• Journal of the Korea Academia-Industrial cooperation Society
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• v.20 no.4
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• pp.336-344
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• 2019

The Ministry of Education (2015) announced the "2015 Revised Curriculum for Elementary and Secondary Schools" and announced that SW (Software) training for elementary and junior high school students to develop Computational Thinking will be gradually introduced from 2018. In addition, 'problem solving' and 'programming' have become important areas. Furthermore, the ability to analyze and utilize big data is becoming more emphasized. We developed and applied the statistical - Python programming convergence curriculum based on the idea that convergence education combining information and mathematics, programming and statistical literacy is needed according to current trends. Before and after the experiment, problem solving ability test and programming / mathematical interest test were conducted and compared with the corresponding sample t-test. According to the analysis results, there were significant differences in the pre- and post-test on problem solving ability, programming interest and mathematical interest at the significance level of 0.05.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.385-391
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• 2021

In this paper, a case of deep learning artificial neural network education was studied for artificial intelligence literacy education for preservice teachers and incumbent teachers. In addition, through the proposed educational case, we tried to explore the contents of artificial neural network principle education that elementary, middle and high school students can experience. To this end, first, an example of training on the principle of operation of an artificial neural network that recognizes two types of images is presented. And as an artificial neural network extension application education case, an artificial neural network education case for recognizing three types of images was presented. The number of output layers was changed according to the number of images to be recognized by the artificial neural network, and the cases implemented in a spreadsheet were divided and explained. In addition, in order to experience the operation results of the artificial neural network, we presented the educational contents to directly write the learning data necessary for the artificial neural network of the supervised learning method. In this paper, the implementation of the artificial neural network and the recognition test results are visually presented using a spreadsheet.

• Journal of The Korean Association of Information Education
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• v.22 no.2
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• pp.239-249
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• 2018

Software education will be implemented in elementary schools in Korea since 2019. Although 17 hours of software education is provided, it is necessary for preliminary teachers to have basic ICT skills in training software education. Therefore, it is necessary to objectively compare the basic ICT literacy of preliminary teachers in Korea. This study examines the ICT of preliminary teachers based on the OECD PISA 2015 questionnaires. The contents of the survey compares and analyzes ICT availability and usability items of students. Comparisons are made with students from OECD countries. ICT usability at school was the highest at 2.56, followed by ICT availability at school at 2.4. The third was high at 2.38 for using school works outside the school. Availability outside the school was low at 2.33, and the lowest at school was very low at 1.79. It is necessary for the preliminary teachers to have the ICT ability for the students who will be the protagonists of the future society and the ICT education which can be utilized in each subject in addition to the ICT education in the curriculum of the education college in order to raise the ability.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.607-619
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• 2019

As software education was introduced through the 2015 revised curriculum, various research activities have been carried out to improve the computational thinking of learners beyond the existing ICT literacy and software utilization education. With this change, the purpose of this study is to examine the research trends of various research activities related to computational thinking which is emphasized in software education. To this end, we extracted the key words from 190 papers related to computational thinking subject published from January 2014 to September 2019, and conducted frequency analysis, word cloud, connection centrality, and topic modeling analysis on the words. As a result of the topical modeling analysis, we found that the main studies so far have included studies on 'computational thinking education program', 'computational thinking education for pre-service teacher education', 'robot utilization education for computational thinking', 'assessment of computational thinking', and 'computational thinking connected education'. Through this research method, it was possible to grasp the research trend related to computational thinking that has been conducted mainly up to now, and it is possible to know which part of computational thinking education is more important to researchers.

• The KIPS Transactions:PartA
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• v.17A no.6
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• pp.289-296
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• 2010

So far, previous works with respect to evaluating program contents have concentrated on the implementation of general educational content evaluation. In terms of the efforts required to solve problems, however, there are a few evaluation methods on educational programming language contents. Therefore, we propose new evaluation criteria for educational programming language contents. The detailed research contents can be summarized as follows. First, we analyze existing works and propose naval evaluation criteria for educational programming language contents. Second, the new evaluation criteria is verified by teachers who use Visual Basic educational contents via questionaries. Also, a program content is experimented via the evaluation criteria. Finally, it is expected that our proposed evaluation criteria for educational programming language contents can be used to evaluate newly developed educational programming language contents and to design its evaluation plans.

• Journal of Internet Computing and Services
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• v.20 no.4
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• pp.81-90
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• 2019

Since 2015, the government has been striving to strengthen the software capabilities required for future talent through software-oriented university in Korea. In the university selected as a software-oriented university, basic software education is given to all departments such as humanities, social science, engineering, natural science, arts and the sports within the university in order to foster convergent human resources with different knowledge and software literacy. In this paper, we analyze the contents of basic software education for twenty universities selected as software-oriented universities. As a result of analysis, most of the basic software education which is carried out to the students of the non-majors students was aimed at improvement of problem solving ability centered on computational thinking for future society and improvement of convergence ability based on computer science. It uses block-based educational programming language and text-based advanced programming language to adjust the difficulty of programming contents and contents reflecting characteristics of each major. Problem-based learning, project-based learning, and discussion method were used as the teaching and learning methods for problem solving. In the future, this paper will help to establish the systematic direction for basic software education of non-majors students.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.17-29
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• 2013

