• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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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.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.227-228
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• 2023

정부의 인공지능 국가전략을 통해 인공지능 교육은 초등학교에서도 필수교육으로 대두되고 있다. 또한 인공지능 소양을 습득하기 위해 타 교과와 융합한 인공지능 융합 교육의 필요성이 증가하고 있고, 인공지능 발달에 대한 수학의 역할을 고려하여 수학 교과를 통해 인공지능의 이해를 기르는 것이 강조되고 있다. 따라서 본 연구에서는 수학 교과와 인공지능 교과가 융합한 인공지능 융합 교육 프로그램을 개발하기 위해 초등학교 3~4학년 수학 교과의 도형 분류를 의사 결정 나무 모델을 활용하여 가르치는 인공지능 융합 교육 프로그램을 개발하였다. 본 연구를 통해 개발된 프로그램은 초등학생의 인공지능 개념학습을 통한 인공지능 기초소양 함양뿐만 아니라 수학 교과의 이해 및 성취도 향상에 도움이 될 것으로 기대된다.

• Journal of Korea Entertainment Industry Association
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• v.14 no.3
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• pp.83-91
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• 2020

The purpose of this study is to develop creativity-based creative convergence subjects for nursing students. For the purpose of this study, the procedures are conducted that the needs analysis, setting educational goals, segmentation of educational goals, selection of educational contents and organization by F. Bobbitt's curriculum development model and the creative convergence subject was developed through the verification process of the validity of experts. Through a theoretical review, the contents of education in creative convergence subjects consisted of converging with other areas, focusing on creativity. It was presented as a liberal arts subject with two credits, and as an educational method, an online class utilizing blended learning and offline classes centered on activities by teams were presented. In addition, the curriculum was divided into understanding, application, synthesis, and deepening so that students could understand the concept of creative convergence thinking and apply it through thinking techniques and strategies, and finally improve their creative convergence thinking abilities through team projects.

• The Journal of the Korea Contents Association
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• v.22 no.5
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• pp.685-696
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• 2022

This study explores convergence curriculum for design and data science, and applies data science knowledge on undergraduate design classes for designer's data literacy. First, related studies about data literacy education for non-data science major's, and data driven design project cases are explored, then design competency and data competency based on NCS are studied. Then this study developed 3 step design-data convergence curriculum model for designers' data literacy. The curriculum model is applied on case study classes, which are Big data and UX design(2) classes. The learning results and student's feedback of the case study classes are collected and analyzed to prove the design-data convergence curriculum, and the results provide findings and implications of the design-data convergence class case study.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.537-554
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• 2018

The era of the Fourth Industrial Revolution calls for creativity - convergence talent. In addition to having mathematical knowledge, they can create new technologies by linking them to other fields. This social trend is also reflected in the 2015 revised curriculum, and plans to further expand the STEAM education emphasized since 2011. Many teachers who had previous experience with STEAM training were satisfied with the STEAM teaching effectiveness. However, the reality is that the lack of expertise in other subjects is causing a burden on the ongoing implementation of convergence education. One way to alleviate these teachers' burden is to find the STEAM elements and then apply. Since the convergence education is required continuously, it is necessary to analyze the textbook according to the 2015 curriculum. In this study, we examined how the elements of the STEAM were apply in 7th grade textbooks. Based on the classification framework proposed by Yakman (2008), a new classification framework was devised and applied to the analysis.

• Journal of the Korea Convergence Society
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• v.9 no.11
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• pp.193-202
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• 2018

The purpose of this study was to focus on the personality education which is considered a requirement in university education and searched the components to be considered to develop an integrated curricular-noncurricular system to promote the personality education. For this purpose, a method of study was used to explore relevant prior studies in the form of appeal. The basic components of the integrated curricular-noncurricular system for personality education in university are: 'fundamental contents of regular courses of personality education as a fundamental noncurricular program', 'noncurricular areas and hands-on topics related to the contents of regular courses of personality education', 'configuration of integrated curricular-noncurricular system of personality education', 'capacities for personality education and organic categorization', and 'management of follow-up learning'. Finally, the conclusions discussed above were based on the conditions of the leader that could be realized on the basis of the personality education curriculum at the university site.

