• Journal of The Korean Association For Science Education
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• v.39 no.6
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• pp.755-765
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• 2019

This study aims to develop the scales to measure the innovation configurations of Science. Technology, Engineering, Art and Mathematics (STEAM) from the perspective of elementary school teachers and investigates the effect of the innovation configurations and related environmental factors on the usage levels of STEAM based on the newly developed scales for the innovation configurations of STEAM. The scales for the innovation configurations of STEAM are based on analyzing the various previous studies and in-depth interviews and consist of four sub-configurations: The 'Preparation,' 'Design,' 'Implementation,' and 'Evaluation.' The innovation configurations of STEAM was investigated with the developed scales through 266 teachers who are leading STEAM school teachers, are involved in STEAM research group, or are implementing STEAM in general schools. The final 19 questionnaires for the scale of the innovation configuration of STEAM are confirmed with exploratory factor analysis and reliability analysis. In order to examine the relationship between the innovation configurations and levels of use, the direct relationship between four sub-configurations and the usage levels of STEAM and the effect of environmental factors on the innovation configuration and the usage levels of STEAM have been conducted and their interactions are considered. The results show that 'Implementation' in the innovation configurations of STEAM and 'STEAM training experience' are most important factors to improve the usage levels of STEAM for elementary school teachers. It implies that the scales are very helpful in improving as well as figuring out the current innovation configurations of STEAM.

• Proceedings of the Korean Society of Computer Information Conference
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• 2023.01a
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• pp.229-231
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• 2023

테크놀로지의 발달에 따라 수업에서 테크놀로지의 도입이 증가하고 있다. 테크놀로지는 학교 현장에 도입되어서, 교수-학습 형태의 변화와 교육 환경의 혁신을 이끌고 있다. 이에 따라 수업에서 테크놀로지 중요성은 더욱 증가하였으며, 예비 교사의 교육 모델에서 테크놀로지 지식을 함양하기 위한 노력이 이어졌다. 이에 따라 Mishra and Koehler(2006)의 TPACK 모델을 활용한 교육이 활발하게 이루어지고 있다. 본 연구에서는 TPACK 모델을 활용하여 예비 교사의 인공지능 융합 수업 전문성을 함양하기 위한 교육 모델을 개발하였다. 개발한 교육 모델은 브레인스토밍, 협력, 탐색(TPACK, AI, 교육과정, 교육적 맥락, 수업 사례), 수업 설계, 마이크로티칭, 수업 비평, 수업 성찰을 포함하였다. 본 연구에서 개발한 인공지능 융합 TPACK 교육 모델을 바탕으로 예비 교사의 인공지능 융합 수업 전문성 변화를 분석하는 후속 연구가 필요하다.

• The Journal of the Convergence on Culture Technology
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• v.8 no.2
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• pp.235-242
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• 2022

The purpose of this study is to propose an effective class of College English, one of the essential liberal arts subjects of S University, and to analyze the learning effect. This subject targets students with different majors in the first grade, and the learning goal is to improve their reading skills by analyzing students' English skills, especially sentences, as grammatical elements in everyday situations. This thesis examines how College English classes can be conducted in the form of convergence class in the COVID-19 era to induce students' learning motivation and create learning effects. The form of this convergence class is as follows. First, lecture videos, second, Webex real-time non-face-to-face classes, and third, face-to-face classes. In this study, the class procedure of the first class among the classes that were actually conducted during the semester was presented as an example. The researcher specifically surveyed the pre-class questionnaire and conducted the class by grasping the students' English skills and characteristics of the learners through the results. And after taking the course, the questionnaire was surveyed into 30 items and the results were analyzed. Specifically, the results of satisfaction with the composition of the lecture, satisfaction with the lecture video, satisfaction with the face-to-face class, interaction with students, and learning effects were analyzed. This class proposal is a learner-centered model in the form of convergence.

• Journal of the Korean School Mathematics Society
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• v.16 no.4
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• pp.745-770
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• 2013

In the knowledge-based society today, most knowledge is the integrated one which is difficult to be classified into subjects rather than the knowledge of a single subject. Thus, integrated thinking, which integrated knowledge is preferentially acquired first and then can be also associated with imagination and artistic sensitivity, is simultaneously required in order that we have a problem-solving capability in our daily life. STEAM education(science, technology, engineering, arts and mathematics) is one of the educational methods to improve this problem-solving capability as well as integrated thinking. This research developed materials for STEAM education which can be applied to the 6th grade curriculum of elementary school mathematics, then input it, and analyzed how it impacts with students' attitudes toward mathematics. Unit 3 'Prism' and Pyramid' were restructured and replaced by classes such as 'Spaghetti Project' or 'Paper Craft'. Unit 4 'Several Solid Figure' was taught as a class of 'EDUCUBE'. Unit 6 'Proportional Graph' was taught as a class of 'Creating my own bracelet'. After having this class, we found that mathematics class applied STEAM also has a positive effect on the mathematical attitude of students. Many students said that math is fun and gets more interesting after having math class applied STEAM and we come to know that they have positive awareness of mathematics.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.49-56
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• 2023

