• Title/Summary/Keyword: 융합 교육

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Challenges in Science, Mathematics, and Information Convergence Education (과학, 수학, 정보 융합 교육 활성화를 위한 해결 과제)

  • Kim, Seong-Won;Lee, Youngjun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.231-233
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    • 2020
  • 본 연구에서는 과학·수학·정보 융합 교육 활성화를 위하여 한국의 융합 교육 연구를 분석하였다. 이를 통하여 한국의 융합 교육이 겪는 문제점을 도출하였으며, 과학·수학·정보 융합 교육을 활성화하기 위한 해결 과제를 도출하였다. 연구 결과, 과학·수학·정보 융합 교육의 활성화를 위해서는 과학·수학·정보 융합 교육 모형 개발과 역량 기반 교육 모델, 교수-학습 및 평가 모델 개발이 필요하다는 것을 확인할 수 있었다. 연구 결과를 활용하여 후속 연구에서는 과학·수학·정보 융합 교육을 활성화하기 위한 교육 모델 개발을 진행하여야 한다.

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The Analysis on Development Trends for Korean and Overseas Science and Arts Convergence Education Programs (국내외 과학과 예술 융합교육 프로그램 개발 동향 분석)

  • Yang, Seung-Ji;Kwon, Nan-Joo
    • Journal of Science Education
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    • v.38 no.2
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    • pp.376-400
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    • 2014
  • This study aims to examine the current status of Korean and overseas science and arts convergence programs in and out of schools to apply them in school education settings and to learn about the characteristics of overseas programs through case studies. In addition, it explores implications of the current domestic and overseas for implementation in schools. For this study, we selected 193 domestic in-school science and arts convergence programs and 106 domestic out-of-school programs. For the overseas programs, we selected those conducted by the government, research institutes, science halls, and art galleries. We also analyzed the domestic in-school programs by type of students, operation hours, areas of convergence, and the function and role of arts activities. We analyzed domestic out-of-school programs by operation time, operation method, areas of convergence, and type of activities. Moreover, we examined the overseas programs in terms of their program developers, goals, and characteristics. These findings suggest that in order for science and arts convergence education to become well established in Korean schools, it is necessary to develop programs that can be incorporated into the present science education curriculum, rather than individual content or a single class on science and arts convergence, and to diversify the range of programs. In addition, out-of-school programs should be actively considered, and intense discussions on the use of program activities and teaching materials are needed. Finally, research institutes and educational institutions should be closely linked to achieve a common goal.

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Effects of SW-STEAM Education for Elementary School: A Meta-Analysis (초등SW융합교육의 효과에 대한 메타분석)

  • Bae, Yoonju;Lee, Jeongmin
    • The Journal of the Korea Contents Association
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    • v.20 no.10
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    • pp.247-258
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    • 2020
  • The purpose of this study is to synthesize and specifically analyze the effects of elementary SW-STEAM Education on learning outcomes by using meta-analysis. 29 papers are selected and total of 60 effect sizes are deduced. Total effect size is a medium effect of .35, which reveals significant effect on the cognitive and affective domains, and 8 moderator variables explain the difference in total effect sizes as well. The results show that SW-STEAM education is effective for elementary students' learning outcomes. Practical implication for design and implementation are addressed.

A Trend Analysis of Convergence Education in Informatics and Practical Arts(Software Education) Textbooks (정보 및 실과(소프트웨어 교육) 교과서에서의 융합교육 현황 분석)

