• 한국수학교육학회지시리즈D:수학교육연구
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• 제22권2호
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• pp.83-97
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• 2019

Science, Technology, Engineering, and Mathematics (STEM) education has been at the forefront of K-12 curricula in the technology-rich 21st century, with emphasis on how these fields reinforce each other in preparing students for a dynamic future. However, there is a need for greater attention to STEM education research in the mathematics education community, in particular to pedagogical approaches that facilitate integrating the mathematics component of STEM education. Toward this end, the authors report the outcomes of a Project-based Learning (PBL) unit in which upper elementary students integrated STEM elements by researching, crafting, testing, and evaluating kites they created by applying scientific knowledge of aerodynamics and mathematical knowledge of polygons, surface area, graphs, and data analysis. This unit, which the authors developed, implemented, and assessed, demonstrates how STEM subjects and in particular mathematics can be effectively integrated in upper elementary school classrooms through PBL.

• 한국환경과학회지
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• 제23권8호
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• pp.1507-1512
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• 2014

Recognition of Korean pre-service elementary school teachers concerning the factor for the environmental class was investigated and analyzed by the factorial analysis. Korean pre-service elementary school teachers are aware of the factor of 'participation in environment' as well as the factor of 'environmental knowledge' for the environmental class. Furthermore, they had a very positive attitude about the factor of 'participation in environment'.

• 공학교육연구
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• 제13권2호
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• pp.78-82
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• 2010

This paper introduces the Tokushima Robot Programming Club. This is a robot manufacturing class for elementary and junior-high school students. This club is planned and managed by university students. First, we show the organization of our club. And, robot kits and software development systems we use are introduced. And then, we describe the activities of this club and show its educational effectiveness for both the children and the university students.

• 대한안전경영과학회지
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• 제25권4호
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• pp.79-85
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• 2023

This study aims to verify the impact of a metaverse-based safety education program on the fire safety awareness of elementary school students. Utilizing the National Fire Agency's 119 metaverse program, an educational program was implemented for two months, and the experimental group was examined using paired-sample t-tests, while comparisons with the control group were made using independent-sample t-tests. The results revealed statistically significant differences between the experimental and control groups in the area of fire prevention. Although no statistically significant differences were observed over time within each group, the overall average scores for the entire class improved across all areas. Based on these findings, the effectiveness of metaverse-based safety education is suggested; however, a significant difference compared to traditional education was not detected. The study concludes by exploring implications for considerations in the implementation of metaverse safety education in the future.

• 공학교육연구
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• 제14권3호
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• pp.31-37
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• 2011

This article presents program development and analysis of a creative robot school for elementary school at the local university. The purpose of opening the creative robot school is to give motivation to children for having interests in science and engineering at their young ages. The creative robot school program is developed by using facilities of a local university to spread scientific knowledge to young children in their communities to draw their interests in science as well as an engineering field for future careers. Since the robot system is a popular subject to draw attention of children and has a relation with Mechatronics Engineering, a program related with robots is selected for educating children. College students are also involved in helping children to build robots within a given time. Experiences and self-evaluations from the previously held creative robot schools at Chungnam National University(CNU) are presented to share with.

• 한국초등과학교육학회지:초등과학교육
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• 제35권4호
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• pp.416-425
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• 2016

As curriculum statements require addressing ethical and social issues which are raised by modern science and technology, the ability to perceive ethical and social issues regarding science is necessary for teachers to introduce socio-scientific issues (SSI) in their science class. The purpose of this study is to explore elementary school teachers' ethical sensitivity on SSI and attempts to give implications for teacher education. To explore the ethical sensitivity in the context of SSI, the revised version of the Test for Ethical Sensitivity on Science (TESS) was used. Two socio-scientific issues (genetic engineering and radioactive waste) were provided to read and write down five possible questions they believed should be considered before reaching a decision. Data was collected from eighty-two elementary school teachers in Korea. To analyze the ethical sensitivity, the responses including ethical considerations were analyzed by situation and ethical issues. The result showed that 81 out of 82 teacher participants provided at least more than one ethical consideration on each scenario of this study. However, not many teacher could raise various ethical issues and situation that ethical issue might occur. There were only a few teaches who could consider all the situations, 'process of scientific research', 'application of science and technology', and 'science influenced by society', that ethical issues might occur. Especially, teachers failed to consider that the ethical issue can occur in the situation when science is influenced by society. Based on the results, we suggest that during teacher education teachers need to experience finding various ethical issues that can occur in the context of SSI and especially considering the ethical issues when science is influenced by society.

