• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.5
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• pp.547-554
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• 2019

With the curriculum revision in 2015, informatics for secondary high schools was designated as mandatory. As a result, there is an increasing interest in programming in elementary and junior high schools as well as in universities. Arduino is one of the famous tools for programming education, and the usefulness of it has been proven through various case studies. However, existing Arduino-based kits have hardware-dependent drawbacks such as complicated wiring, poor scalability, etc. To overcome these problems, we proposed a kit design, which has a module-based structure, can be extended through one common interface, and can be used for learning at various levels. In this paper, we describe the implementation details of FRUTO kit and a software to use it, which satisfies the proposed design criteria. FRUTO kit has been determined in its current form through several design changes, and is under pre-test before launching.

• Convergence Security Journal
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• v.18 no.5_1
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• pp.11-17
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• 2018

The number of certificates in Korea is about 32,364(2018.09). There are 252 national technical qualifications, 149 national professional qualifications, 99 public private qualifications, and 31,894 private qualifications. The purpose of this study is to examine the process by which KAITS ISE is created. The course was examined and formalized for 10 years from the establishment of KAITS to the first test. As a result of the research, (1) Preparatory considerations (2) Development of qualifications framework (3) Job analysis and drafting (4) Development of problem banks (5) Design of curriculum (6) Development of verification strategy (7) Execution of verification (8) Revenue plan (9) Expansion of qualification demand (10) Opinion formation. After that, the module of the creativity is studied. It is expected that it will be used as a model for certification development in industry security consulting experts.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.917-925
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• 2021

This study aims to specify a constructivism-based instructional method using a modular data analysis tool. The value and meaning of a modular data analysis tool have been examined to be applied in the national curriculum for artificial intelligence education and the process of cultivating problem-solving ability based on computational thinking. The modular data analysis tool visually expresses the cognitive thinking process that forms the schema in equilibrating through assimilation and adjustment. Artificial intelligence education has features that embody abstract knowledge and structure the data analysis module through the represented schema as a BlackBox implemented as an algorithm. Therefore, the value of the modular data analysis tool could be examined because it has the advantage of connecting the conceptual and implicit schema.

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.407-416
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• 2022

Although environmental education has been more important due to global extreme weather and natural desasters, environmental topics are covered by several other subjects because it is not an independent subject in elementary school and they need to distribute more class hours to cover proper amount of environmental content. This study is performed to develop method to integrate environmental education and software education in elementary school. This method helps students to learn topics about recycling by using Artificial Intelligence programming and Artificial Intelligence also helps students to practice recycling in virtual reality. A new teaching and learning module(Problem Recognition→Machine Learning↔Use of AI→Collaboration) is adopted for the learning procedure and more than 80 % of the students replied positively to the survey about the interest on integrated learning, understanding of environmental education, understanding of Artificial Intelligence, further learning on Artificial Intelligence programming.

• Journal of the Korean earth science society
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• v.42 no.6
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• pp.770-788
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• 2021

This study aimed to determine whether middle school students could understand global warming and the greenhouse effect, and explain them in terms of global radiative equilibrium. From July 13 to July 24 in 2021, 118 students in the third grade of middle school, who completed a class module on 'atmosphere and weather', participated in an online assessment consisting of multiple-choice and written answers on radiative equilibrium, the greenhouse effect, and global warming; 97 complete responses were obtained. After analysis, it was found that over half the students (61.9%) correctly described the meaning of radiative equilibrium; however, their explanations frequently contained prior knowledge or specific examples outside of the presented data. The majority of the students (92.8%) knew that the greenhouse effect occurs within Earth's atmosphere, but many (32.0%) thought of the greenhouse effect as a state in which the radiative equilibrium is broken. Less than half the students (47.4%) answered correctly that radiative equilibrium occurs on both Earth and the Moon. Most of the students (69.1%) understood that atmospheric re-radiation is the cause of the greenhouse effect, but few (39.2%) answered correctly that the amount of surface radiation emitted is greater than the amount of solar radiation absorbed by the Earth's surface. In addition, about half the students (49.5%) had a good understanding of the relationship between the increase in greenhouse gases and the absorption of atmospheric gases, and the resulting reradiation to the surface. However, when asked about greenhouse gases increases, their thoughts on surface emissions were very diverse; 14.4% said they increased, 9.3% said there was no change, 7.2% said they decreased, and 18.6% gave no response. Radiation equilibrium, the greenhouse effect, and global warming are a large semantic network connected by the balance and interaction of the Earth system. This can thus serve as a conceptual system for students to understand, apply, and interpret climate change caused by global warming. Therefore, with the current climate change crisis facing mankind, sophisticated program development and classroom experiences should be provided to encourage students to think scientifically and establish scientific concepts based on accurate understanding, with follow-up studies conducted to observe the effects.