• Journal of the Korean Society for Library and Information Science
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• v.57 no.2
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• pp.151-178
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• 2023

The purpose of this study is to investigate the effect of school library reading classes on the convergence literacy of adolescents based on the convergence reading education model. To achieve this, elements of convergence education for future-oriented competence were derived from the level of reading education based on previous studies and literature, and the effectiveness of education was measured by conducting a convergence literacy test targeting 50 general high school students. In this study, reading classes and tests were conducted over 12 sessions from April 2022 to November 2022, and the study participants were divided into two groups, and convergence reading education and self-reading education were applied respectively. The analysis results of this study are as follows. First, It was verified that there was a significant difference in the promotion of convergent literacy of adolescents according to the method of reading education. Second, it was verified that convergence reading education had a significant effect on convergence literacy of adolescents such as convergence, creativity, self-direction and communication ability. Third, as a result of verifying whether learning motivation plays a mediating role in convergence reading education influencing convergent literacy, learning motivation played a partial mediating role and had an indirect effect on creativity, self-direction, and communication ability between convergence reading education and convergence literacy, but showed no significant mediating effect on convergence ability.

• Journal of the Korea Society of Computer and Information
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• v.26 no.10
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• pp.199-208
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• 2021

In this paper, the effect of artificial intelligence convergence education program that provides STEAM education using machine learning platform on elementary school students' STEAM literacy and learning flow was analyzed. A homogeneous group of 44 elementary school 6th graders was divided into an experimental group and a control group. The control group received 10 lessons of general subject convergence class, and the experimental group received 10 lessons of STEAM-based artificial intelligence convergence education using Machine learning for Kids. To develop the artificial intelligence convergence education program, the goals, achievement standards, and content elements of the 2015 revised curriculum to select subjects and class contents is analyzed. As a result of the STEAM literacy test and the learning flow test, there was a significant difference between the experimental group and the control group. In particular, it can be confirmed that the coding environment in which the artificial intelligence function is expanded has a positive effect on learners' learning flow and STEAM literacy. Among the sub-elements of convergence talent literacy, significant differences were found in the areas of personal competence such as convergence and creativity. Among the sub-elements of learning flow, significant differences were found in the areas such as harmony of challenge and ability, clear goals, focus on tasks, and self-purposed experiences. If further expanded research is conducted in the future, it will be a basic research for more effective education for the future.

• Journal of Gifted/Talented Education
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• v.14 no.1
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• pp.65-89
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• 2004

The article attempts to suggest s a direction of science education in terms of development of creative human resources based on discussion about scientific literacy and scientific creativity. Students are supposed to develop scientific attitude, inquiry skills, problem solving ability through science learning, and be prepared for the 21st century of rapidly developing age. The paper introduces definitions of scientific literacy and scientific creativity and discuss their meanings within science education in general as well as for the gifted. To enhance students' scientific creativity, science education should strengthen content of science related to technology, integrated science content, personal and social views, social inquiry for problem solving. In particular, science education for the gifted should emphasize students' holistic views in interpreting data, ability to connect artistic aspects to science process, intuitions to explain scientific phenomena and pursue of personal satisfaction. It may be said that science education and science education for the gifted is realized when students have opportunities to experience such elements in their science learning.

• Communications of Mathematical Education
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• v.37 no.4
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• pp.717-736
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• 2023

The purpose of this study is to develop a statistical program using data and artificial intelligence prediction models and apply it to one class in the sixth grade of elementary school to see if it is effective in improving students' statistical literacy. Based on the analysis of problems in today's elementary school statistical education, a total of 15 sessions of the program was developed to encourage elementary students to experience the entire process of statistical problem solving and to make correct predictions by incorporating data, the core in the era of the Fourth Industrial Revolution into AI education. The biggest features of this program are the recognition of the importance of data, which are the key elements of artificial intelligence education, and the collection and analysis activities that take into account context using real-life data provided by public data platforms. In addition, since it consists of activities to predict the future based on data by using engineering tools such as entry and easy statistics, and creating an artificial intelligence prediction model, it is composed of a program focused on the ability to develop communication skills, information processing capabilities, and critical thinking skills. As a result of applying this program, not only did the program positively affect the statistical literacy of elementary school students, but we also observed students' interest, critical inquiry, and mathematical communication in the entire process of statistical problem solving.

• Fashion, Industry and Education
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• v.14 no.2
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• pp.60-69
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• 2016

Visual literacy, a key element of a design portfolio, is achieved by communicating a consistent visual aesthetic with respect to design elements, design principles and individual style. Yet, students often feel challenged in articulating their personal aesthetic or design philosophy in order to create a unifying design identity within a body of artifacts. This paper shares some best practices on overcoming this challenge through students' engagement in self-reflection and identity formation processes. The implemented innovative strategy in a senior-level portfolio development course for apparel designers involved four different phases: 1) one-on-one meetings to self-reflect on previous design work, 2) selection and revision of artifacts, 3) peer-review and critiques of revised portfolio artifacts, and 4) development of a final ePortfolio to showcase a unified design identity. It was evident that recording students' initial self-reflection in the form of a metacognitive oral report encouraged and motivated identity development in their portfolio. Further, students expressed their satisfaction in the ability to participate in the selection process of artifacts by self-reflecting about what they wanted to highlight about themselves and why. Overall, student outcomes from this strategy exceeded expectations and the portfolios developed were successful in creating a cohesive design identity.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.1-11
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• 2020