• 한국정보교육학회:학술대회논문집
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• 2021.08a
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• pp.349-354
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• 2021

In this study, a model that can converge with artificial intelligence in each subject as software and artificial intelligence education become mandatory in the curriculum revised in 2022 is proposed. The proposed AI convergence education model is based on the content of the subject (accomplishment standard + subject). The second axis is artificial intelligence tools, the third axis is artificial intelligence technology, and the fourth axis is data applied in daily life. In order to apply artificial intelligence to each subject, it is necessary to apply artificial intelligence tools, artificial intelligence technology, and data in daily life to the achievement standards and content of each subject. If the achievement standards and subject contents are structured in this way, it can be seen that the convergence with each subject is good. Therefore, when composing textbooks by achievement standards and topics, it is necessary to add artificial intelligence tools, artificial intelligence technology, and daily data.

• The Journal of Korean Association of Computer Education
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• v.23 no.4
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• pp.69-78
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• 2020

In the era of the 4^th industrial revolution and convergence, various discussions and studies have been conducted to develop future social talents, and through this, the need for creative convergence talents is increasing. In line with the change to a software-oriented society, countries around the world are trying to strengthen SW education, but high school students' awareness of the necessity of information subject and SW education that is the center of convergence is insufficient. Therefore, opportunities for convergence of the information subject and various fields should be provided. In this study, information education was converged to the science exploration experiment subject to construct an educational program that can develop creative convergence, and a convergence class using physical computing were applied to high school students for 9 hours. As a result of the experiment, the recognition of SW education of the experimental group was improved, and it was confirmed that the learner's convergence literacy of the experimental group was statistically different from that of the control group that conducted the general science experiment class.

• Communications of Mathematical Education
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• v.32 no.4
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• pp.477-493
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• 2018

The six core competencies included in the mathematics curriculum Revised in 2015 are problem solving, reasoning, communication, attitude and practice, creativity and convergence, information processing. In particular, the creativity and convergence competency is very important for students' enhancing much higher mathematical thinking. Based on the creativity and convergence competency, this study selected the five elements of the creativity and convergence competency such as productive thinking element, creative thinking element, the element of solving problems in diverse ways, and mathematical connection element, non-mathematical connection element. And also this study selected the content(chapter) of the graph in the seventh grade mathematics textbook. By the subject of the ten kinds of textbook, this study examined how the five elements of the creativity and convergence competency were shown in each textbook.

• Proceedings of the Korean Society of Computer Information Conference
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• 2022.01a
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• pp.181-182
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• 2022

본 연구의 목적은 성인학습자 교과과정 '융합형' 교수법을 통해 학습자 특성에 맞는 수업방법을 적용하고 개선방안을 모색하고자 하였다. 본 연구의 교수법을 효율적으로 달성하기 위해 4차에 걸쳐 진행되었다. 1차 '융합형' 교수법 적용 탐색, 2차 교수법 적용 지도법 논의, 3차 교수법 적용 및 보완, 4차 학습자 만족도 조사 및 분석 체계로 이루어졌으며, '융합형' 교수법 적용으로 아동(보육) 관련 교과목, 청소년 관련 교과목 위주의 공통 융합지도(하브루타 교수법, PBL 교수법)가 담당교수 별로 이루어졌다. 연구결과 첫째, '융합형 교수법'의 이론적 근거를 마련하여야 한다. 둘째, 현장연계 교과목 수업에 연계(아동, 청소년) 관련 기관과의 협력이 필요하다. 셋째, 학습자 전체가 참여할 수 있는 (토론회, 공청회) 등 프로그램 개발이 필요하다. 넷째, 다양한 자료, 기술, 기법을 통해 학습자의 동기유발이 필요하다.