• Title/Summary/Keyword: SW 교육 시수

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An Analysis of Software Education Hours in Elementary School Teacher Training Institutions : Focusing on the Influence of SWEET Project (초등교원양성 기관의 SW 교육 시수 분석 : SWEET 사업의 영향을 중심으로)

  • Lee, Jaeho;Shim, Jaekwoun
    • Journal of The Korean Association of Information Education
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    • v.24 no.2
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    • pp.147-155
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    • 2020
  • The analysis targeted the curriculum of general, subject education, and apecial activities that are required for SW education of 11 universities of education where SWEET project is applied. The results showed that the average credits related to SW education in elementary school teacher training institutions were 2.2 for general, 2.3 for subject education, and 0.6 for special activities. As a result of analyzing the changes in the curriculum by year, it can be interpreted as an effect of the SWEET project because the proportion of credits and hours in subject education increased and because the proportions of general and special activities decreased. However, on average, the credit related to SW education was 5.1, whereas the credits related to mathematics and science were 6.5 and 7.8, respectively, which indicated a need for revising and improving the curriculum for SW education.

Comparison of the operation of SW gifted curriculum: Focusing on face-to-face and non-face-to-face classes (SW영재학급 교육과정 운영 비교 : 대면 및 비대면 수업방식 중심으로)

  • Lee, Jaeho;Song, Yongjun;Ga, Minwook
    • 한국정보교육학회:학술대회논문집
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    • 2021.08a
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    • pp.45-50
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    • 2021
  • In order for SW education to be established in the era of non-face-to-face caused by COVID-19, research on the efficiency of SW education according to face-to-face and non-face classes is needed. Therefore, this study classified the operation status of the curriculum of 30 SW gifted classes nationwide in 2020 according to the class method(face-to-face, non-face, and blended). Subsequently, the results of class time and production per person were compared and analyzed through quantitative analysis. According to the study, the type of classes that performed the most classes compared to the planned number of hours was non-face-to-face(90.9%), followed by face-to-face(84.2%) and the least was blended(80.5%). The average number of products per student was the highest in the face-to-face class(0.504), while the blended class(0.421) and non-face-to-face class(0.42). Based on the results of this study, the non-face-to-face approach is advantageous in securing the number of hours, but various measures should be prepared to solve this problem because teachers and students find it difficult to guide the output.

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A Study on Comparing the Computer Science Education Hours between Public and Private Elementary Schools (공립초등학교와 사립초등학교의 정보교육 시수 비교 연구)

  • Choi, Moonseok;Shin, Seungki
    • 한국정보교육학회:학술대회논문집
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    • 2021.08a
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    • pp.107-112
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    • 2021
  • This study tried to analyze the hours for computer science education in private elementary schools located in Seoul, in order to find out how many lesson hours are required. According to online discussion participation in the 2022 revised curriculum survey results, it was found that students and parents wanted computer science education to be strengthened. Information education in public elementary schools consists of a separate unit in the practical subject based on the 2015 revised curriculum and is to be implemented for more than 17 hours. As a result of surveying the average hours of computer science education based on school reminder of 28 private elementary schools in Seoul, it was found that about 152 hours of information education were being operated for 6 years. This is about 9 times the gap in education hours compared to public elementary schools. Artificial intelligence is emerging as important, so the lesson hours of information education must be secured to strengthen students' future competency in morden society. Therefore, informatics curriculum should be independent as a subject and secure the number of hours in the elementary school level.

