• Journal of Engineering Education Research
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• v.11 no.3
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• pp.24-32
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• 2008

Engineering Colleges in Korea have two educational objectives: 1) strengthening of speciality 2) cultivation of the engineering literacy such as the ability of working together, the ability of communication and creative thinking. In order to achieving these objectives, Engineering Literacy education was originated. The improvable proposal of general education course of engineering college is divided into two parts. One is American type that emphasizes on the general education independently of major. The other is Korean ABEEK's type that attach importance to engineering literacy. This study researches the case of Seoul National University that applied ABEEK's engineering literacy on redesigning the curriculum. To redesign the curriculum, college of engineering, Seoul National University reduced the optional courses in general education and had the students complete the engineering literacy. This device is effective, because it is able to keep the universal general education and make the most of major's characteristics.

• Journal of Engineering Education Research
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• v.26 no.3
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• pp.12-19
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• 2023

The purpose of this study is to develop the Artificial Intelligence thinking-based education program for improving AI literacy and verify its effectiveness for beginner. This program consists of 17 sessions, was designed according to the "ABCDE" model and is a project-based program. This program was conducted on 51 first-year middle school students and 36 respondents excluding missing values were analyzed in R language. The effect of this program on ethics, understanding, social competency, execution plan, data literacy, and problem solving of AI literacy is statistically significant and has very large practical significance. According to the result of this study, this program provided learners experiencing Artificial Intelligence education for the first time with Artificial Intelligence concepts and principles, collection and analysis of information, and problem-solving processes through application in real life, and served as an opportunity to enhance AI literacy. In addition, education program to enhance AI literacy should be designed based on AI thinking.

• Journal of the Korean earth science society
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• v.40 no.4
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• pp.340-352
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• 2019

The purpose of science education is scientific literacy, which is extended in its meaning in the $21^{st}$ century. Students must be equipped with the skills necessary to solve problems from the community beyond obtaining the knowledge from curiosity, which is called 'computational thinking'. In this paper, the authors tried to define computational thinking in science education from the view of scientific literacy in the $21^{st}$ century; (1) computational thinking is an explicit skill shown in the two steps of abstracting the problems and automating solutions, (2) computational thinking consists of concrete components and practices which are observable and measurable, (3) computational thinking is a catalyst for STEAM (Science, Technology, Engineering, Arts, and Mathematics) education, and (4) computational thinking is a cognitive process to be learned. More implication about the necessity of including computational thinking and its emphasis in implementing in science teaching and learning for the envisioned scientific literacy is added.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2017.10a
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• pp.383-386
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• 2017

The abilities to effectively use and create technology to solve complex problems are the new and essential literacy skills of the twenty-first century. Digital literacy is an essential tool to support other subjects and all jobs. The digital literacy requires several thinking skills, an awareness of the necessary standards of behaviour expected in online environments, and an understanding of the shared social issues created by digital technologies. The government tried to cultivate communication ability to solve various problems creatively and efficiently through software education in the 2015 revised national curriculum and to raise communication ability and community consciousness through collaborative problem solving process. In this paper, we analyze whether the 2015 revised curriculum can develop digital literacy ability through educational contents of software curriculum.

• Journal of Engineering Education Research
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• v.25 no.1
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• pp.33-45
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• 2022

This study aims to investigate effects of scaffolding on writing apprehension and media literacy in engineering freshmen's synchronous online writing course, and the relationships between the two variables. 'Scaffolding' is in-time support provided by a teacher/tutor or competent peer that enables students to meaningfully gain skills at problem solving process. Also, it is one of the most frequently mentioned concepts in education as well as one of the more necessary teaching strategies in an online writing course. In this study, provided treatments for the experiment were supportive scaffolding for domain-specific knowledge and reflective scaffolding for meta-cognitive knowledge. Participants were 102 engineering undergraduate students, who were assigned to two experimental groups by scaffolding types. A process-based writing course in online learning environment was conducted for 8 weeks. The writing tasks were given according to writing process. The findings were that, firstly, there were statistically significant writing apprehension's reduction and self-expression's improvement through the scaffolding provided in writing class. Secondly, writing apprehension's reduction and self-expression's improvement were significant in supportive scaffolding group. Thirdly, media literacy predicted writing apprehension. The practical implications of these findings are discussed herein, with particular attention on ways for writing apprehension's reduction as well as media literacy's enhancement.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.25 no.11
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• pp.1696-1707
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• 2021