Cyberbullying has a negative influence on teens. However, the academic approach and try is still an its early stages in spite of the issue of the seriousness and importance. Accordingly, this study conducted a survey of 1,112 elementary, middle and high school students. According to the survey, Internet bullying violence experience was from 20.3% to 39.0%, victim experience from 11.0% to 23.4%, mobile phone bullying violence experience was from 15.9% to 44.1%, victim experience from 5.5% to 21.8%. The factors affecting Internet bullying violence experience were gender, academic stress, internet accessibility, anonymity, use time of internet. The factors affecting mobile phone bullying violence experience were school table, academic stress, mobility, anonymity, use time of mobile phone. Finally, this study grasped the relation between Internet and mobile phone bullying. It was found that Internet bullying violence victim experience had something to do with mobile phone bullying violence victim experience. Especially, Internet bullying violence experience had a lot to do with mobile phone bullying violence experience, Internet bullying victim experience had a lot to do with mobile phone bullying victim experience.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.791-801
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• 2021

In this paper, an educational case that can be applied as artificial intelligence literacy education for preservice teachers and incumbent teachers was studied. To this end, a case of educating the operating principle of an artificial neural network that recognizes images is proposed. This training case focuses on the basic principles of artificial neural network operation and implementation, and applies the method of finding parameter optimization solutions required for artificial neural network implementation in a spreadsheet. In this paper, we focused on the artificial neural network of supervised learning method. First, as an artificial neural network principle education case, an artificial neural network education case for recognizing two types of images was proposed. Second, as an artificial neural network extension education case, an artificial neural network education case for recognizing three types of images was proposed. Finally, the results of analyzing artificial neural network training cases and training satisfaction analysis results are presented. Through the proposed training case, it is possible to learn about the operation principle of artificial neural networks, the method of writing training data, the number of parameter calculations executed according to the amount of training data, and parameter optimization. The results of the education satisfaction survey for preservice teachers and incumbent teachers showed a positive response result of over 70% for each survey item, indicating high class application suitability.

• Journal of Digital Convergence
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• v.18 no.4
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• pp.67-74
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• 2020

The purpose of this study has developed a teaching and learning informatization indicator that provides the basis for utilizing or disseminating the beneficial teaching and learning informatization environment promoted by each university. The research method analyzes various informatization indicators developed by KERIS from 2002 to 2015 and recent environment such as Edutech, future education report, teaching and learning field report, and reflects them in indicator development. The development of the third indicator was completed by dividing it into Input, Process, Output stages by reflecting expert opinions in the first and second indicators. As a result, the core words of the university's teaching-learning informatization infrastructure building, sharing of educational resources, open development and sharing, joint purchase of resources, information safety system and literacy education, current status grasping, and resource utilization were derived. In the future, I will fill out the questionnaire to supplement the question through a pilot test and to grasp the current status of teaching and learning informatization in the entire university.

• Journal of Food Hygiene and Safety
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• v.31 no.2
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• pp.74-84
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• 2016

Literacy on food additives of elementary school teachers (ET) and nutrition teachers (NT) could be influential factor on safe dietary education for school children. Therefore, the perceptions and information needs on food additives were surveyed from 351 elementary school teachers and nutrition teachers in metropolitan area of Korea, and the basic data for the promotion of risk communication on food additives among them were obtained. Compared to ET who consider 'taste' (39.1%) as the most important factor while purchasing food, NT considered 'safety' (68.1%) first (p < 0.001). Among the food labelling items, the level of understanding on food additives was the lowest both in ET (3.53) and NT (4.17), and NT showed better levels of understanding overall on food labels. Both ET and NT regarded hazardous factors of food as environmental pollutants, foodborne pathogens, and food additives in order, and tended to select 'no additives' or 'no artificial color' products while purchasing processed food. Although NT answered that they know all food additives had been passed the evaluation of safety and effectiveness tests (100%) and have standards of use (81.9%), majority of them (87.5%) believed the consumption of food additives are harmful on human health. ET (75.2%) also regarded food additives as dangerous materials. Above results suggested the necessity of proper and enough risk communication for both ET and NT. Both ET and NT wanted to have information on the safety or hazard of food additives. Most preferred media to get the information on food additives was TV (3.80) among ET and lecture (3.65) among NT. ET and NT trusted hospital, research institution/universities or the personnels working in these institutions as the provider of information on food additives. The result that the trust levels of ET and NT on government were relative low suggested the weakness of risk communication in Korean government. Although ET and NT answered that they do not trust mass media, their behaviors were affected by them such as reading food labels in ET (39.4%) and reducing the consumption of food additives in NT (50%). They also indicated mass media's problem of sensitive approach on food additives and asked the urgent reaction of government by providing sound information through experts on food additives. Above results revealed that ET and NT have different perceptions and information needs on food additives, therefore, proper risk communication should be provided for them to serve as dietary educators for elementary school children.