of Lesson Study, this article intended to show how Lesson Study group members participated in planning, teaching, observing, discussing, and improving lessons collaboratively for student learning by enhancing teacher professional competence so that find directions for future implementation in Korea. This article investigates (1) process of Lesson Study, (2) issues Lesson Study group members mainly dealt with, and (3) changes have taken place in Lesson Study as it is conducted over time. (4) Finally, this article concludes with challenges to adopting Lesson Study successfully in Korea.