• Journal of the Korean Society of School Health
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• v.28 no.3
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• pp.229-238
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• 2015

Purpose: This study was aimed to examine the effects of sexual education programs focusing on media literacy on teachers as a pilot study. Methods: This study is a quasi-experimental study and a total of 81 teachers (intervention n=42, control n=39) participated. Results: A sexual education program focusing on media literacy was conducted in the form of an 18-hour structured education module. The results were mainly assessed by measuring the teachers' pre- and post-study awareness and self-efficacy related to sexual media literacy. Awareness related to sexual media literacy of the intervention group (86.3) showed greater improvement than that of the control group (76.8). Also, self-efficacy related to sexual media literacy among the intervention group (20.1) showed greater improvement than that of the control group (17.4). Conclusion: The results highlight the effects of sexual education programs focusing on media literacy, which can improve teachers' competence in sexual education.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.265-277
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• 2021

With the development of technology, the concept of digital literacy is expanding from the focus of function and tool utilization to the extent of communication and participation in social and cultural contexts. In particular, learners' digital literacy capabilities are more important and necessary in remote learning environments such as Corona19. In this study, we studied how to improve digital literacy education through analysis and inspection of digital literacy shown in elementary school textbooks. To this end, we analyze it through compliance consisting of 8 fundamental pieces of knowledge, 20 sub technical skills, and 10 keys of competencies that constitute digital literacy. As a result of the study, the contents of digital literacy education in elementary school textbooks were presented centered on functions and tools, and as they were biased in certain areas, they were found to be lacking in systematicity and connectivity. Therefore, it proposed the composition of the curriculum system of digital literacy through the independence of elementary informatics curriculum, the specific composition of curriculum, and the strengthening of pre-service teachers' practical skills.

• Journal of The Korean Association of Information Education
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• v.26 no.2
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• pp.141-151
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• 2022

Recently, basic literacy education related to digital literacy and data literacy has been emphasized for students who will live in a rapidly developing future digital society. Accordingly, demand for education to improve big data and data literacy is also increasing in general universities and universities of education as basic knowledge. Therefore, this study designed and applied big data analysis courses for pre-service teachers and analyzed the impact on data literacy. As a result of analyzing the interest and understanding of the input program, it was confirmed that it was an appropriate form for the level of pre-service teachers, and there was a significant improvement in competencies in all areas of 'knowledge', 'skills', and 'values and attitudes' of data literacy. It is hoped that the results of this study will contribute to enhancing the data literacy of students and pre-served teachers by helping with systematic data literacy educational research.

• Journal of the Korean Society for information Management
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• v.32 no.3
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• pp.1-20
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• 2015

Information literacy education which deals with the ability for recognizing the necessity of information, finding, evaluating, and using the information effectively is essential for the college members to do research or learn effectively. This study intended to suggest the lecture program for information literacy education for college students based on information literacy standards and models suggested by the organizations and scholars domestic and foreign as well as information literacy education cases. Information literacy education should be adopted as a regular curriculum to overcome one time event's limit. Besides, the professional librarians must involve as a role either leading or cooperative in running information literacy education in order to relate the library resources with the education and use them effectively. Finally, when it comes to the strategic aspect of the college library and the librarians' role, the professional librarians' leading or cooperative role is also essential. Additionally, analysis shows that information literacy education needs to be reorganized in contents so that it reflects the college students' patterns to use information and their needs. Lastly, it needs to be thought over in how to lead the students to participate in the course independently and voluntarily.

• Journal of The Korean Association For Science Education
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• v.27 no.8
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• pp.711-723
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• 2007

As the discourse of scientific literacy has broadly summed up the goals of science education in the current decade, this study attempts to question how we contextualize appropriate interpretations and feasible approaches to scientific literacy in K-6 science education. With respect to the complex praxis of scientific knowledge and practice, this study emphasizes the participatory framework of scientific literacy which interweaves children's everyday experiences and science learning. This study also concerns children's abilities to understand and enact scientific enterprises (i.e., children's fundamental sense of scientific literacy). As a way of developing K-6 scientific literacy, this study investigates how using science books can broaden the scope of children's understandings of science in life connections and promote a fundamental sense of scientific literacy through talking, reading, and writing skills in Grade two science classrooms in Canada. Second graders were engaged in learning "sound" for five weeks. During science lessons, children's talks were recorded and their writings were collected for data interpretation. This research finds that using science books can encourage children to become engaged in communicative activities such as talking, reading, and writing in science; furthermore, using science books develops children's inquiry skills. These findings open a further discussion on scientific literacy at the K-6 levels.