With the recent growth of information technology, various literacy such as digital literacy, data literacy, AI literacy is being studied. In this paper, we focus on data visualization literacy as visualization is an essential part of big data analysis and is used in several mobile apps. Visualization Literacy Assessment Test(VLAT) was developed in 2016 and we introduce how the test was developed and modified to a Korean version, K-VLAT. K-VLAT is consisted of 12 visualizations and 53 questions through a website. Additionally, to understand the research trend in visualization literacy we analyzed 81 papers that had cited the VLAT publication. We categorized the research into 4 categories with 11 sub-categories. The area of studies visualization literacy related to was understanding the relation with cognition, expanding the literacy measures, relation with education, utilization for developing user-centric dashboards or using the test to show effectiveness of visualizations. At last, we discuss about different ways to utilize K-VLAT for future research.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2013.05a
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• pp.421-426
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• 2013

Under the education system which is shifting to smart circumstances the level of literacy competencies of pre-service teachers who carry out teaching and learning in the future will be drawn in this study. Because above all the role of inservice teachers is so important that smart education may be smoothly carried out and established, this study has been done for the purpose of establishing the understanding of smart literacy of pre-service teachers who carry out smart education in education field in the future and proposing what competencies be needed. To achieve this goal, first, examined the understanding of smart literacy of pre-service teachers on a basic research. Second, analyzed the competencies level of pre-service teachers on the basis of the index of core competencies for smart education. Third, proposed improvement plan for building up smart literacy core competencies of pre-service teachers. The subjects of this study were surveyed pre-service teachers in a college of education. On the grounds of study it is necessary that define a concept of smart literacy applicable to pre-service teachers and derive standard indexes of core competencies for smart education, also study proposed the requisite curriculum which is capable of fulfilling smart literacy core competencies and improvement plan for building up smart literacy core competencies which is able to reinforce field adaptability as smart education carried out in the high-tech learning circumstances like real education field.

• Journal of Science Education
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• v.43 no.2
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• pp.207-226
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• 2019

The purpose of this study is to investigate how fusion science program for undergraduate general education influences the understanding of Nature of Science (NOS) and STEAM Literacy of students majoring in science and engineering in college. The students participated in the pre/post NOS survey(Lee, 2013) and the STEAM literacy survey(Choi et al., 2013) in the program. The results of this study are as follows. First, the fusion program was effective in understanding the NOS because there is a statistically significant difference between the pre/post tests.(p < 0.01). Second, while there were no significant differences between genders, however, there is a significant difference in students' majors in NOS understanding(p < 0.05). Third, it showed that improvement in STEAM Literacy in Convergence and Creativity domains is significant(p < 0.01). By contrast, the Caring domain of STEAM Literacy was decreased statically significant(p < 0.01). In the end, there is no difference in STEAM Literacy between genders as well as among students' major(p < 0.05).

• Journal of Engineering Education Research
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• v.24 no.6
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• pp.67-78
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• 2021

This study is an analysis of the life of Max Planck (1858-1947), the in view of engineering literacy education. Some expressions describing Planck include "the father of German science", "the namer of Quantum". Furthermore, he is the scientist who permanently engraved his name in a scientific invariant called the Planck Constant. Planck had already made remarkable scientific achievements in his mid-ages, which became the springboard of quantum mechanics, but he went on to achieve much more in his old age. Between 1910s and 1930s, he was the director of the Kaiser-Wilhelm Gesellschaft, the Berlin Academy, and the German Physics Society, which is the German core research group. In the 1910s, he endured the terrible personal suffering of losing his three children and then succeeded in rebuilding German science in the 1920s in his golden age of 70s. His achievement was great not only as a scientist but also as a science administrator. His life was contradictory in several ways. While fundamentally being a conservative, he initiated a great scientific revolution. While making efforts to preserve traditional values, he was in the center of great many upheavals and destruction. While being the incarnation of honesty, he was also given to extremely delicate political positions. In his long career, Planck lived with all his might as a leader of the German science organizations and permanently left his name on the institute representing Germany. Planck succeeded in his work for the institutional development of science, philosophical understanding of science, and as a role model of exemplary scientist. His long life was accompanied by both achievements and failures, intangible and difficult to judge. Today, as research and development management and scientific leadership have become increasingly important, Planck's life may be a good example of engineering literacy education.

• Journal of The Korean Association of Information Education
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• v.26 no.3
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• pp.153-165
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• 2022

This study is about the Novel Engineering(NE) education program : a class model that combines reading and engineering. By including the process of directly designing and programming a virtual reality using CospacesEdu (a VR authoring tool for the NE class), the effects of the educational program on learners' STEAM literacy and Learning immersion are demonstrated. Moreover, the subject of this education is Dokdo in South Korea. As a result, the average of STEAM literacy is increased, and a significant change is confirmed statistically in Convergence. Learning immersion shows significant improvement in Challenges-skills balance. On the other hand, some students experience difficulties due to the long research stages, from reading a book to researching for information to designing VR and rewriting a story with the collected information. In conclusion, this study will help generalise other education using NE, and this developed program will be a reference that would suggest a new way of teaching.