• Journal of Korean Home Economics Education Association
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• v.31 no.4
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• pp.149-161
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• 2019

At present, we are at the point of change of the 4th industrial revolution era due to the development of artificial intelligence(AI) and rapid technological innovation that no one can predict until now. This study started from the question of 'What role should home economics education play in the era of the Fourth Industrial Revolution?'. The Fourth Industrial Revolution is characterized by AI, cloud computing, Internet of Things(IoT), big data, and Online to Offline(O2O). It will drastically change the social system, science and technology and the structure of the profession. Since the dehumanization of robots and artificial intelligence may occur, the 4th Industrial Revolution Education should be sought to foster future human resources with humanity and citizenship for the future community. In addition, the implication of education in the fourth industrial revolution, which will bring about a change to a super-intelligent and hyper-connected society, is that the role of education should be emphasized so that humans internalize their values as human beings. Character education should be established as a generalized and internalized consciousness with a concept established in the integration of the curriculum, and concrete practical strategies should be prepared. In conclusion, home economics education in the 4th industrial revolution era should play a leading role in the central role of character education, and intrinsic improvement of various human lives. The fourth industrial revolution will change not only what we do, or human mental and physical activities, but also who we are, or human identity. In the information society and digital society, it is important how quickly and accurately it is possible to acquire scattered knowledge. In the information society, it is required to learn how to use knowledge for human beings in rapid change. As such, the fourth industrial revolution seeks to lead the family, organization, and community positively by influencing the systems that shape our lives. Home economics education should take the lead in this role.

• Journal of the Korean Institute of Landscape Architecture
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• v.49 no.1
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• pp.54-69
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• 2021

In 2020, civilized society's overall lifestyle showed a distinct change from consumable analog media, such as paper, to digital media with the increased penetration of cloud computing, and from wired media to wireless media. Based on these social changes, this work examines whether the use of computer media in the field of landscape architecture is appropriately applied. This study will give directions for new computer media classes in landscape architectural education in the 4th Industrial Revolution era. Landscape architecture is a field that directly proposes the realization of a positive lifestyle and the creation of a living environment and is closely connected with social change. However, there is no clear evidence that landscape architectural education is making any visible change, while the digital infrastructure of the 4th Industrial Revolution, such as Artificial Intelligence (AI), Big Data, autonomous vehicles, cloud networks, and the Internet of Things, is changing the contemporary society in terms of technology, culture, and economy among other aspects. Therefore, it is necessary to review the current state of the use of computer technology and media in landscape architectural education, and also to examine the alternative direction of the curriculum for the new digital era. First, the basis for discussion was made by studying the trends of computational design in modern landscape architecture. Next, the changes and current status of computer media classes in domestic and overseas landscape education were analyzed based on prior research and curriculum. As a result, the number and the types of computer media classes increased significantly between the study in 1994 and the current situation in 2020 in the foreign landscape department, whereas there were no obvious changes in the domestic landscape department. This shows that the domestic landscape education is passively coping with the changes in the digital era. Lastly, based on the discussions, this study examined alternatives to the new curriculum that landscape architecture department should pursue in a new degital world.

• Journal of Convergence for Information Technology
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• v.8 no.1
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• pp.235-242
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• 2018

The interest about 4th Industrial Revolution was impressively increased from newspapers, iindustry, government and academic sectors. Especially AI what could be felt by the skin of many peoples, already overpassed the ability of the human's even in creative areas. Namely, now many people start fo feel that the effect of the revolution is just infront of themselves. There were several issues in this trend, the ability of deep learning by machine, the identity of the human, the change of job environment and the concern about the social change etc. Recently many studies have been made about the 4th industrial revolution in many fields like as AI(artificial intelligence), CRISPR, big data and driverless car etc. As many positive effects and pessimistic effects are existed at the same time and many preventing actions are being suggested recently, these opinions will be compared and analyzed and better solutions will be found eventually. Several educational, political, scientific, social and ethical effects and solutions were studied and suggested in this study. Clear implication from the study is that the world we will live from now on is changing faster than ever in the social, industrial, political and educational environment. If it will reform the social systems according to those changes, a society (nation or government) will grasp the chance of its development or take-off, otherwise, it will consume the resources ineffectively and lose the competition as a whole society. But the method of that reform is not that apparent in many aspects as the revolution is progressing currently and its definition should be made whether in industrial or scientific aspect. The person or nation who will define it will have the advantage of leading the future of that business or society.

• Journal of the Korean Society of Radiology
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• v.14 no.2
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• pp.121-127
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• 2020

The era of the Fourth Industrial Revolution is increasingly demanding mathematical competencies for virtual reality (VR), artificial intelligence (AI) and the like. In this context, this study intended to identify the basic mathematical competency levels of university freshman students in radiology department and to provide basic data thereon. For this, the diagnostic assessment of basic learning competencies for the domain of mathematics was conducted from June 17, 2019 to June 28, 2019 among 78 freshman students of radiology department at S university and D university. As a result, the university students' overall basic mathematical competency levels were diagnosed to be excellent. However, their levels in the sectors of the geometry and vector and the probability and statistics were diagnosed to be moderate, with the mean scores of 2.61 points and 2.64 points, respectively, which were found to be lower than those of the other sections. As for basic mathematical competency levels according to genders, the levels of male students and female students were diagnosed to be excellent, with the mean scores of 17.48 points and 16.29 points, respectively, showing no statistically significant difference (p>0.05). Given the small number of subjects and regional restriction, there might be some limitations in the generalization of the findings of the present study to all university freshman students and all departments. The above results suggest that it is necessary to implement various programs such as student level-based special lectures for enhancing basic mathematical competencies relating to major in order to improve the basic mathematical competencies of freshman students in radiology department, and that it is necessary to increase the students' mathematical competencies by offering major math courses in the curriculum and applying teaching-learning methods matching students' levels.