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An Analysis of the Information Curriculum of the University-affiliated Science Gifted Education Center (대학부설 과학영재교육원의 정보영역 교육과정 분석)

  • Lee, Jaeho;Jang, Junhyung;Jeong, Hongwon
    • Journal of The Korean Association of Information Education
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    • v.25 no.6
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    • pp.891-898
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    • 2021
  • The purpose of this study is to analyze the curriculum of the University-affiliated Science Gifted Education Center from 2018 to 2020 to analyze the proportion of the information area in the total class and the contents of the class, thereby confirming the trend change in the information area. After analyzing the number of hours that information education occupies in the total number of class hours, information education was classified into three categories: computer use education, SW coding education, and SW convergence education, and the curriculum was analyzed in detail. The analysis results are summarized as follows. First, the proportion of information education in total education is gradually increasing compared to 2018. Second, the proportion of computer utilization education in information education is relatively decreasing, and SW coding education and SW convergence education are expanding. Considering that the field of information education has been expanded in various forms, more systematic information education will be provided to students in the future and its usefulness will increase rapidly.

Recognition of SW Education of Students, Parents, and Teachers in Elementary, Middle and High Schools: Focused on the SW Leading School (초·중등 학생, 학부모, 교사의 SW 교육에 대한 인식 조사: SW 선도학교를 중심으로)

  • Kim, Sung-ae;Lee, Young-ho;Hong, Ji-Yeon;Koo, Duk-hoi;Park, Jungho
    • Journal of The Korean Association of Information Education
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    • v.23 no.6
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    • pp.591-598
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    • 2019
  • The purpose of this study is to identify the perceptions of SW education among elementary, middle and high school students, parents, and teachers, and to identify the variables that influence the perception of SW education. For this study, a total of 50 elementary schools, 14 middle schools, and 8 high schools were selected from the stratified sampling method, and an online survey was conducted for students, parents, and teachers. According to the results, the questionnaires of 2,231 students, 615 parents, and 173 teachers were analyzed. According to the results of the study, students, parents, and teachers who had experienced SW leading schools had a high awareness of SW education, and school-level students showed higher recognition in the order of elementary, middle, and high school. As a result of analyzing the difference of perception according to the characteristics of the study subjects, the students were more aware of the fact that male students, students who participated in SW-related club activities, students who participated in SW-related competitions, higher class times of the desired. In the case of parents, the parents of male students, parents who taught SW-related educational activities outside the school, and the parents with high hopes had high awareness. In the case of teachers, the higher the educational experience of SW, the higher the students' perception of the desired time of 2 hours. As a result of analyzing the influence of the characteristics of the subjects on the perception through the multiple regression analysis, the students 'and parents' awareness and the degree of hemming on the SW-related education were found to have a positive effect. In addition, teacher awareness and SW education career were found to have a positive effect.

Trend of ICT Education in Korea and Analysis of Overseas Cases (국내 ICT 교육 동향 및 해외 사례 분석)

  • Woo, Seokjun;Koo, Dukhoi
    • 한국정보교육학회:학술대회논문집
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    • 2021.08a
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    • pp.261-267
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    • 2021
  • This study examines the purpose and goals of ICT education, compares them with current software and artificial intelligence-oriented information curriculum, analyzes foreign SW curriculum, extracts learning topics and elements, and analyzes whether the current information curriculum is presented effectively. As a result of the analysis, the number of information-related courses in Korea is currently lower than in other countries, which has reduced the number of basic computer applications and underlying software applications such as presentations and spreadsheets covered in ICT training in the past. In addition, compared to Korea's curriculum where information education begins in the fifth grade of elementary school, other countries are introducing information education from the first grade to the third grade of elementary school. Therefore, active discussions on the expansion of the number of information education, the timing of introduction of information education, and the utilization of basic computers are needed.

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Elementary School Teachers' Perception of New Informatics Subject according to Computing Competency

  • Mi-Young Ryu;Seon Kwan Han
    • Journal of the Korea Society of Computer and Information
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    • v.28 no.11
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    • pp.245-252
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    • 2023
  • In this study, we analyzed elementary school teachers' perception and method of establishing a new subject according to their computing competency. First, we developed a survey on the need to establish a new elementary school informatics. We also collected data from 166 elementary school teachers. As a result of the analysis, opinions differed on the establishment of information subjects depending on teachers' computing competencies. Teachers also showed differences in the characteristics of their subjects, number of class hours, and methods of organizing classes. As the results, we found that in order to establish a new information subject, a plan must be prepared to raise awareness and the need for informatics subjects among teachers who have low computing compency or no major in computer-related fields. We hope that many elementary school teachers will recognize the necessity and importance of establishing a new information subject.

