• KSCI Review
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• v.22 no.2
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• pp.1-6
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• 2014

• 대학교육
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• s.154
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• pp.99-103
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• 2008

• Proceedings of the Korean Society for Environmental Edudation Conference
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• 2003.07a
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• pp.26-36
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• 2003

• New & Renewable Energy
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• v.2 no.1 s.5
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• pp.33-45
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• 2006

• Journal of the Korean Institute of Educational Facilities
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• v.26 no.5
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• pp.20-25
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• 2019

• Proceedings of the Korea Society of Elementary Mathematics Education
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• 2010.08a
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• pp.13-34
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• 2010

수학적 의사소통이 학습과정에서 뿐만 아니라 수학교육의 목표로 강조되고 있으나 실질적으로 초등학교에서 수학적 의사소통 수업에 대한 구체적인 지도방법이나 수업 사례 분석 등의 연구가 미흡한 실정이다. 이에 본 논문에서는 수학적 의사소통 중에서 담화 중심형 의사소통 수업의 성취 요소와 목표를 고려하여 2 4 6학년 수학 수업을 실시한 후, 수업에서 나타난 교사와 학생 간의 상호작용을 분석하였다. 담화 중심 수업을 실시한 세 교실에서 나타나는 공통점과 차이점을 분석하여 수학수업에서 담화 중심의 수학수업 구현에 관한 시사점과 논의거리를 제공하고자 한다.

• Journal of Convergence for Information Technology
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• v.12 no.2
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• pp.157-162
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• 2022

In a society full of knowledge and information, digital literacy and artificial intelligence (AI) education that can utilize AI technology is needed to solve numerous everyday problems based on computational thinking. In this study, data-centered AI education was conducted while teaching computer programming to non-computer programming students at universities, and the correlation between major factors related to academic performance was analyzed in addition to student satisfaction surveys. The results indicated that there was a strong correlation between grades and problem-solving ability-based tasks, and learning satisfaction. Multiple regression analysis also showed a significant effect on grades (F=225.859, p<0.001), and student satisfaction was high. The non-computer programming students were also able to understand the importance of data and the concept of AI models, focusing on specific examples of project types, and confirmed that they could use AI smoothly in their fields of interest. If further cases of AI education are explored and students' AI education is activated, it will be possible to suggest its direction that can collaborate with experts through interest in AI technology.

• Proceedings of the Korean Society of Computer Information Conference
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• 2021.01a
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• pp.135-138
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• 2021

본 논문에서는 예비교사를 위한 AI-STEAM 교육 사례로서 봇빌더를 활용한 챗봇 제작 교육을 실시하고 이를 바탕으로 챗봇 제작 AI-STEAM 교육을 위한 시사점을 제시하였다. 최근 관련 정책이 발표되는 등 인공지능 교육이 학교에서 실시되기 위한 기반이 마련되었다. 인공지능 교육이 학교 현장에 제대로 안착되기 위해서는 현직 교사들에 대한 보수교육 뿐 아니라 교육 및 사범대학의 교원양성과정에서도 인공지능 교육이 실시되어야 할 필요가 있다. 본 논문에서는 교사들의 인공지능 교사교육 요구를 바탕으로 AI-STEAM을 제안하고 다양한 전공의 예비교사를 위한 챗봇 제작 AI-STEAM 교양교육 및 학생 작품 사례를 제시하였다.

• Proceedings of the KHMA Conference
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• 2010.05a
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• pp.324-324
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• 2010

• The Journal of Sustainable Design and Educational Environment Research
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• v.20 no.4
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• pp.1-12
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• 2021

This study aims to propose a planning direction based on the results of domestic case studies and expert advice as a basic research to establish a specific implementation model for kindergarten education space in response to changes in future society and future education by escaping from the issues and facility limitations of existing kindergarten education space. To this end, it is intended to contribute to the positive effect of future education policies by being used as basic data for building specific implementation models through review of the 'Nuri' course, domestic case analysis, and revision of specific standards for kindergarten facility planning. The main research results were case analysis and advisory consultations to derive facility standards and planning directions divided into layout plans, general classrooms, support facilities, public spaces, and external spaces, and a process for identifying and systematizing space-influencing factors based on the facility standards derived in this basic study is needed hereafter.