• Proceedings of the Korean Society of Computer Information Conference
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• 2017.07a
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• pp.376-377
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• 2017

이 연구는 초등 교사를 대상으로 한 효율적인 연수 프로그램 구성의 출발점 자료를 확보하고자, 초등 교사 200명을 대상으로 SW 교육 영역(SW 문화, SW 창의, SW활용)의 소양 정도를 파악하고 영역 간의 관계를 분석하였다. 연구의 결과, SW 문화소양의 충족, 특히 SW 윤리 소양의 충족이 SW 창의교육 영역(컴퓨팅 사고력과 SW 제작 소양)에 큰 기여를 하는 것으로 확인되었다. 따라서 SW 교사 연수 효율성 제고를 위해 SW 윤리 영역이 컴퓨팅 사고력 영역 및 SW 제작 영역에 관한 교육 내용과 연계성 있는 배치와 시간 운영이 필요하겠다.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.309-315
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• 2021

This study is about the direction of how to compose the information domain curriculum in the domestic subject matter centered curriculum system. To this end, subject-centered and competency-centered curriculum were compared and analyzed, and how the information domain was organized in two types was suggested. In spite of emphasizing competency, the domestic curriculum was judged to be inclined to the subject-centered curriculum because it emphasized the presentation of national-level educational goals, a subject learning model, and textbooks. As examples of the information domain subject-centered curriculum, the information domain of the elementary practical subject and the middle school information curriculum were presented, and the SW convergence curriculum was presented as an example of a progressive curriculum. Under such circumstances, it was emphasized that in order for the learner to lead a life in an intelligent society in the future through the information domain including SWAI content, it must be explicitly described in a subject-centered perspective with computer science as the parent study.

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.47-59
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• 2017

The Goal of SW education is to cultivate creative and convergent human resources with computational thinking ability. The content and methods of SW education are diverse, and it is difficult for the students to properly evaluate what they have learned. In order to appropriately evaluate the learning contents, SW education evaluations should be able to easily evaluate the core content of the SW education. The purpose of this study is to provide a systematic framework that can be used to develop evaluation factors to evaluate the effectiveness of SW education in elementary and secondary schools. We conducted a literature review, a field suitability review through FGI, an expert consultation, and a Delphi survey. As a result, the metrics of the cognitive domain were developed with 17 keywords in three categories: Computational Materials & Outputs (CMO), Computational Concepts (CC), and Computational Practices (CP). Also, metrics of the affective domain were developed with 13 sub-areas in four categories: value, attitude, computational thinking efficacy, and interest. The SW education evaluation factors developed in this study can be used as a framework to develop the evaluation contents in accordance with the contents of education.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.1-10
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• 2020

According to the Fourth Industrial Revolution, SW education is emphasized around the world to educate student with new abilities. Following to these global trends, SW education has become mandatory in Korea's 2015 revised curriculum. However, Korean elementary SW education is focused on the use of block-based programming languages. In addition, the point of view of selecting goals and organizing content of SW Education, the affective domain is ignored and focused only on the cognitive and psychomotor domains. So, this study explored method of SW education using the concept of Team-Shared Mental Model for develop of community capacity and Python, which is textual programming language gaining popularity recently. As a result of performing the post test t-test on two groups with similar Team-Shared Mental Model formation, we found that it was effective in forming a Team-Shared Mental Model of the group applying the SW teaching method suggested in the study.

• The Journal of the Korea Contents Association
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• v.17 no.10
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• pp.190-205
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• 2017

The purpose of this study was to analyze domestic research trends of software education using robot, and find out implications for studies. The 108 articles from 2006 to 2016 in terms of software education using robot were analyzed. Results showd that there has been the growing number of articles, the development research was most frequently used in those studies. And most articles were studies on elementary school students. There used programming such as Scratch, NXT-G etc. and utilized robot likes Mindstorms series, Picocriket etc. Also, there applied to PBL, CPS etc. on software education using robot. Finally, Positive results were shown in learners' cognitive and affective domain. This research has an significance in terms of verifying the educational implications of software education using robot, and offering the direction of software education using robot in the future.

• Journal of Engineering Education Research
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• v.24 no.3
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• pp.50-57
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• 2021

Although the mathematics education process in AI education is a very important issue, little cases are reported in developing effective methods on AI and mathematics education at the university level. The universities cover all fields of mathematics in their curriculums, but they lack in connecting and applying the math knowledge to AI in an efficient manner. Students are hardly interested in taking many math courses and it gets worse for the students in humanities, social sciences and arts. But university education is very slow in adapting to rapidly changing new technologies in the real world. AI is a technology that is changing the paradigm of the century, so every one should be familiar with this technology but it requires fundamental math knowledge. It is not fair for the students to study all math subjects and ride on the AI train. We recognize that three key elements, SW knowledge, mathematical knowledge, and domain knowledge, are required in applying AI technology to the real world problems. This study proposes a modular approach of studying mathematics knowledge while connecting the math to different domain problems using AI techniques. We also show a modular curriculum that is developed for using math for AI-driven autonomous driving.

• Journal of the Korea Society of Computer and Information
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• v.27 no.7
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• pp.27-33
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• 2022

In this paper, we propose a novel generator architecture for multi-domain style transfer method not an image to image translation, as a method of generating a styled image by transfering a style to the content image. A latent vector and Gaussian noises are added to the generator of GAN so that a high quality image is generated while considering the characteristics of various data distributions for each domain and preserving the features of the content data. With the generator architecture of the proposed GAN, networks are configured and presented so that the content image can learn the styles for each domain well, and it is applied to the domain composed of images of the four seasons to show the high resolution style transfer results.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.117-129
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• 2020

The purpose of this paper is to explore ways to assess computational thinking from a formative perspective and to design a process for assessing programming learning using Python. Therefore, this study explored the computational thinking domain and analyzed research related to assessment design. Also, this study identified the areas of Python programming learning that beginners learn and the areas of computational thinking ability that can be obtained through Python learning. Through this, we designed an assessment method that provides feedback by analyzing syntax corresponding to computational thinking ability. Besides, self-assessment is possible through reflective thinking by using the flow-chart and pseudo-code to express ideas, and peer feedback is designed through code sharing and communication using community.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.733-742
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• 2017

In recent years, There is a growing demand for more instructional hours because of the shortage of classes required for the software education included in the 2015 Revised Practical Arts Curriculum of elementary schools. Therefore, the Korea Association of Information Education developed the Informatics Curriculums Standard Model from 2014 to 2016 to revise the next 2020 curriculum. However, the KAIE curriculum lacks linkages with secondary school informatics curriculum and is not composed of core concept-based achievement criteria so that teachers have a lot of difficulties in reconstructing and operating the KAIE curriculum. In this study, four core concepts of information ethics were selected by conducting Delphi survey focusing on the teachers of elementary schools. In other words, we selected the core concepts of the information ethics domain: internet etiquette, personal information protection, information life, and copyright protection. Also, we suggested 16 specific criteria for the core concepts.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.21 no.2
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• pp.79-88
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• 2021

Scientific software requires a development process different from conventional application software due to its unique characteristics, such as expert-level deep domain knowledge requirements. In this study, we proposed a V & V development process based on RE (Reverse Engineering) and TDD (Test-Driven Development) for software development for science. We also configured a virtual scenario for the actual project, applied it, checked the procedure, and refined it. The development process of this study, suggested for the purpose of developing scientific software, will contribute to the development and application of the software that can provide high quality and high reliability. And This study is expected to serve as an opportunity for the development of scientific software and the spread of research.