• Journal of Digital Convergence
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• v.11 no.5
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• pp.423-428
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• 2013

This paper is to suggest how to apply smartphone application making for literature class as a learning tool. New specialists in literature are not satisfied with the traditional learning methods for the acquisition of theoretical knowledge any more. They try to learn the making process of smartphone application using app writing tools to meet their attention and needs. As a result, they can experience "deterritoriatization" of their major. Such a new learning method not only makes the learners build up their literary knowledge, but also plays a part to meet their needs to make it reality as a practical method that satisfies their learning needs. On this basis, there can be a possibility for literature to be the important resource of the contents development for mobile application.

• Journal of Digital Convergence
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• v.13 no.10
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• pp.33-40
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• 2015

Today the computerization in overall civil life is globally progressing, and software plays a central role in all interdisciplinary areas of society. These changes of information environments lead to the change of values and paradigm shift, and the change of Korean educational policies is also happening. As human-machine interaction is becoming ubiquitous, code literacy is going to play an important role before long. Despite these transitions, information education in universities in Korea focuses on just driving application programs. In this paper, we explore overall educational system and curriculum of universities in Korea. And we present educational factors corresponding to educational levels and contents. Presented five factors coupling three educational contents and three educational levels may be dedicated to design curriculum.

• Proceedings of The KACE
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• 2018.08a
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• pp.167-170
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• 2018

제주특별자치도는 2016년부터 제주로on코딩이라는 제주형 SW교육 사업을 통해 디지털 사회혁명을 대비하고 있다. '제주로on코딩'은 제주형 SW교육을 위한 내용체계 개발에서부터 컴퓨팅 사고력 증진을 위한 전문강사 양성 과정 운영 등 SW소양교육부터 인식확산 사업까지 SW교육 토탈 솔루션을 제공하고 있다. 본 논문에서는 2016 2017년 성과를 바탕으로 향후 개선방향을 정리하고 이후 제주로on코딩이 나아갈 방향에 대해 제언하고자 한다.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.385-394
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• 2019

Computer education in France has begun in the 1960, and the education system covering elementary and middle school was completed in 2018. Since the industrialization of France, the research on the instructional method and system on computer science education had been conducted for over 60 years as a core skill to prepare for the future society. There are four major implications we have figured out in this study. First, each achievement goal to be achieved is set based on the hierarchy of school grades. Second, the full establishment of computer science education was completed in three years after the curriculum was announced in France. Third, the contents are presented to enhance problem solving ability through programming algorithms based on the balance between computer literacy and the concepts of computer science. Fourth, the contents of integrated computer science education is considered with in the lower grades of elementary school, and it is proposed to deepen understanding and programming of computer literacy and the concept of computer science as the grade and school level get higher.

• The Journal of the Convergence on Culture Technology
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• v.8 no.5
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• pp.59-69
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• 2022

The purpose of this study is to suggest improvement directions by analyzing the meaning of the 2022 revised curriculum. Research methods include literature research, surveys, and interviews. The conclusion is as follows. First, The background of the promotion has been revised to cultivate the competencies necessary for the future society and to strengthen the learner-tailored education. Second, what characterizes the 2022 revised curriculum is that it is being created in collaboration with people as a future-oriented curriculum for the first time in history. Third, the implementation of the 2022 revised curriculum is being directed towards individuality and diversity, decentralization and autonomy, digitally based education, and public performance and accountability. Fourth, the principal contents are curriculum innovation in response to future changes, cultivating community values and capacity building for learners, strengthening education for elementary, middle, and high school students to develop digital and AI literacy, and strengthening the curriculum for all.

• Education of Primary School Mathematics
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• v.27 no.1
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• pp.57-74
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• 2024

This paper analyzed the programming education specialized lessons presented in two types of elementary school mathematics textbooks according to the revised Japanese curriculum in 2017. First, this paper presented in detail how each activity is connected to Korean mathematics areas, what elements of mathematics can be learned through programming education, how each activity is structured, and how the actual programming according to the textbook activities is structured. In Japanese textbooks, geometry and measurement areas were presented the most among Korean mathematics content areas, and mathematical elements such as sequences, rules, and algorithms were most implemented for learning. Digital learning tools that make up actual programming present more elements than those presented in the textbooks and are presented in great detail so that students can do actual programming. Lastly, in blocks, motion, control, and calculation blocks were used a lot. Based on these research results, this study provides implications when conducting programming-related education in Korea.