  • Yi, Soyul;Lee, YoungJun
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.223-224
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    • 2020
  • 2015 개정 교육과정에서는 컴퓨팅 사고력을 갖춘 인재를 함양하기 위해 소프트웨어 교육 및 정보 교육을 강조하고 있으며, 다양한 학문에서의 융합이 제시되고 있다. 그러나 소프트웨어 및 정보 교과에서의 융합교육의 현황이나 방법에 따른 결과 도출, 효과성 검증 등에 대한 연구는 미비한 실정이다. 따라서 본 연구에서는 초등학교 실과 교과서 1종, 중학교 정보 교과서 1종, 고등학교 정보 교과서 1종을 각기 다른 출판사로 무선 표집하여 융합교육 현황에 대해 분석하였다. 분석 결과, 교과서 내에 융합교육의 시도가 1~2회 정도의 융합교육의 시도가 있었음을 확인할 수 있었다. 이러한 변화는 긍정적이라 볼 수 있지만, 충분하다고 판단할 수는 없다. 그러므로 이를 보완하기 위하여 현행의 교과서를 보완해 줄 수 있는 융합교육 자료가 요구된다는 시사점을 도출하였다.

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A Case Study and Industry Demand Investigation on Technological Convergence Education Related to the 4th Industrial Revolution: Focused on Electronics, Software, and Automobile (4차 산업혁명 관련 융합기술교육에 대한 사례조사 및 산업체 수요조사: 전자, 소프트웨어, 자동차 중심의 융합교육 중심으로)

  • Jin, Sung-Hee
    • The Journal of the Korea Contents Association
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    • v.19 no.2
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    • pp.36-48
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    • 2019
  • The purpose of this study is to investigate case studies and industry needs for convergence education in the fields of electronics, software, and automobiles, which are the technical foundations of the Fourth Industrial Revolution. Through the literature review, the convergence education programs focusing on electronics, software, and automobile were derived. The areas were validated by the experts review who consisted of three industry experts and professors in the relevant fields. Domestic and foreign curriculum were investigated to understand the current state of technical convergence education in each field. Industry needs survey for technical convergence education was conducted in cooperation with the Sector Council of Industrial Resources. Research instruments consisted of three parts: needs for technical convergence education, needs for the specific convergence education in the field of electronics, software, and automobile, and opinions on convergence education. A total of 341 participants responded to the questionnaires: 132 in the electronic field, 100 in the software field, and 109 in the automobile field. The industry needs for convergence education were analyzed and implications were suggested. The results of this study are expected to provide a guideline for developing convergence education programs in higher education.

Teacher's Perception towards Collective Teacher Efficacy and Barriers in the Integrative Education by Teaching Levels and Gifted Education Experiences (소속 학교급과 영재교육 경험에 따른 집단적 교수효능감 및 융합교육 장애요인에 대한 교사인식)

  • Lee, Mi-Soon;Lee, Gwang-Ho
    • Journal of Gifted/Talented Education
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    • v.25 no.1
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    • pp.1-19
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    • 2015
  • The study explored teacher's perception towards collective teacher efficacy and barriers in the integrative education by teaching levels and gifted education experiences. A total of 241 teachers answered the collective teacher efficacy scale and survey of teachers' perceptions towards barriers in the integrative education, which responses were analyzed by teaching levels (elementary/secondary level) and gifted education experiences (yes/no) in using the ANOVAs and Pearson correlation. Results indicated that there was no differences in collective teaching efficacy by teachers levels and gifted education experiences. On the other hands, there were significant differences in teacher's perceptions towards barriers in the integrative education by teaching levels and gifted education experiences. For these results, this study analyzed the possibile reasons, which based on the specific characteristics of educational fields and suggested the supportive ways in promoting for the successful application and settlement of the integrative education.

Analysis of Secondary School Teachers' Perceptions and Needs on Computer and Information Literacy Convergence Education (컴퓨터· 정보 소양 함양을 위한 융합 교육에 관한 중등학교 교사의 인식 및 요구 분석)

  • Lee, Eunkyoung;Park, Sangwook;Jeon, Seongkyun
    • The Journal of Korean Association of Computer Education
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    • v.22 no.6
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    • pp.35-42
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    • 2019
  • The purpose of this study is to investigate secondary school teacher's perceptions and needs of computer and information literacy(CIL) convergence education and to suggest implications for promoting CIL convergence education in the actual school fields. We conducted a survey on teachers perceptions and the needs for CIL convergence education and analysed 227 secondary school teachers responses. As a result, we found that the perception of the necessity of CIL convergence education was very high while understanding level of the CIL convergence education and the actual frequency of teaching experiences were relatively low. In addition, CIL convergence education activities are mainly conducted through Informatics curriculum rather than various subjects. We identified that the main constrains of CIL convergence education were the burden on the progress of subject based curriculum as well as the lacking of teaching and learning equipments including computers. We identified that the needs for empowering teachers professional developments and constructing the physical and institutional environments of school sites were high. In discussion, we suggested the support strategies in terms of teacher professional development, institutional supports, and physical environments.