• The Mathematical Education
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• v.61 no.3
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• pp.397-417
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• 2022

The purpose of this study is to discuss information literacy in mathematics education by comparatively analyzing mathematics education experts' perception of information processing and information literacy in mathematics education. We collected mathematics education experts' opinions using the modified Delphi method and focus group interviews, then analyzed their responses with an analytic framework through a constant comparative method. Even though we used different methods, we could compare their perceptions under the common themes. The findings are in three-folds. First, most experts focused only on the use of technological tools or statistics as a way of developing information literacy. In addition, even though mathematics education experts recognize the need for information literacy in mathematics education, their definition and meaning of information literacy somehow varied. Secondly, teachers as practitioners emphasized social competency which could be developed through information literacy. Thirdly, they asked for concrete and systematic plans for school practice in order to well develop information literacy in schools. Even though there were some differences in their perception of information literacy in mathematics education in terms of their prior experiences and background, it is very meaningful that there were commonalities among their perceptions which would allow us to find the ways of developing information literacy in mathematics education.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.12-19
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• 2023

The purpose of this study is to develop the Artificial Intelligence thinking-based education program for improving AI literacy and verify its effectiveness for beginner. This program consists of 17 sessions, was designed according to the "ABCDE" model and is a project-based program. This program was conducted on 51 first-year middle school students and 36 respondents excluding missing values were analyzed in R language. The effect of this program on ethics, understanding, social competency, execution plan, data literacy, and problem solving of AI literacy is statistically significant and has very large practical significance. According to the result of this study, this program provided learners experiencing Artificial Intelligence education for the first time with Artificial Intelligence concepts and principles, collection and analysis of information, and problem-solving processes through application in real life, and served as an opportunity to enhance AI literacy. In addition, education program to enhance AI literacy should be designed based on AI thinking.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.107-115
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• 2020

The computing environment is rapidly changing to mobile device base, with the development of computer technology. Until now, digital literacy education has been based on desktop PC education, but it is time to change it into literacy education suitable for mobile environment. In this paper, we propose a mobile-based digital literacy MoDL (Mobile Device Digital Literacy). MoDL proposes three phases. One is Mobile Based Digital Environment (MoDE), which builds a mobile digital environment, seconds is Bring Your Own Devices (BYOD) class method when using it for education. Finally, MoDLI (MoDL Instruction) for learning mobile literacy is presented step by step. To verify the validity of the proposed, eight experts were surveyed so that the Content Validity Ratio was calculated. As a result, CVR was ensured in all items except for the applicability of MoDLI.

• The Journal of Economics, Marketing and Management
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• v.11 no.6
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• pp.1-8
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• 2023

Purpose: In the era of the Fourth Industrial Revolution, individuals equipped with fundamental understanding and practical skills in artificial intelligence (AI) are essential. This study aimed to validate the effectiveness of AI education for enhancing AI literacy among business major student. Research design, data and methodology: Data for analyzing the effectiveness of the AI Fundamental Education Program for business major students were collected through surveys conducted at the beginning and end of the semester. Structural equation modeling was employed to perform basic statistical analyses regarding gender, grade, and prior software (SW) education duration. To validate the effectiveness of AI education, seven variables - AI interest, AI perception, data analysis/utilization, AI projects, AI literacy, AI self-efficacy, and AI learning persistence - were defined and derived. Results: All seven operationally defined variables showed statistically significant positive changes. The average differences were observed as follows: 0.47 for AI interest, 0.32 for AI perception, 0.37 for data analysis/utilization, 0.27 for AI projects, 0.25 for AI literacy, 0.39 for AI self-efficacy, and 0.41 for AI learning persistence. Statistically, AI interest exhibited the most substantial average difference. Conclusions: Through this study, the applied AI education was confirmed to enhance learners' overall competencies in AI, proving its utility and effectiveness in AI literacy education for business major students. Future research endeavors should build upon these results, focusing on ongoing studies related to AI education programs tailored to learners from diverse academic backgrounds and conducting continuous efficacy evaluations.

• Korean Journal of Human Ecology
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• v.18 no.5
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• pp.1035-1046
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• 2009

The study was designed to explore mothers' and teachers' beliefs on children's literacy development by comparing their beliefs with the whole language approach. Also, their literacy practices at home and in the classroom were compared and how their literacy beliefs and practices were related was investigated. 176 mothers and 72 daycare teachers participated in this study in Kyunggi-do. Mean, standard deviation, frequency, t-test, and multiple regression were employed to analyze the data. The results showed that the mothers' age, mothers' education, fathers' education and family income mostly predict the mothers' literacy beliefs. Also the teachers' age, education, and their learning experiences with the whole language approach are the main predicting variables in the teachers' beliefs. In practices, the mothers' age, number of children, and fathers' education are independent variables predicting the mothers' practices. The teachers' age, education, interest about the whole language approach, learning experience, and number of children in the classroom are independent variables into the teachers' practices. Overall, teachers showed a higher level of beliefs on the whole language approach and did more literacy practices than the mothers.