• Journal of Korean Elementary Science Education
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• v.41 no.4
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• pp.740-753
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• 2022

This study was conducted to develop and apply an out-of-school STEAM program model based on Social-Emotional Learning (SEL) for underprivileged students in the lower grades. To this end, a STEAM program based on SEL was developed, with the following characteristics. First, by integrating traditional STEAM learning elements and SEL elements, a structured program was designed with consistent stages, including mindfulness meditation→present an authentic situation→creative design→emotional experiences→reflection. Second, the program was structured so that elementary school students could develop mathematical thinking and scientific inquiry skills in problem-solving situations in daily life. Third, the detailed themes for each STEAM program involved storytelling-based problem situations, as well as activities centered on play and sympathy to reflect the educational needs of underprivileged students. From these characteristics, a total of five programs were developed and applied to 16 teachers and 354 lower-grade elementary school students in 16 community children centers nationwide. The results were as follows. First, while students' satisfaction with the STEAM program was 4.16, there were no significant differences in STEAM satisfaction according to gender. Second, while all students' interest and self-efficacy, which was one of sub factors of STEAM attitude, were significantly improved, no significant difference was seen in STEAM attitudes according to gender. Third, although students' SEL competencies were not significantly improved, relationship skills, which were among the sub factors of SEL competencies, were significantly improved, and there were no significant differences in SEL competencies according to gender. From these results, a discussion on the effect of the out-of-school STEAM program for underprivileged students and directions for follow-up studies was suggested.

• Journal of Korean Society of Industrial and Systems Engineering
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• v.4 no.4
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• pp.43-61
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• 1981

Interest in the Quality of working life is spreading rapidly and the phrase has entered the popular vocabulary. That this should be so is probably due in large measure to changes in the values of society, nowadays accelerated as never before by the concerns and demands of younger people. But however topical the concept has become, there is very little agreement on its definition. Rather, the term appears to have become a kind of depository for a variety of sometimes contradictory meanings attributed to it by different groups. A list of all the elements it if held to cover would include availability and security of employment, adaquate income, safe and pleasant physical working conditions, reasonable hours of work, equitable treatment and democracy in the workplace, the possibility of self-development, control over one's work, a sense of pride in craftsmanship or product, wider career choices, and flexibility in matters such as the time of starting work, the number of working days in the week, Job sharing and so on altogether an array that encompasses a variety of traditional aspirations and many new ones reflecting the entry into the post industrial era. The term "quality of working life" was introduced by professor Louis E. Davis and his colleagues in the late 1960s to call attention to the prevailing and needlessly poor quality of life at the workplace. In their usage it referred to the quality of the relationship between the worker and his working environment as a whole, and was intended to emphasize the human dimension so often forgotten among the technical and economic factors in job design. Treating workers as if they were elements or cogs in the production process is not only an affront to the dignity of human life, but is also a serious underestimation of the human capabilities needed to operate more advanced technologies. When tasks demand high levels of vigilence, technical problem-solving skills, self initiated behavior, and social and communication skills. it is imperative that our concepts of man be of requisite complexity. Our aim is not just to protect the worker's life and health but to give them an informal interest in their job and opportunity to express their views and exercise control over everything that affects their working life. Certainly, so far as his work is concerned, a man must feel better protected but he must also have a greater feeling of freedom and responsibility. Something parallel but wholly different if happening in Europe, industrial democracy. What has happened in Europe has been discrete, fixed, finalized, and legalized. Those developing centuries driving toward industrialization like R.O.K, shall have to bear in mind the human complexity in processing and designing the work and its environment. Increasing attention is needed to the contradiction between autocratic rule at the workplace and democratic rights in society.n society.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.21 no.2
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• pp.268-279
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• 2020

This study was undertaken to identify nursing professionalism perceptions among nursing students who had completed a semester of simulation-based education, and to provide the basis for presenting direction of the simulation curriculum that helps in the emergence of a positive nursing professional in future. Data obtained from focus group interviews of study participants determined 17 semantic categories and 6 themes through the process of identifying, comparing, and categorizing meaningful concepts. The perception of nursing students regarding the profession after simulation-based education include 'realization of professionalism', 'ethics and emotions as professional human subjects', 'cultivation of communication skills', 'integrative thinking for problem solving', and 'foundation', and also the importance of a 'foundational knowledge body' and 'reflection of self-capacity'. The results of this study reflect on 5 intuitional areas of a nursing professional: professional self-concept, social awareness, nursing expertise, nursing room role, and independence of nursing. The results of this study indicate that in order to enable nursing students to experience nursing professional intuition through simulation-based hands-on training, it is necessary to actively revise and apply courses for the development of a positive nursing professional intuition through simulation education.

• KIPS Transactions on Software and Data Engineering
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• v.5 no.11
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• pp.527-534
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• 2016

The emergent information society requires the talent for creative thinking based on problem-solving skills and comprehensive thinking rather than simple memorization. Therefore, the Korean curriculum has also changed into the direction of the creative thinking through increasing short-answer questions that can determine the overall thinking of the students. However, their scoring results are a little bit inconsistency because scoring short-answer questions depends on the subjective scoring of human raters. In order to alleviate this point, an automated scoring system using a machine learning has been used as a scoring tool in overseas. Linguistically, Korean and English is totally different in the structure of the sentences. Thus, the automated scoring system used in English cannot be applied to Korean. In this paper, we introduce an automated scoring system for Korean short-answer questions using predictability and unanimity. We also verify the practicality of the automatic scoring system through the correlation coefficient between the results of the automated scoring system and those of human raters. In the experiment of this paper, the proposed system is evaluated for constructed-response items of Korean language, social studies, and science in the National Assessment of Educational Achievement. The analysis was used Pearson correlation coefficients and Kappa coefficient. Results of the experiment had showed a strong positive correlation with all the correlation coefficients at 0.7 or higher. Thus, the scoring results of the proposed scoring system are similar to those of human raters. Therefore, the automated scoring system should be found to be useful as a scoring tool.

