• Journal of Engineering Education Research
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• v.22 no.2
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• pp.61-70
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• 2019

This paper deals with a 'Designeer' education program that has a specific objective of educating design to undergraduate students in mechanical engineering with the aim of enhancing their ability of collaboration with designers when they are going to work in the field after graduation. The entire curriculum of the Designeer education program is introduced first, the end of which two-semester Capstone Design Courses for senior students is offered to let them practice all the knowledge and skills in a project-based learning environment. Learning specific matters such as sketching & visual thinking, prototyping and user experience design is one thing and practicing those knowledge and skills into a Capstone Design project is another. At this point, design thinking process needs to be in place to give students a foresight of one-year journey and to ensure that they will produce a desirable, feasible and viable product at the end of the year when they define the right problem at the beginning. Their frustrations and discoveries while applying design thinking throughout the year is explained by taking an example of a Robot Vacuum Cleaner design project. Finally, we provide real examples of effective methods to practice divergent and convergent phases.

• Annual Conference of KIPS
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• 2010.04a
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• pp.340-343
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• 2010

본 연구는 공업계 고등학교에서 효율적인 로봇교육을 위하여 로봇에 관심과 흥미가 있는 학생들을 대상으로 로봇 동아리를 조직하고, 경진대회용 배틀 로봇을 제작하는 데 필요한 교육과정을 개발하였다. 이를 위해 첫째로 국내외 경진 대회와 문헌 고찰을 통해 다소 모호한 용어인 배틀 로봇을 정의하고, 에듀테인먼트 로봇으로 구분하였으며, 공업계 고등학교에서 배틀 로봇 제작이 갖는 교육적 활용가치를 탐색하였다. 둘째, '2007년 개정' 교육과정 중에서 '로봇 기초'와 '로봇 제작' 교육과정의 성격과 목표를 분석하였고, 셋째, 배틀 로봇 제작 교육과정을 개발하기 위해 로봇 동아리를 실험대상으로3라운드에 걸친 실험연구를 통해 공업계 고등학교 로봇 동아리 프로그램 적용에 의한 배틀 로봇 제작에 적합한 교육과정을 개발하였다. 로봇이 미래의 기술로 주목받게 됨에 따라 우리나라에서도 로봇 교육이 활성화되고 있는 지금, 배틀 로봇 제작이 학생들에게 체험 교육의 도구가 될 뿐 만 아니라, 공업계 고등학교에서 다루는 로봇 교과목 및 이와 관련된 전문 교과목의 교육효과를 극대화할 수 있는 도구가 될 수 있을 것으로 기대된다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.209-212
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• 2013

The Nuri process of emphasis by the Ministry of Education to promote is standardized curriculum at the national level for the education and care. It is to improve the quality of pre-school education and Ensure a fair starting line early in life and It emphasizes character education in all areas of the window. Nuri the process of development of a the insect robot for the Creativity education Increased the interesting and educational effects. Assembly and the effect on learning of educational content using a VR educational robot using the existing floor assembly using the online website to help assemble and learning raised. Order to take advantage of information technology in the information-based society requires the active interest and motivation in learning, creative learning toddlers learning robot are also needed. A three-dimensional model of the robot, and augmented by linking through the marker, the target marker and the camera relative to the coordinate system of augmented reality, seeking to convert the marker to be used in augmented reality marker patterns within a pre-defined patternto be able to make a decision on what of. The fusion of a smart education through training and reinforcement the educational assembly of the robot in the real world window that is represented by a virtual environment in this paper to present a new form of state-of-the-art smart training, you will want to lay the foundation of the nation through the early national talent nurturing talent.

• The Journal of Korean Association of Computer Education
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• v.19 no.2
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• pp.31-40
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• 2016

Textbook is a tool that helps achieve the learning objectives based on the content of the curriculum. The contents of the textbook will be constructed newly because revised curriculum 2015 was announced. The aim at this study is to provide an indication of the textbook writing. To achieve the objectives, we conducted a pilot study in order to analyze the content of the textbook of informatics currently being used in middle schools and to derive the direction of access to the newly configured physical computing unit. Analysis of content elements was used Romey. The pilot studied makes lesson harmonized with H/W and S/W by utilizing the robot. According to the results of the analysis, there is one textbook among the currently used textbooks that is suitable to help students develop their thinking and in the case of physical computing unit, inquiry instruction showed positive results. This study suggestions necessity of writing types that sets importance on activities in the form of textbook.