The purpose of this study is to develop convergence major-based learning (CMBL), which selects performance tasks related to local problems at hand and solves them based on convergence major performance, and builds a suitable teaching and learning model. We developed a CMBL class with a team project-type class that finds and solves practical problems in the region to cultivate overall problem-solving capabilities for convergence major competencies. Additionally, for this class, the instructor played a role as a bridgehead to explore and connect the community's sites, and students visited connected institutions in person to identify problems they need based on understanding and empathy for the subjects through field observation and qualitative interviews, and developed a CMBL class teaching and learning model necessary to directly solve them by using their major capabilities to the fullest. Therefore, we intend to present the future-oriented direction of university convergence education required by the community by forming a group of students with various majors to cultivate the ability to solve realistic problems in the community.

• Journal of The Korean Association For Science Education
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• v.40 no.4
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• pp.359-374
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• 2020

This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.

• Journal of the Korea Convergence Society
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• v.8 no.3
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• pp.177-184
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• 2017

The purpose of this study was to explore children and robot interaction in distant language learning environments using three different video-conferencing technologies-two traditional screen-based videoconference technologies and a telepresence robot. One American and six Korean elementary school students participated in our case study. We relied on narratives of one-on-one interviews and observation of nonverbal cues in robot assisted language learning. Our findings suggest that participants responded more positively to interactions via a telepresence robot than to two screen-based video-conferencings, with many citing a stronger sense of immediacy during robot-mediated communications.

• Journal of the Institute of Convergence Signal Processing
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• v.24 no.3
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• pp.147-152
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• 2023

This paper is a study of a linear algebra course taught in a high school on-demand course. Compared to the regular course, flipped learning was added to the course, and applications to signal processing related problems were covered in consideration of students' career aspirations. Overall, the class was a mixture of traditional lectures and flipped learning. Flipped learning was implemented twice. The flipped class consisted of pre-class, in-class and post-class. To verify the effectiveness of the course, a survey was conducted and most of the evaluation items were above 4. The topics of the flipped learning were Markov chains and least squares problem, which are very important in the field of signal processing.

• Journal of Digital Convergence
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• v.17 no.8
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• pp.71-80
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• 2019

It is very important to have pre-service teachers enhance actual content development skill for STEAM classes through deep understanding of the concept. Thus the purpose of the study is to explore the educational methodology for improving pre-service teachers' competence of designing STEAM classes. The research performed with 17 pre-service teachers from Y university and 15 from S university in 2015. It includes blended learning methodology mixing online and offline classes. The result revealed that the students' perception on and the materialization skill of the STEAM education was improved by the methods of Lesson Study and blended learning. A positive result also came out in the respect of the perception on teaching with technology.

• Communications of Mathematical Education
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• v.37 no.3
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• pp.517-544
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• 2023

This study presents the process and outcomes of developing mathematical-informatics linkage·convergence class materials, based on previous research findings that indicate a lack of such materials in high schools despite the increasing need for development of interdisciplinary linkage·convergence class materials In particular, this research provides insights into the discussions of six teachers who participated in the same professional learning community program, aiming to create materials that are suitable for linkage·convergence class materials and highly practical for classroom implementation. Following the material development process, a theme-based design model was applied to create the materials. In alignment with prior research and consensus among teacher learning community members, mathematics and informatics teachers developed instructional materials that can be utilized together during a 100-minute block lesson. The developed materials utilize societal issue contexts to establish links between the two subjects, enabling students to engage in problem-solving through mathematical modeling and coding. To increase the validity and practicality of the developed resources during their field application, CVR verification was conducted involving field teachers. Incorporating the results of the CVR verification, the finalized instructional materials were presented in the form of a teaching guide. Furthermore, we aimed to provide insights into the trial-and-error experiences and deliberations of the developers throughout the material development process, with the intention of offering valuable information that can serve as a foundation for conducting related research by field researchers. These research findings hold value as empirical evidence that can explore the applicability of teaching material development models in fields. The accumulation of such materials is expected to facilitate a cyclical relationship between theoretical teaching models and practical classroom applications.