• Journal of The Korean Association of Information Education
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• v.26 no.6
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• pp.567-577
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• 2022

Interest in AI and SW education is growing as digital literacy is emphasized in the revised elementary school curriculum for 2022. There are numerous restrictions on how pupils can enhance their digital literacy because there are only 34 class hours available for information education in elementary schools. Therefore, other subjects and information education must be blended in order to ensure class hours for AI and SW instruction. In this study, we investigated the impact of S-PUMA reading instruction on the literary imagination and computational thinking of elementary school pupils. To conduct this study, two classes of sixth graders in an elementary school were chosen and split into an experimental group and a control group. Over the course of five sessions, only the experimental group received reading instruction using the S-PUMA teaching approach. It was discovered that reading instruction with the S-PUMA teaching methodology enhanced literary imagination and computational thinking. Further study is required to identify whether the improvement in creative imagination, a component of literary imagination, is a result of the S-PUMA teaching approach or a natural result of the subject matter of the lesson.

• Journal of the Korean earth science society
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• v.45 no.3
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• pp.173-191
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• 2024

Typhoons are significant meteorological phenomena that cause interactions among the ocean, atmosphere, and land within Earth's system. In particular, wind speed, a key characteristic of typhoons, is influenced by various factors such as central pressure, trajectory, and sea surface temperature. Therefore, a comprehensive understanding based on actual observational data is essential. In the 2015 revised secondary school textbooks, typhoon wind speed is presented through text and illustrations; hence, exploratory activities that promote a deeper understanding of wind speed are necessary. In this study, we developed a data visualization program with a graphical user interface (GUI) to facilitate the understanding of typhoon wind speeds with simple operations during the teaching-learning process. The program utilizes red-green-blue (RGB) image data of Typhoons Mawar, Guchol, and Bolaven -which occurred in 2023- from the Korean geostationary satellite GEO-KOMPSAT-2A (GK-2A) as the input data. The program is designed to calculate typhoon wind speeds by inputting cloud movement coordinates around the typhoon and visualizes the wind speed distribution by inputting parameters such as central pressure, storm radius, and maximum wind speed. The GUI-based program developed in this study can be applied to typhoons observed by GK-2A without errors and enables scientific exploration based on actual observations beyond the limitations of textbooks. This allows students and teachers to collect, process, analyze, and visualize real observational data without needing a paid program or professional coding knowledge. This approach is expected to foster digital literacy, an essential competency for the future.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.381-391
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• 2018

The purpose of this study was to develop a measurement tool for education satisfaction of sport ethics program and to verify its validity. To achieve this goal, 3 steps of experimental processes were carried out. In the first step, the pilot questionnaires was created on the basis of previous researches regarding sport ethics education, education satisfaction, and response assessment. In the second process, as a pilot survey step, construct validity was obtained through exploratory factor analysis and confirmatory factor analysis of the measure constructed by the first process. In the third process, as a main survey step, external validity was obtained through difference verification, then questionnaires were constructed based on the analyzed contents. As a result of these steps, a measurement tool for educational satisfaction of sport ethics program composed of 17 questionnaires was developed. It consists of education contents (6), instructor competency (5), and education effect (6).

• Journal of the Korean BIBLIA Society for library and Information Science
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• v.25 no.1
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• pp.343-361
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• 2014

This research was conducted to measure the satisfaction level of users and the service quality of specialized libraries in the digital environment. 289 users of 24 government-funded institutes were divided into humanity/social science area and science/technology area for comparison. Using seven hypotheses, the tests were conducted between three independent variables, service quality, space quality, and information quality and one dependent variable, user satisfaction. It was concluded that the competence and quality of the librarian, library homepage, and quality of information are most critical for user satisfaction. Suggestions are made: an improvement in the service quality and specialization of the librarian's skills, a need for librarian's courtesy education, a provision of differentiated and specialized quality of information, an easy access to the library homepage, and supports on the contents and information search.