• The Journal of Korean Association of Computer Education
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• v.20 no.1
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• pp.27-38
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• 2017

The United States (CS2013) and Japan (J07-CS) constitute a standard informatics curriculum that reflects a changing society at the level of higher education. This study analyzed the change of standard curriculum in the United States in order to provide implications for the standard composition of higher education curriculum in Korea. The subjects were composed based on the analysis of current status of university curriculum and content knowledge in Korea. As a result of the research, the Informatics curriculum in the United States has evolved into a curriculum reflecting the changing computing environment. The information curriculum of domestic colleges included only 52% of the knowledge area of CS2013. The purpose of this study is to provide an example of the composition of subjects based on the curriculum composition policy of Japan and to provide a basis for the curriculum composition without the standard informatics education course of the college in korea.

• 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.

• Journal of The Korean Association of Information Education
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• v.18 no.3
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• pp.443-452
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• 2014

In this study, robot curriculum was developed to fulfill systematic robot education in elementary and middle schools. For literature research, robot curriculum cases in the UK, the US, and Korea were surveyed to choose and organize robot education contents. The robot curriculum developed is categorized into five areas-robot basic course, sensor, structure/motion, control, and problem-solving-and consist of four step-robot experience, robot creation, robot exploration, and robot control. Stepwise learning contents reflected difficulty and sequence to let students experience intensive repetitive activity. This study will lay the foundation for applying systematic robot education to elementary and middle school students. In the future, it is expected to study the development and application of various programs on the basis of the developed robot curriculum.

• Journal of Engineering Education Research
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• v.15 no.4
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• pp.58-65
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• 2012

The purpose of this study was to analyze the effects of accreditation on curriculum in Korean engineering education. To analyze the curriculum, bulletins of three colleges accredited programs and three colleges non-accredited programs from 2002 to 2010 were compared. The conclusions of this study are as follows. First, the accreditation for engineering education has a considerable influence on curriculum by strengthening the concentration areas, setting general education directions to fit engineering needs, and reinforcing major and MSC(math, science and computer) subjects. Secondly, the accreditation for engineering education causes significant changes in the educational objectives and contents. Lastly, it has an indirect influence on the curricula of non-accredited programs, such as increasing the number of MSC credits and accepting engineering design courses. Thus, the process of curriculum improvement is revealed in more global standardized engineering curricula.

• The Journal of Korean Association of Computer Education
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• v.20 no.3
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• pp.25-33
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• 2017

Countries that considered importance of the quality management of higher education are strengthening through various systems and methods. Field of computer science also, they have constantly made efforts, such as constituting standards of curriculum for the management of the quality of higher education. If we know the priorities of the knowledge area mentioned in the standard of curriculum of computer science, we can give implications to the composition of the content system. Therefore, we derive the ranking based on base on CS2013 the lesson time number of Tier 1, Tier 2, Elective, and detail areas for content elements. As a result, the knowledge area with the highest priority was Software Development Fundamentals. The knowledge area is recommended as a beginner course in CS2013 because it is a basic element. The priorities of these areas may provide implications for future elementary and secondary informatics curriculum, higher liberal arts informatics curriculum, Informatics curriculum of teacher training agency.

• Journal of The Korean Association of Information Education
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• v.18 no.2
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• pp.307-316
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• 2014

In this study, we analyzed he computer operating system curriculum in primary and middle schools and suggested the content framework for them through review of previous research. After surveying primary and middle school teachers, we developed the framework based on the spiral curriculum. Through these surveys, we were able to determine when and how students should be introduced to the as curriculum. The content framework focuses on two areas: understanding and practicing computer OS. Each area has 4 levels which are based on the students' grade. We suggested developing textbooks and materials about computer OS; establishing Information Science as a part of the primary school curriculum: and offering lectures about computer OS to student teachers at the National Universities of Education.

• The Journal of Korean Association of Computer Education
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• v.9 no.5
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• pp.41-51
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• 2006

The purpose of this study is to verify learning components to be taught in each grade of middle schools, to propose hierarchical structures on algorithm content, and to resolve overlapping across related subjects. In order to verify learning components, four criteria were proposed. To evaluate practical application, they were implemented into The Proposal of Curriculum Revision on Computer Education in Middle School on MPE website. It was found that there was content overlapping between 'problem solving methods and procedures' in the middle school Informatics Curriculum and 'regulation and problem solving' in the Elementary Mathematics Curriculum. So it is needed to find a way to differentiate the contents of 'problem solving methods and procedures' from the other related subjects.

• The Journal of Korean Association of Computer Education
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• v.8 no.6
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• pp.13-21
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• 2005

In this study, we study and analysis on e-Learning based Information Security curriculum. e-Learning based university education courses will be much more established in Korea based on advanced IT technology. Computer related majors such as 'Computer Science' and 'Software' can be easily combined with e-Learning system. And Advanced Information Security Expert (AISE) educational course must be broadly opened for satisfying national requirements. In this study, we analyze e-Learning course on Information Security major based on off-line curriculum and suggest new model for further research.

• Journal of The Korean Association of Information Education
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• v.20 no.1
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• pp.83-92
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• 2016

In accordance with the 2015 Revised Practical Curriculum, software education for elementary school students will focus on making software and not using software. Therefore, we must revise the computer education curriculum at national universities of education to include classes on programming. In this study, I surveyed computer education students to learn more about their programming experience as well as their understanding of and necessity for software education. Based on results of the survey, I found that students had a strong understanding of software education and that they recognized its importance; however, students who had not experience related to programming education had a weak the understanding and necessity for software developing education. I suggested that software-related courses should open as a major subjects at the universities.

• Journal of The Korean Association of Information Education
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• v.2 no.1
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• pp.19-34
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• 1998

For the purpose of adapting positively to the information society, it is very important to develop the capabilities of the retrieve, gather, process and application for informations by making efficient use of computers. So, with a view to understanding the importance of computer and adjusting actively to the information society, the systematic policy to cultivate the ability of making the most of computers is strongly demended. Therefore this study is to make a curriculum and guide for improving the capability of applying computers systematically, through analyzing a curriculum of computer in Elementary, Middle and High Schools, and to develop a model of grading system to cultivate the ability of applying computers, which grades capabilities of its practical use.