• Journal of The Korean Association of Information Education
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• v.25 no.3
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• pp.571-578
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• 2021

This study compares Online SW-based maker education in terms of self-efficacy, learning motivation, and interest after applying differently according to blended learning strategies. First, a SW maker program for blended learning was developed and applied as a live seminar-type class including real-time interactive and a support-providing class consisting of online content and Q&A. As a result of comparing the differences between students according to the two strategies divided into pre- and post- survey, in the self-efficacy part, there was a significant difference in the positive efficacy and the overall part, and in the learning motivation part, the live seminar form was significantly higher in the confidence part. In the interest part, the support-providing form showed a significantly higher average in the instrumental interest and nervous part. In order to maintain the effect of maker activities like existing face-to-face situations in Online learning, it is necessary to increase sharing time between students, an integrated learning environment, and sufficient provision of exploration time and learning materials.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.703-707
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• 2017

배아줄기세포 유래 심근세포는 심근경색 등으로 심장이 제 기능을 다 하지 못할 때 치료적 목적으로 주사하여 환자의 심기능을 정상화 시키는 데에 쓰인다. 배아줄기세포 유래 심근세포는 페이스메이커 활동을 보이면서 막전압 고정상태에서도 주기적인 일과성 내향전류를 보이는 특징을 갖고 있다. 본 연구는 기존에 발표된 배아줄기세포 유래 심근세포의 시뮬레이션 모델을 이용하여 어떻게 하여 페이스메이커 활동이 나타나는지 그 기전을 밝히고자 하였다. 세포내 모든 이온을 고정하였을 때 모델 세포는 여전히 페이스메이커 활동을 보였다. 근장그물내 칼슘 이온을 고정하였을 때도 모델 세포는 페이스메이커 활동을 보였다. 그러나 Na-Ca 교환 전류를 차단하였을 때는 모델 세포의 페이스메이커 활동이 사라졌는데, 여기서 L-type $Ca^{2+}$ 전류의 칼슘 의존성 비활성화 기전을 제거하자 페이스메이커 활동이 지속되었다. 또한 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류만으로는 페이스메이커 활동이 보이지 않았으나 L-type $Ca^{2+}$ 전류의 크기를 3배로 증가시키자 페이스메이커 활동이 다시 나타남을 확인하였다. 따라서, 배아줄기세포 유래 심근세포의 페이스메이커 활동은 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류의 역할이 매우 중요하며, Na-Ca 교환전류는 L-type $Ca^{2+}$ 전류가 비활성화되지 않도록 칼슘 이온의 농도를 조절하는 데에 큰 역할을 하는 것으로 결론을 내렸다.

• Proceeding of EDISON Challenge
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• 2017.03a
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• pp.698-702
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• 2017

배아줄기세포 유래 심근세포는 심근경색 등으로 심장이 제 기능을 다 하지 못할 때 치료적 목적으로 주사하여 환자의 심기능을 정상화 시키는 데에 쓰인다. 배아줄기세포 유래 심근세포는 페이스메이커 활동을 보이면서 막전압 고정상태에서도 주기적인 일과성 내향전류를 보이는 특징을 갖고 있다. 본 연구는 기존에 발표된 배아줄기세포 유래 심근세포의 시뮬레이션 모델을 이용하여 어떻게 하여 페이스메이커 활동이 나타나는지 그 기전을 밝히고자 하였다. 세포내 모든 이온을 고정하였을 때 모델 세포는 여전히 페이스메이커 활동을 보였다. 근장그물내 칼슘 이온을 고정하였을 때도 모델 세포는 페이스메이커 활동을 보였다. 그러나 Na-Ca 교환 전류를 차단하였을 때는 모델 세포의 페이스메이커 활동이 사라졌는데, 여기서 L-type $Ca^{2+}$ 전류의 칼슘 의존성 비활성화 기전을 제거하자 페이스메이커 활동이 지속되었다. 또한 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류만으로는 페이스메이커 활동이 보이지 않았으나 L-type $Ca^{2+}$ 전류의 크기를 3배로 증가시키자 페이스메이커 활동이 다시 나타남을 확인하였다. 따라서, 배아줄기세포 유래 심근세포의 페이스메이커 활동은 Na-Ca 교환전류와 L-type $Ca^{2+}$ 전류의 역할이 매우 중요하며, Na-Ca 교환전류는 L-type $Ca^{2+}$ 전류가 비활성화되지 않도록 칼슘 이온의 농도를 조절하는 데에 큰 역할을 하는 것으로 결론을 내렸다.