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.277-284
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• 2017

Software Education will be implemented at elementary, middle and high schools starting in 2018. The goal of software education is to help students develop Computational thinking skills. Especially, using robots in software education increases student interest and helps to increase creativity. In order for software education using robots to be effective, education for teachers should be effective. The development of effective education contents for preliminary teachers can be said to be the success of software education. By the way, effective education can be said to begin with an accurate analysis of the subjects. In order to develop an effective curriculum for preliminary teachers, it is necessary to grasp the level of preliminary teachers who will carry out the software education using robots. Therefore, in this paper, we surveyed the experiences, levels and perceptions of preliminary teachers to help develop software education curriculum using robots.

• Convergence Security Journal
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• v.18 no.5_1
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• pp.99-104
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• 2018

Modern society has entered the era of the fourth industrial revolution beyond the information age. In other words, technology innovations such as life science, unmanned automobiles, drone, artificial intelligence, big data, robot technology, Internet of things, and nano-technology are leading the change of the world. In these technologies use and delivery of information is playing a key role, and the field of information security for the safe use of information has become an indispensable discipline. In this sense, it is necessary to standardize the curriculum of universities to foster security manpower to meet the needs of the era. In this paper, we develop and present a model to standardize the curriculum in the field of information security. Using this model, each educational institution will be able to select the necessary track or field to guide the students and cultivate information security manpower effectively.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.87-98
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• 2020

Globally SW education is becoming increasingly important, and the government is preparing for this trend as a mandatory implementation of SW education in the 2015 revised curriculum. However, because the 17 hours of annual education offered in the course of Practical Arts cannot have great educational effects, this study attempted to develop a robot-based SW education program related to other regular subjects. Also in order to verify the effects of the program related to future competencies, problem solving ability and communication ability were selected as key factors. The paired t-test was conducted to examine whether there was a significant difference between pretest and posttest results. As a result, it was verified that the subject-related SW education program using robots was effective in improving students' problem-solving ability and communication ability. In addition, after the program was completed a survey was conducted, and it was possible to confirm that students could have positive perception on SW education.

• Journal of The Korean Association of Information Education
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• v.24 no.3
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• pp.215-223
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• 2020

The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

• 한국정보교육학회:학술대회논문집
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• 2006.01a
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• pp.210-215
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• 2006

과학을 어려워하는 어린이들에게 테크놀로지 교육은 학습자가 직접 로봇을 제작, 프로그래밍, 실행해 봄으로써 게임을 즐기듯 재미있게 참여하면서 창의적인 사고 능력과 문제 해결능력을 길러주는데 효과적이다. 본 논문은 현재 실시되고 있는 외국의 로봇교육과정을 살펴보고, 우리나라 초등학교 수준에 맞는 테크놀로지 교육과정을 수준별로 구성하였다. 이를 통해 학습자로 하여금 역동적인 상호작용을 이끌어 냄으로써, 논리적이고 비판적인 사고 능력 함양은 물론, 창의적이고 자기 주도적 문제해결능력 신장을 도모하고자 하였다.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.142-147
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• 2008

로봇 교육은 초등학생들의 논리적 사고와 문제해결력 향상을 위한 최적의 학습 도구이지만 교육과정이나 교재가 전통적 교과과정에 반영되어 개발되어 있지 않다. 그리고 현재 모든 초등학교에서 방과 후 교육이 아닌 정규 수업 시간에 값비싼 로봇교구들을 구입해서 모든 학생들에게 제공할 수 있는 재정적 여건은 마련되어 있지 않다. 따라서 본 연구는 제7차 교육과정의 로봇관련 교과 내용를 분석하여 관련내용을 교과 통합하여 로봇교육과정을 구성하고 정규교과 수업 시간에 초등학생들에게 로봇 교육을 하기 위한 방안을 제시하고자 한다.