• Journal of The Korean Association For Science Education
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• v.42 no.5
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• pp.487-499
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• 2022

This study aims to understand the trends and characteristics of elementary science textbook research. For this purpose, among the papers published in science-related journals from 2001 to 2021, 156 studies related to elementary science textbooks were analyzed to examine the research trends on textbook analysis. The analysis criteria consisted of two major categories, 'outward feature' and 'topic.' The subcategories of 'outward feature' consist of 'year of publication,' 'target curriculum,' 'target grade,' 'science content area,' 'subject of study,' and 'publishing institution.' The sub-categories of 'topic' consist of 'comparison,' 'content,' 'illustration,' 'inquiry activity,' 'perception of textbooks,' and 'others.' As a result of the analysis on 'outer feature,' textbook-related research was conducted almost every year, and the research on the 2009 revised science curriculum, on the 3-6 grades, and on the whole field of science had the most. The science textbook researches were published not only in science education-related journals but also in other areas' journals. As a result of the analysis of the 'topic,' the number of papers was higher in the order of comparative research, content analysis, illustration, inquiry activities, and perception of textbooks. Implications for accredited textbook system of elementary science were discussed based on the analyses on the elementary science textbook research trends.

• The Journal of the Convergence on Culture Technology
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• v.8 no.6
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• pp.41-48
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• 2022

The purpose of this study is to compare the meaning of the experience of robot play in the free play time of 5-year-old children in daycare centers with the experience of 5-year-old children in the structural group activities of teachers. To this end, a total of 32 children (15 in the experimental group and 17 in the comparative group) aged 5 were conducted for 1 hour three times a week for 10 weeks. Robots were supported as toys in the classroom of the experimental group, and children in the comparative group freely experienced robot exploration and play during free play time, and children in the comparative group learned the robot's functions and performed structural group activities based on the 2019 Revised Nuri Curriculum national-level curriculum. As a result of analyzing the difference between pre-test and post-test, the use of robots in free play showed a significant effect in creativity and fluency of children, and a significant effect in expression of pleasure in playability. These results suggest that robots are meaningful as play materials in early childhood education, which aims for infant-led free play, and that it is worth studying the robot experiences of children in these free situations in the future.

• Journal of Korean Elementary Science Education
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• v.41 no.2
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• pp.325-337
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• 2022

This study aims to determine the implications of the efficient and effective implementation of science core competency (ScC) education by examining the state of science core competencies derived from the 2015 revised elementary school science curriculum and analyzing teachers' and students' perceptions. To this end, this paper investigated the reality of reflecting the science core competencies of science textbooks in a group of third and fourth graders from seven elementary schools who passed the test. In addition, in-depth interviews were conducted with four elementary school teachers who participated in qualification textbook selection, and 156 elementary school students were surveyed to determine their perceptions of science core competencies. Findings showed that, first, 1,586 science core competencies were reflected throughout the textbooks, with an average of 227 per textbook and biology being the most salient area. Second, teachers did not understand the difference between previous inquiry activities in textbooks and ScC education. Third, no statistically significant differences were observed in the perceptions of male and female students on science core competencies, the highest average of perceptions being those of scientific thinking ability. From these results, this study concluded that for ScC education to be realized as a curriculum, textbooks must be organized according to the purpose of core competency education, implementing practical changes, and efforts must be directed toward changing the perceptions of individuals who deliver education.

• Journal of The Korean Association For Science Education
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• v.44 no.2
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• pp.141-153
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• 2024

The 2022 revised science curriculum aims to develop the ability to solve scientific problems arising in daily life and society based on convergent thinking stimulated through participation in research activities using artificial intelligence (AI). Therefore, we developed a science-AI convergence education program that combines the science curriculum with artificial intelligence and employed it in convergence classes for high school students. The aim of the science-AI convergence class was for students to qualitatively understand the movement of a damped pendulum and build an AI model to predict the position of the pendulum using the block coding platform KNIME. Individual in-depth interviews were conducted to understand and interpret the learners' experiences. Based on Giorgi's phenomenological research methodology, we described the learners' learning processes and changes, challenges and limitations of the class. The students collected data and built the AI model. They expected to be able to predict the surrounding phenomena based on their experimental results and perceived the convergence class positively. On the other hand, they still perceived an with the unfamiliarity of platform, difficulty in understanding the principle of AI, and limitations of the teaching method that they had to follow, as well as limitations of the course content. Based on this, we discussed the strengths and limitations of the science-AI convergence class and made suggestions for science-AI convergence education. This study is expected to provide implications for developing science-AI convergence curricula and implementing them in the field.