• Journal of The Korean Association of Information Education
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• v.25 no.5
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• pp.779-790
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• 2021

This study analyzed the effect of AI maker coding education on improving students' computational thinking. The subjects of the study were 10 students at H Elementary School in Ansan, and a total of 8 AI maker coding education using the Instructional Model for Maker Education based on SW Coding was applied to students to find out the degree of improvement of computational thinking. Students who participated in the class performed a process of solving real-life problems through coding and making activities, measured the degree of improvement in computing thinking before and after education through a computing thinking test paper, and observed students' thinking processes related to computing thinking components through interviews. As a result, it was confirmed that the average score of all students' computational thinking skills was improved, and the deviation of scores between students decreased. Through the interview, it was found that students actively utilize their thinking skills related to computational thinking skills in the problem-solving process. Through this, it was confirmed that AI maker coding education can have a positive effect on improving students' computing thinking skills.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.149-157
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• 2019

The fourth industrial revolution era calls for the ability to solve problems creatively based on basic literacy for technology. These capabilities can be enhanced through the maker education linked to SW education STEM convergence education. Meanwhile, one of the tasks that must be set prior to the maker education is to take an educational approach rather than a tech-centric approach and consider ways to stimulate interest and motivation of the participants. For this purpose, this study developed and applied an engineering-oriented Reading & Maker education program to prospective teachers so that they could participate in active making activities on their own with interest and sympathy rather than simply guiding maker activities. As a result of the study, the results of the maker education recognition survey after the application of the program showed a statistically significant improvement(p<.000).

• Proceedings of The KACE
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• 2017.08a
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• pp.75-78
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• 2017

기존의 프로그래밍 교육용 프로그램(스크래치, 엔트리)들은 프로그래밍의 진입장벽을 낮춰 교육의 효율을 높일 수 있었다[1][2]. 하지만 그러한 접근 방식은 실용적인 프로그래밍에 대한 지표가 되기에는 좋지 않다. 우리는 교육용 프로그램으로 게임메이커 스튜디오(이하 GM:S)를 사용하는 것을 제안 하고, 기존 지표의 단점을 풍부한 스크립팅 API와 네이티브 라이브러리 링크 등으로 극복한 GM:S를 교육적 목적으로 사용하는 방법에 대해 알아보고자 한다.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.335-340
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• 2021

This study conducted research on creating an environment for maker education programs for robot and SW education, development and application of maker education programs for low-grade elementary school students in farming and fishing villages. Based on the preceding maker education model, the OMCSI model was developed for the lower grade level of elementary school, and based on this, five WeDo-utilized elementary maker education programs were developed. From April 1, 2020 to October 30, 2020, the results of applying the elementary school maker education program using WeDo Robot 2.0 to 10 second graders of 10 Elementary School in Gyeongsangnam-do are as follows. The average increased by 3.40 points (t=-2.378, p=0.034) and the average increased by 3.30 points (t=-2.329, p=0.040). The average was also increased by 3.40 points (t=-2.458, p=0.038). Finally, it rose to 3.70 points (t=-2.449, p=0.037) for its reasoning ability. That is, all four sub-elements of computing thinking had a significant probability of 0.04, indicating statistical significant differences between scores of pre-post computing thinking. Therefore, the Elementary Maker Education Program using WeDo robots has worked very effectively to improve students' computing thinking skills.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.05a
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• pp.309-313
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• 2018

Maker Activity based Design-Thinking 5 Step is a better experience for providing the public with a better approach to design by sympathizing with human needs and exploring the public's potential desires. This paper studied the teaching method by applying the value of the Maker Training that emphasizes the importance of sharing and opening results with others after creating them based on the ideas of the learners using different tools, the basic mind of Design-Thinking with the observation and empathy about human beings and the derivation of user-centric results to the SW coding curriculum. For this purpose, we studied teaching methods by Design-thinking based on sections that require coding in the information classes of the secondary school curriculum. We demonstrated the class to a group of education experts by applying the syllabus of instruction. Then we collected evaluations and opinions of the experts and we modified the syllabus to reflect the collected assessment. Under the Design-thinking 5 step foundation, classes were demonstrated with a group of education experts, opinions collected, and suggestions collected were reflected on the assessment outcome. I think that It is an effective training opportunity to practice a widespread idea that enables infinite thinking and a convergence of thinking that brings out the best decision from a widespread idea.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.77-84
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• 2021

The purpose of this study is to propose AI maker coding education as a way to improve computational thinking(CT), which is an essential competence for problem-solving capability in modern society, and to analyze the effectiveness of this education on improving CT in elementary school students. For the research, 5 students from 4th graders and 5 students from 6th graders were recruited, and AI maker coding education was planned in 8 sessions to form classes from basic block coding and maker education to real-life problem solving. To analyze the effectiveness of AI maker coding education, pre- and post-CT examinations were performed. The test results confirmed that AI maker coding education had a significant effect on "abstraction", "algorithm", and "data processing" in the five CT components, and confirmed that there was no correlation in "problem resolution" and "automation". Overall, the average score of all students increased, and the deviation between students decreased, confirming that AI maker coding education was effective in improving CT.

• The Journal of Korean Association of Computer Education
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• v.21 no.2
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• pp.41-48
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• 2018

This study aims to present a method for app programming education by analyzing the effect of Learning Flow and Learning Satisfaction from app programming education using m-Bizmaker in specialized high school students. Currently, SW education to increase computational thinking is actively carried out in schools that are leading SW education school and various SW education methods are being applied. In particular, the app programming education could continue when the learner is engaged in Learning Flow and Learning Satisfaction with the learning. And according to survey results, it has been proved that the app programming education using m-Bizmaker is effective to improve some factors of Learning Flow(control sense, loss of consciousness) and Learning Satisfaction in specialized high school students.