• Journal of Internet Computing and Services
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• v.19 no.4
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• pp.53-63
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• 2018

The traditional mass media function of conveying information and forming public opinion has rapidly changed into an environment in which information and opinions are shared through social media with the development of ICT technology, and such social media further strengthens its influence. In other words, it has been confirmed that the influence of the public opinion through the production and sharing of public opinion on political, social and economic changes is increasing, and this change is already in use on the political campaign. In addition, efforts to grasp and reflect the opinions of the public by utilizing social media are being actively carried out not only in the political area but also in the public area. The purpose of this study is to explore the possibility of using social media based public opinion in educational policy. We collected media data, analyzed the main topic and probability of occurrence of each topic, and topic trends. As a result, we were able to catch the main interest of the public(the 'Domestic Computer Education Time' accounted for 43.99%, and 'Prime Project Selection' topics was 36.81% and 'Artificial Intelligence Program' topics was 7.94%). In addition, we could get a suggestion that flexible policies should be established according to the timing of the curriculum and the subject of the policy even if the category of the policy is same.

• Journal of Science Education
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• v.45 no.2
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• pp.156-171
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• 2021

This study aims at investigating the characteristics of trends of future education over time though the literature review and examining the accuracy of the framework for forecasting future education proposed by the previous studies by comparing the outcomes between the literature review and media articles. Thus, this study collects the articles dealing with future education searched from the Web of Science and categorized them into four periods during the new millennium. The new articles from media were selected to find out the present of education so that we can figure out the appropriateness of the proposed framework to predict the future of education. Research findings reveal that gradual tendencies of topics could not be found except teacher education and they are diverse from characteristics of agents (students and teachers) to the curriculum and pedagogical strategies. On the other hand, the results of analysis on the media articles focuses more on the projects launched by the government and the immediate responses to the COVID-19, as well as educational technologies related to big data and artificial intelligence. It is surprising that only a few key words are occupied in the latest articles from the literature review and many of them have not been discussed before. This indicates that the predictive framework is not effective to establish the long-term plan for education due to the uncertainty of educational environment, and thus this study will give some implications for developing the model to forecast the future of education.

• The Journal of the Korea Contents Association
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• v.19 no.6
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• pp.47-57
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• 2019

The purpose of this study is to explore how college students aware of the 4th industrial revolution and prepare to adjust it. The subjects of the study were 317 college students in Busan city and analyzed by gender, major and grades. Results are as follows. First, students who are male, higher grade and major in engineering area showed greater recognition compared to students who are female, lower grade and studying other areas for the new era. Also for big changes of the era most students agreed with convenience of life but decrease of job opportunities. Second, most students showed nothing special work yet but students in engineering area make an effort to foster their competence. Third, most students had lower, below average level of competence that are required in the new era. Fourth, the difficulties students encounter are lack of educational opportunities and financial problem. Male students responded lack of time and laboratory work and female students are lack of concerns. The study suggests that colleges should provide various method such as regular and irregular and extra curriculum to enhance students creativity and competence for the new era.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.733-740
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.377-383
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• 2021

The purpose of this study is to present the direction of elementary school AI education by analyzing cases of classes related to AI education in actual school settings. For this purpose, 19 classes were collected as elementary school class cases based on AI education. According to the result of analyzing the class case, it was confirmed that the class was designed in a hybrid aspect of learning content and method using AI. As a result of analyzing the achievement standards and learning goals, action verbs related to memory, understanding, and application were found in 8 classes using AI from a tool perspective. When class was divided into introduction, development, and rearrangement stages, the AI education element appeared the most in the development stage. On the other hand, when looking at the ratio of learning content and learning method of AI education elements in the development stage, the learning time for approaching AI education as a learning method was overwhelmingly high. Based on this, the following implications were derived. First, when designing the curriculum for schools and grades, it should be designed to comprehensively deal with AI as a learning content and method. Second, to supplement the understanding of AI, in the short term, it is necessary to secure the number of hours in practical subjects or creative experience activities, and in the long term, it is necessary to secure information subjects.

• The Mathematical Education
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• v.63 no.2
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• pp.187-207
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• 2024

In this study, we explored the feasibility of automatically scoring descriptive assessment items using GPT-4 based ChatGPT by comparing and analyzing the scoring results between teachers and GPT-4 based ChatGPT. For this purpose, three descriptive items from the permutation and combination unit for first-year high school students were selected from the KICE (Korea Institute for Curriculum and Evaluation) website. Items 1 and 2 had only one problem-solving strategy, while Item 3 had more than two strategies. Two teachers, each with over eight years of educational experience, graded answers from 204 students and compared these with the results from GPT-4 based ChatGPT. Various techniques such as Few-Shot-CoT, SC, structured, and Iteratively prompts were utilized to construct prompts for scoring, which were then inputted into GPT-4 based ChatGPT for scoring. The scoring results for Items 1 and 2 showed a strong correlation between the teachers' and GPT-4's scoring. For Item 3, which involved multiple problem-solving strategies, the student answers were first classified according to their strategies using prompts inputted into GPT-4 based ChatGPT. Following this classification, scoring prompts tailored to each type were applied and inputted into GPT-4 based ChatGPT for scoring, and these results also showed a strong correlation with the teachers' scoring. Through this, the potential for GPT-4 models utilizing prompt engineering to assist in teachers' scoring was confirmed, and the limitations of this study and directions for future research were presented.