• Journal of Korean Home Economics Education Association
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• v.35 no.2
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• pp.145-161
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• 2023

The purpose of this study is to develop a content system for the home economics curriculum that integrates Education for Sustainable Development(ESD) and provides basic material for ESD implementation in schools. In view of this, the content elements of the revised home economics curriculum for 2022 were analyzed, and a content system for the home economics curriculum, linked to ESD, was proposed based on the implications drawn from the analysis. The results are as follows. First, the three components of competencies, namely knowledge, values, and skills, were organized equally as a whole. However, the association between the content elements and key competencies in sustainability was found to be insufficient. Consequently, it is proposed that key competencies in sustainability should be cultivated integrally. Second, no content element was identified that can promote social participation. Therefore, it is proposed that solutions should be dealt with at the level of social participation. Third, the connection with Sustainable Development Goals(SDGs) was observed in only six of the 28 content elements. Wherever relevant, it is proposed to incorporate key issues related to SDGs. Fourth, the analysis confirmed that only the environmental dimension of sustainable development was considered. Therefore, it is proposed to pursue coexistence based on temporal and spatial relationship and consider the dimensions of environment, society, and economy in an integrated manner.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.567-577
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• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• Education of Primary School Mathematics
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• v.26 no.4
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• pp.237-255
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• 2023

At a time when the textbooks publishing system is changing from government-administered to certified, it is necessary to analyze textbooks published in both systems. This study analyzed one government textbook and three certified textbooks on quadrilaterals based on the instructional components that must be taught in the area of 2-D shapes. As a result of the analysis, it was found that concept exploration was implemented appropriately, but classification activities were not presented in some lessons. In Defining Concepts, the definition of the concept was presented appropriately, but there were differences depending on the textbooks. In addition, it was found that there was little activity in talking about the components of shapes or shapes. In applying concepts, more diverse activities were presented in certified textbooks than in government textbooks. Knowing relationships are rarely presented in textbooks due to its influence on the curriculum. Based on the results of this analysis of quadrilaterals, this study provides textbook writers with implications on what to further consider is dealing with quadrilaterals.

• Journal of Science Education
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• v.46 no.1
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• pp.93-108
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• 2022

The purpose of this study is to develop a STEAM program that can be used in the high school credit system to be fully implemented in 2025, and to examine its validity and effectiveness. The STEAM program analyzed the 2015 revised curriculum centering on science, technology, and engineering through the 2015 revised curriculum analysis, and then selected the five latest issues: hydrogen fuel, climate crisis, data science, appropriate technology, and barista. In accordance with this self-developed program development format (frame), it was developed for seven months through a process of group deliberation. The draft of the STEAM program for 29 sessions of five types, developed to indirectly experience the career path and occupation of high school students, was verified through consultation with 2 STEAM education experts. It was applied at five different high schools for a pilot implementation. As a result of the pilot application, it was confirmed that the students' STEAM attitude significantly improved in the post-test than the pre-test, and the students' high satisfaction with the program was confirmed. In addition, through an interview with the pilot application teacher, it was positively evaluated that 'the content and level of the program are suitable and through experience solving real-life problems, you can apply the content knowledge of related subjects and have an opportunity to experience careers.' Based on the results of the pilot application, the high school credit system STEAM program for students and teachers was finally completed in 29 lessons of five types. Through this study, the development and operation of the next-generation STEAM program that can be applied in the high school credit system should be actively developed, and a plan to improve teachers' professionalism so that the high school credit system can be established and operated properly for blended classes triggered by COVID-19. The necessity of design was suggested. This study is expected to be used as basic data for the development and operation of STEAM programs in the high school credit system, which will be fully implemented in 2025.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.803-812
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• 2021

This study explored the concept of artificial intelligence and the problem-solving process that can be explained through literature research. Through this study, the educational meaning and application plan of artificial intelligence that can be explained were presented. XAI education is a human-centered artificial intelligence education that deals with human-related artificial intelligence problems, and students can cultivate problem-solving skills. In addition, through algorithmic education, it is possible to understand the principles of artificial intelligence, explain artificial intelligence models related to real-life problem situations, and expand to the field of application of artificial intelligence. In order for such XAI education to be applied in elementary schools, examples related to real world must be used, and it is recommended to utilize those that the algorithm itself has interpretability. In addition, various teaching and learning methods and tools should be used for understanding to move toward explanation. Ahead of the introduction of artificial intelligence in the revised curriculum in 2022, we hope that this study will be meaningfully used as the basis for actual classes.

• Journal of the Korea Convergence Society
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• v.13 no.3
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• pp.147-161
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• 2022

The purpose of the study was to investigate mothers' beliefs and executions in the social relations area of the 2019 revised Nuri curriculum, and to investigate the effects of beliefs and executions on the emotional intelligence and prosocial behavior of young children. For this purpose, data were collected by distributing questionnaire packets to 268 mothers of children aged 3-5 years who were enrolled in 7 early childhood education institutions in Gyeonggi-do. The collected data were analyzed using the SPSS 25.0 program. As a result of the study, first, there was a statistically significant difference in the overall belief according to the mother's personal characteristic, the educational level, and a significant difference in the sub-factor, living together, in the execution. Second, it was found that there was a significant positive correlation between all variables except for the relationship between social relation execution and the ability to regulate others, which is a sub-factor of emotional intelligence. Third, beliefs and executions in social relation were found to affect all emotional intelligence and pro-social behavior, except for the effect of social relation execution on the ability to regulate others. This study is expected to provide basic data to improve parents' interest in the improvement of young children's social ability and practical interaction in child rearing.