Analysis of Undergraduates' Creative Problem Solving with or without IT Convergence Education (IT 융합 교육 유무에 따른 대학생의 창의적 문제 해결 역량 분석)

  • Kim, Sungae
    • Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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    • pp.372-374
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    • 2019
  • Recent college education in the face of the Fourth Industrial Revolution highlights problem-solving skills or creativity over the passing of professional knowledge. In addition, the need for convergence education is growing further as high-tech information and communication technologies are converging to create innovative changes. In this study, after IT convergence education was conducted and after general convergence education was conducted, the difference in creative problem solving capabilities was compared and analyzed. The study found that students who received IT convergence education had higher creative problem solving capabilities than general convergence education, and showed a statistically significant difference. In order to foster creative problem-solving skills, universities will need to promote IT convergence education in various courses.

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Comparing the Perception of College Professors and Students about Convergence Education in IT (IT 분야의 융합교육에 대한 전문대학 교수자와 학습자의 인식 비교)

  • Kim, Kyong Ah;Kim, Ji Sim;Kwon, Suhyun;Kim, Joonyoung;Jin, Myung Sook
    • Proceedings of the Korean Society of Computer Information Conference
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    • pp.349-350
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    • 2019
  • 인구 감소에 따른 입학자원의 감소로 인해 대부분의 대학이 어려움을 겪고 있는 교육 환경 속에서 대학이 생존과 양질의 교육을 위해 모색하고 있는 것 중의 하나는 융합교육이다. 본 연구에서는 수요자 모두가 만족할 수 있는 융합교육을 실시하기 위하여 교수자와 학습자의 융합교육에 대한 인식과 희망 융합 학문 분야 등을 조사 분석하여 전문대학의 융합교육에 필요한 학문 분야별 요소들을 도출하고자 하였다. 특히, IT 분야에 대한 교수자와 학습자들의 융합 희망 분야에 대한 인식 비교를 통해 향후, IT 분야 융합교육의 운영에 대한 방안을 모색하는데 그 목적이 있다.

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A Study of the Key Factors and Expected Outcomes of Convergence Education using a Delphi Technique (융합교육 핵심요인과 기대효과에 대한 델파이 분석)

  • Cho, Eunbyul;Lee, Seon-Young;Shin, Jongho;Hong, Yoon-Jeong
    • Journal of Gifted/Talented Education
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    • v.25 no.1
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    • pp.37-58
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    • 2015
  • The purpose of this study was to investigate the characteristics of convergence education through the Delphi survey targeting 19 teaching professionals. The Delphi survey was completed three times, drawing key factors and expected outcomes which explain the characteristics of convergence education. The key factors of convergence education were classified as 'educational design', 'teachers' expertise' and 'educational environment'. Educational design focused on the qualitative characteristics of leaner's experience. Teachers' expertise was teacher's active and supportive roles in relationship with fellow teachers and learners. Educational environment was the psychological factors with which various subjects can realize convergence education. The expected outcomes were classified as 'learner's cognitive characteristics', 'leaner's affective characteristics', and 'teacher and educational system'. The expected outcomes of convergence education leads to psychological changes for learners to increase the advanced learning experiences and to pursue values of education itself. Compared to similar concepts, convergence education has some unique characteristics in which many of regular learners in educational settings and various topics are targeted. It also focuses on psychological factors of various subjects and qualitative natures of leaners' learning experience for the advanced learning. Especially, these results have significance in understanding the nature of convergence education, focusing on educational practices through teachers'perspectives.