The purpose of this study is to propose the direction of AI education in K-12 education through investigating and analyzing aspects of the purpose, content, and methods of AI education as the curriculum and teacher training factors. We collected and analyzed 9 papers as the primary literature and 11 domestic and foreign policy reports as the secondary literature. The collected literatures were analyzed by applying a descriptive reviews, and the implications were derived by analyzing the curriculum components and TPACK elements for multi-dimensional analysis. As a result of this study, AI education targets were divided into three steps: AI users, utilizer, and developers. In K-12 education, the user and utilizer stages are appropriate, and artificial intelligence literacy must be included for user education. Based on the current computing thinking ability and coding ability for utilizer education, the implication was derived that it is necessary to target the ability to create creative output by applying the functions of artificial intelligence. In addition to the pedagogical knowledge and the ability to use the platform, The teacher training is necessary because teachers need content knowledge such as problem-solving, reasoning, learning, perception, and some applied mathematics, cognitive / psychological / ethical of AI.

• Journal of The Korean Association For Science Education
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• v.41 no.1
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• pp.59-70
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• 2021

Ability to make informed decisions by critically evaluating media information on socioscientific issues (SSI) is one of the crucial elements of scientific literacy that citizens should obtain. This study aims to investigate how middle school students evaluated media information about socioscientific issues (SSI) when they faced two different types of information (i.e., numerical and empathic information). To achieve the aim, 96 middle school students responded to the questionnaires asking them to evaluate reliability and persuasiveness of SSI media information. The questionnaires consisted of two sets of newspaper articles on each SSI (pro-numerical/empathic, against-numerical/empathic). After reading the articles, the students evaluated reliability and persuasiveness of each article and wrote the reasons for their evaluation. The results were as follows: First, the students believed that news articles with numerical information were more reliable than the ones with empathic information in all SSI contexts. They tended to trust scientific evidence and data from numerical information, and real cases, societal problems, expressions, and values from empathic information. In addition, they evaluated their reliability based on the logic of information, accuracy of information, breadth and depth of data, and quantity and quality of sources both numerical and empathic information. Second, in case of evaluating persuasiveness of the articles, they focused more on the values that information contained, richness and logicality of the information, rather than the types of information, regardless of the type of information.

• Journal of Engineering Education Research
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• v.9 no.2
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• pp.34-51
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• 2006

In knowledge based society of 21c, engineers require not only their own speciality but also engineering basic competency such as creative thinking, the ability of working together, the ability of communication. Engineering colleges responsible for educating engineers consider developing curriculum including Engineering Basic Competency which is reflecting the needs of the times. By utilizing the accreditation programs of engineering education, UK-SPEC of UK Engineering Council, EA(Engineering Australia) standards/handbook of the Institute of Engineers Australia, O*NET of U.S. Occupational Network, this study generates core elements of engineering basic competency to prove the capability of engineering basic competency required to desired engineers. Core constituents derived from the study were categorized into 3 major areas of the basic engineering literacy in Humanities and Social Sciences(HSS), the ability of Creativity Engineering Design, Career development and each category and constituents were surveyed and checked by engineers in the field to deduce engineering basic competency that should be educated in the engineering college.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.105-120
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• 2022

In addition to the rapid changes in the times caused by the pandemic, the revision of the new curriculum coincides with the change in the proportion of the three elements of learners, society, and subjects that make up the curriculum. In particular, along with the proportion of 'social' in the curriculum, the scope of the word 'educational community' has increased, and the allowable range of curriculum restructuring centered on it has expanded. In order for the intended direction of education to be properly established in the new curriculum, various educational method studies are needed to cultivate newly emerged competencies and literacy. In this study, after selecting the contents and goals of the convergence curriculum based on various criteria for subject selection, the data science program was designed by reconstructing Living Lab's PDIE methodology. As an evaluation factor for this, we tried to analyze the effectiveness of 'creativity', 'problem-solving ability', 'communication ability', 'collaboration ability' among future competencies emphasized in the curriculum. As a result of the study, it was effective in improving creative and communication skills, and this study focuses on verifying the effectiveness of School Living Lab, suggesting the necessity of post-research that expands the application space of research and diversifies the role of educational community subjects.

• Journal of the Korean earth science society
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• v.41 no.2
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• pp.155-175
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• 2020

The purpose of this study is to analyze the 2015 revised Science Curriculum and Environment Curriculum, and to provide implications for the correlation and complementarity between the two standards. For the analysis of the curriculum, the contents system of the two standards was reorganized based on the four categories of knowledge, attitude, inquiry, participation and practice, which are common literacy elements of science and environment, based on previous studies. Content Analysis was performed on content elements and detailed performance expectation. As a result of this study, there was a difference in terms of the core competencies and goals. The Environment Curriculum emphasized sustainable development and social participation while the Science Curriculum emphasized scientific inquiry and literacy. The contents system analysis results according to the four literacy factors are as follows. First, in terms of attitude, both standards deal with research ethics in common. However Environment Curriculum values learners' values and views on the environment more than Science Curriculum which emphasizes the science attitude as science investigators. Second, there was a serious problem in the knowledge linkage between two standards. In same grade groups, the level of content knowledge dealt in two standards was not consistent. Third, in the inquiry aspect, the Environment Curriculum deals with interdisciplinary topics in the purposefully designed inquiry unit, whereas the Science Curriculum presents various research activities based on related science concepts in every unit. Fourth, in the participation and practice aspect, the Environment Curriculum focused on participation and practice while the Science Curriculum focused on sustainable science and technology development and improvement, scientific interest and decision-making ability. This study provide implications for education for sustainable development(ESD) by providing the complementary potentials between Science Curriculum and Environment Curriculum.