Analysis of Teacher Perceptions on Establishing Information Subjects in Elementary Schools (초등학교의 정보 교과 신설에 관한 교사 인식 분석)

  • Lee, Jaeho;Hur, Kyeong;Sohn, Wonsung;Kim, Kapsu;Kim, ChongWoo;Kim, Hongrae;Ma, DaiSung;Park, SunJu;Ann, SungHun
    • Journal of The Korean Association of Information Education
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    • v.25 no.2
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    • pp.227-237
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    • 2021
  • In this thesis, a survey was conducted on elementary school teachers about the establishment of information subjects in elementary schools. As a result, the opinion that information subjects should be newly established for ICT literacy education and SW/AI education in elementary schools was very high. In addition, if it is difficult to establish a new information subject, opinions in favor of the organization of the information subject as an autonomous subject using the discretionary time of the principal were high. In light of the results of this analysis, it is judged that it is necessary to establish a new information subject for ICT literacy education and SW/AI education in the next elementary school curriculum. However, if it is difficult to establish a new information course, it is necessary to come up with a plan that can be operated in the form of autonomous subject for students wishing to learn SW/AI. And it is judged that the number of class hours should be secured for at least 1 hour or 2 hours per week in the 3rd grade and above.

An Analysis Study of SW·AI elements of Primary Textbooks based on the 2015 Revised National Curriculum (2015 개정교육과정에 따른 초등학교 교과서의 SW·AI 요소 분석 연구)

  • Park, SunJu
    • Journal of The Korean Association of Information Education
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    • v.25 no.2
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    • pp.317-325
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    • 2021
  • In this paper, the degree of reflection of SW·AI elements and CT elements was investigated and analyzed for a total of 44 textbooks of Korean, social, moral, mathematics and science textbooks based on the 2015 revised curriculum. As a result of the analysis, most of the activities of data collection, data analysis, and data presentation, which are ICT elements, were not reflected, and algorithm and programming elements were not reflected among SW·AI content elements, and there were no abstraction, automation, and generalization elements among CT elements. Therefore, in order to effectively implement SW·AI convergence education in elementary school subjects, we will expand ICT utilization activities to SW·AI utilization activities. Training on the understanding of SW·AI convergence education and improvement of teaching and learning methods using SW·AI is needed for teachers. In addition, it is necessary to establish an information curriculum and secure separate class hours for substantial SW·AI education.

A Study on the Perceptions of SW·AI Education for Elementary and Secondary School Teachers Using Text Mining (텍스트 마이닝을 이용한 초·중등 교사의 SW·AI 교육에 대한 인식 연구)

  • Mihyun Chung;Oakyoung Han;Kapsu Kim;Seungki Shin;Jaehyoun Kim
    • Journal of Internet Computing and Services
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    • v.24 no.6
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    • pp.57-64
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    • 2023
  • This study analyzed the perceptions of elementary and secondary school teachers regarding the importance of SW/AI education in fostering students' fundamental knowledge and the necessity of integrating SW/AI into education. A total of 830 elementary and secondary school teachers were selected as study subjects using the judgment sampling method. The analysis of survey data revealed that elementary and secondary teachers exhibited a strong awareness of the importance and necessity of SW/AI education, irrespective of school characteristics, region, educational experience, or prior involvement in SW and AI education. Nevertheless, the primary reasons for not implementing SW/AI education were identified as excessive workload and a lack of pedagogical expertise. An analysis of opinions on the essential conditions for implementing SW/AI education revealed that workload reduction, budget support, teacher training to enhance teacher competency, content distribution, expansion of subject-linked courses, and dedicated instructional time allocation were the major influencing factors. These findings indicate a significant demand for comprehensive instructional support and teacher capacity-building programs.