• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.453-462
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• 2020

With the development of artificial intelligence, a lot of platforms have emerged that enable anyone to easily access and learn about artificial intelligence or create artificial intelligence models. Therefore, in this study, we analyzed various artificial intelligence education platforms and developed and proposed a SW education class plan using a framework-based artificial intelligence education platform for activating artificial intelligence based SW education. The artificial intelligence-based SW education framework aims to cultivate artificial intelligence literacy on the basis of computational thinking. In addition, a learner-centered project class was formed to include elements that could be fused with real life contexts or other subjects. Using this, with the theme of creating an artificial intelligence program to help separate garbage collection, a six-hour project-based class was developed and proposed using practical arts, social studies, and creative experiential activities. This project class was organized using a platform that is not difficult, such as AI Oceans and Entry.

• Journal of the Korea Convergence Society
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• v.9 no.10
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• pp.217-228
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• 2018

The purpose of this study is to develop STEAM program for gifted education by combining educational contents of humanities, arts, engineering, technology, and design into various subjects, focusing on mathematics-science curriculum of elementary school. The achievement standards and curriculum contents of elementary mathematics-science curriculum were analyzed while considering 2015 revised national curriculum. And then, a 16 class-hour convergence education program consisting of 3-hour block time was developed by applying the STEAM model with 4 steps. The validity of the program developed through this process was verified, and four educational experts evaluate whether the program can be applied to the elementary school. Based on the evaluation results, the convergence education program was finalized. As a result of implementing the gifted education program for mathematics-science, students achieved the objectives and values of convergence education such as creative design, self-directed participation, cooperative learning, and interest in class activities (game, making). If this convergence education program is applied to regular class, creative experiential class, or class for gifted children, students can promote their scientific creativity, artistic sensitivity, design sence, and so on.

• Journal of Science Education
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• v.46 no.1
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• pp.40-52
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• 2022

Daily science classes, which have been continued as part of the spread of participatory science culture, has taken the lead in popularizing science as an effective out-of-school experiential and research activity. However, due to the recent COVID-19 situation, daily science classes have also become an environment in which there is no choice but to switch to non-face-to-face or to combine face-to-face and non-face-to-face education. Therefore, in this study, we examine how elementary school students participating in the non-face-to-face daily science class program change their usual fields of interest, perception of science and technology, interest about science, and scientific competency. In addition, the educational effectiveness of the non-face-to-face daily science class improved by comparing the differences in perceptions of students and parents, and future operation plans were sought. As a result of the study, after participating in the non-face-to-face daily science class program, students' interest in science and technology development, future technology, environmental pollution, and social media increased, and their interest in games decreased. Also, students' interest in science and technology activities, interest in science, and scientific competency also increased. This shows that non-face-to-face daily science class education is effective. Therefore, it was suggested that it is necessary to diversify the learning topics and content levels of the daily science class program, to expand the opportunities of non-face-to-face science education for underprivileged learners, and to develop and share science content using the latest media.