• Journal of The Korean Association For Science Education
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• v.38 no.6
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• pp.781-792
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• 2018

In modern society, as technology develops and industry diversifies, students can choose from a variety of career paths. Since science, technology, engineering, and mathematics require a longer education and experience than other fields, it is important to design science education policies based on the competencies required for science, technology, engineering, and mathematics (STEM) occupations. This study explores the definition of science and technology manpower and STEM occupations and identifies core competencies of STEM occupations using standard job information operated and maintained by the US Department of Labor ($O^*NET$). We specially analyzed ratings of the importance of skills (35 ratings), knowledge (33 ratings), and work activities (41 ratings) conducting descriptive analysis and principal component analysis (PCA). As a result, core competencies of STEM occupations consist of STEM problem-solving competency, Management competency, Technical competency, Social service competency, Teaching competency, Design competency, Bio-chemistry competency, and Public service competency, which accounts for 70% of the total variance. This study can be a reference for setting the curriculum and educational goals in secondary and college education by showing the diversity of science and technology occupations and the competencies required for STEM occupations.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.495-509
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• 2020

This study is a theoretical research to explore ways to effectively learn AI in the age of intelligent information driven by artificial intelligence (hereinafter referred to as AI). The emphasis is on presenting a teaching method to make AI education accessible not only to students majoring in mathematics, statistics, or computer science, but also to other majors such as humanities and social sciences and the general public. Given the need for 'Explainable AI(XAI: eXplainable AI)' and 'the importance of storytelling for a sensible and intelligent machine(AI)' by Patrick Winston at the MIT AI Institute [33], we can find the significance of research on AI storytelling learning model. To this end, we discuss the possibility through a pilot study targeting general students of an university in Daegu. First, we introduce the AI storytelling(AI+ST) learning method[30], and review the educational goals, the system of contents, the learning methodology and the use of new AI tools in the method. Then, the results of the learners are compared and analyzed, focusing on research questions: 1) Can the AI+ST learning method complement algorithm-driven or developer-centered learning methods? 2) Whether the AI+ST learning method is effective for students and thus help them to develop their AI comprehension, interest and application skills.

• 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.

• Cartoon and Animation Studies
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• s.47
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• pp.31-52
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• 2017

NCS education was created to realize a society in which skills and abilities are respected, such as transcending specifications, establishing recruitment systems, and developing and disseminating national incompetence standards. At the university level, special lectures and job training are being strengthened to raise industrial experts. Especially, in the field of animation, new technologies are rapidly emerging and demanding convergent talents with various fields. In order to meet these social demands, there is a limit to the existing one-class teaching method. In order to solve this problem, it is necessary to participate in a variety of specialized teachers. In other words, rather than solving problems of students' job training and job creation, It is aimed to solve jointly, Team teaching was suggested as a method for this. The expected effects that can be obtained through this are as follows. First, the field of animation is becoming more diverse and complex. The ability to use NCS job-related skills pools can be matched with professors from other departments to enable a wider range of professional instruction. Second, it is possible to use partial professorships in other departments by actively utilizing professors in the university. This leads to the strengthening of the capacity of teachers in universities. Third, it is possible to build a broader and more integrated educational system through cooperative teaching of professors in other departments. Finally, the advantages of special lectures and mentor support of college professors' pools are broader than those of field specialists. A variety of guidance for students can be made with responsible professors. In other words, time and space constraints can be avoided because the mentor is easily met and guided by the university.

• Journal of The Korean Association For Science Education
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• v.38 no.4
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• pp.467-480
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• 2018

This study aims to investigate how flipped learning-based socioscientific issue instruction (FL-SSI instruction) affected middle school students' key competencies and character development. Traditional classrooms are constrained in terms of time and resources for exploring the issues and making decision on SSI. To address these concerns, we designed and implemented an SSI instruction adopting flipped learning. Seventy-three 8th graders participated in an SSI program on four topics for over 12 class periods. Two questionnaires were used as a main data source to measure students' key competencies and character development before and after the SSI instruction. In addition, student responses and shared experience from focus group interviews after the instruction were collected and analyzed. The results indicate that the students significantly improved their key competencies and experienced character development after the SSI instruction. The students presented statistically significant improvement in the key competencies (i.e., collaboration, information and technology, critical thinking and problem-solving, and communication skills) and in two out of three factors in character and values as global citizens (social and moral compassion, and socio-scientific accountability). Interview data supports the quantitative results indicating that SSI instruction with a flipped learning strategy provided students in-depth and rich learning opportunities. The students responded that watching web-based videos prior to class enabled them to deeply understand the issue and actively engage in discussion and debate once class began. Furthermore, the resulting gains in available class time deriving from a flipped learning approach allowed the students to examine the issue from diverse perspectives.