• 공학교육연구
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• 제18권6호
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• pp.3-10
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• 2015

이 연구에서는 로봇 연관 STEAM 교수학습 프로그램을 조사 분석하고, 초 중등학교를 위한 로봇 STEAM 교수학습 프로그램 내용을 제안하였다. 프로그램을 분석한 결과, 예술과 인문사회 분야의 내용이 가장 많은 것으로 조사되었고, 과학, 기술, 수학의 순서로 포함되어 있었다. 학교급별 STEAM 교수학습 프로그램 내용 융통합이 유사한 패턴이 나타났다. 중학교의 프로그램은 STEAM 교육에서 추구하는 상황 제시, 창의적 설계, 감성적 체험, 평가, 진로 등의 요소들을 균등한 비율로 포함하고, 초등학교와 고등학교의 프로그램은 진로와의 연계 내용이 적게 포함되어 있는 것으로 나타났다. STEAM 교육의 지향과 활동요소를 총체적으로 고려한 로봇 STEAM 교수학습 프로그램의 학교급별 내용을 제안하였다.

• 정보교육학회논문지
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• 제15권4호
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• pp.543-550
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• 2011

본 논문에서는 초등 ICT 정보교육과정의 "프로그래밍의 이해와 기초 및 문제해결전략과 표현" 영역의 효율적인 지도를 위해 프로그래밍 교육과정을 제안하였다. 이를 위해 로봇프로그래밍 교육목표, 교육내용, 교육방법, 교육평가 부분을 제시하였다. 그리고 제안한 교육 방법을 적용한 PBL 기반 라인트레이서 프로그래밍 세부교수학습과정을 제안하고 이를 적용한 수업 결과를 서로 다른 개수의 광센서가 부착된 각 라인트레이서 문제에 대한 난이도 할당의 적절성 및 학생들의 문제해결력 측면에서 분석하였다.

• 실천공학교육논문지
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• 제15권1호
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• pp.23-29
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• 2023

초등학생들은 인공지능을 활용하여 문제를 해결할 수 있는 능력을 기르는 것이 중요하므로 문제 해결 능력을 기르는 교육과 함께, 인공지능을 활용한 문제 해결 능력을 키우는 교육이 필요하다. 초등학생들은 인공지능에 대한 개념과 원리를 이해하고, 인공지능이 어떻게 작동하는지에 대한 기초적인 이해를 쉽게 재미있는 방식으로 교육받을 수 있는 형태가 필요하다. 이를 위하여 초등학교 3학년을 위한 8시간 기반의 인공지능 융합 프로그램을 자율주행차를 소재로 계획 및 운영한 결과 초등학생들의 문제 해결 능력, 창의력, 인공지능 이해도 등을 향상시키는 데 효과적임을 보여주었다. 캠프를 운영한 결과 학생들의 인공지능에 대한 이해도가 사전 평균 3.56(표준편차 .85), 사후 평균 4.00(표준편차 .71), t값은 -5.412(p<0.001)로 나타나서 통계적으로 인공지능의 이해도가 향상되었음을 알 수 있었고, 학생들의 만족도와 흥미도가 높음을 확인할 수 있었다. 향후에는 초등학생들이 직접 아이디어를 구안하고 인공지능 모델이 적용될 수 있는 제품을 만들어서 인공지능 모델을 프로그래밍할 수 있는 형태의 교육프로그램을 개발할 필요가 있을 것이다.

• 공학교육연구
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• 제22권3호
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• pp.11-17
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• 2019

With technology rapidly changing our economic, cultural and social realities, the question of how to educate the generation for the fourth industrial revolution has been a pressing issue. The purpose of this study is to review teachers' perception regarding the educational change in the fourth industrial revolution. For this purpose, we surveyed 420 school teachers and administrators. Most teachers highly understand The Fourth Industrial Revolution and they think AI(Artificial Intelligence) is a core technology. They recognize The Fourth Industrial Revolution is very important and great influence in the education field. For this, they need educational innovation in the education field. Elementary school teacher perceive understanding Elementary school teachers think that understand The Fourth Industrial Revolution and change of curriculum is highly important. And, Secondary school teachers perceive that the change of education system and class is very necessary. Lastly, STEAM education is the most appropriate to prepare for a changing society.