Asia-pacific Journal of Multimedia Services Convergent with Art, Humanities, and Sociology
/
v.9
no.2
/
pp.281-290
/
2019
The aim of this study is to explore the status and tasks of selecting, expanding, and supporting the gifted teachers to efficiently manage the gifted education. This study addresses that the ratio of applications for new teachers is lower and the current teachers are aging in primary school. In addition, it points out that the ratio of new teacher applications and teacher acquisitions compared to the number of teachers hired for middle school were lower. The gifted teachers are basic in their classes and work at regular schools, and they suffer from considerable exhaustion and a lack of time because of other gifted work. As a result of these discussions, it has shown the need for substantial improvement and supplementation such as school hours reduction or reinforcement adjustment, complete support for research society, invitation professional teachers other than current ones, and friday after school classes for the gifted teachers should be encouraged to work passionately. For professional development, if the positive perception and results of gifted education from the interactions between general education and gifted education be formed, and the education programs for gifted teachers be expanded, they will also contribute to the overall improvement in the quality of our education.
Rapid changes in modern society after the COVID-19 have highlighted artificial intelligence talent as a major influencing factor in determining national competitiveness. Accordingly, the Ministry of Education planned a large-scale SW·AI camp education project to develop the digital capabilities of 4th to 6th grade elementary school students and middle and high school students who are in a vacuum in artificial intelligence education. Therefore, this study aims to develop a camp-type SW·AI education program for students in grades 4-6 of elementary school so that students in grades 4-6 of elementary school can acquire basic knowledge in artificial intelligence. For this, the meaning of SW·AI education in elementary school is defined and SW·AI contents to be dealt with in elementary school are: understanding of SW AI, 'principle and application of SW AI', and 'social impact of SW AI' was set. In addition, an attempt was made to link the set elements of elementary school SW AI education and learning with related subjects and units of textbooks currently used in elementary schools. As for the program used for education, entry, a software coding learning tool based on block coding, is designed to strengthen software programming basic competency, and all programs are designed to be operated centered on experience and experience-oriented participants in consideration of the developmental characteristics of elementary school students. In order for SW·AI education to be organized and operated as a member of the regular curriculum, it is suggested that research based on the analysis of regular curriculum contents and in-depth analysis of SW·AI education contents is necessary.
This study aimed to explore the constructs of the characteristics of at-risk learners with diverse educational needs in the blind spots of education, in order to understand them comprehensively and detect them early in schools. Participants were 156 elementary, middle, and high school teachers who filled out a semi-structured questionnaire consisting of open questions about their implicit knowledge of the characteristics of at-risk learners in the blind spots of education. Qualitative data were analyzed using a modified consensual qualitative research method. The main findings of this study are as follows. First, five domains and 16 categories were derived as the main constructs of the characteristics of learners in the blind spots of education. Second, the most listed of the five domains was the "domain of low learning and cognition," whereas the least listed domain was the "everyday life domain." Finally, deficiencies of interpersonal skills and interactive communications and categories related to family structure and functions frequently appeared among the 16 categories. Based on these results, implications and potentials for follow-up studies were further discussed.
The purpose of this study was to examine the effects of emotion, home environment, school environment on self-regulated learning, focusing on motivational and behavioral regulation. Participants are 2070 students from 95 middle schools of Korean Children and Youth Panel Study(KCYPS). The variables of emotions, home environment, school environment and motivational regulation, behavioral regulation were analyzed using correlation analysis and multiple regression. The results were as follows. First, emotion, home environment, school environment were correlated with on motivational and behavioral regulation. Second, emotion explained motivational regulation and behavioral regulation of self-regulated learning as well as home envionment and school environment. All subvariables of emotion were significantly related to behavior control. Third, among subvariables of home environment, parents education and occupations, and annual household income were not significantly related to motivational regulation and behavioral regulation. However, home economic level perceived by students and parents' interest and abuse on students had great effects. Forth, school environment has a greater explanatory effect on motivational regulation and behavioral regulation. Particularly, friendships and relationships with teachers during learning activities had a significant effect. These results showed that emotion and psychological environment of learning environment are important variables affecting on self-regulated learning and suggests the need for researches on these variables.
This study assumes that the smooth school life of adolescents from multicultural families is recognized as an important part of multicultural support policies and practices as a basis for realizing an integrated society, and system elements that are meaningful for their flexibility to adapt to school (individuals, families, schools) By empirically analyzing the effect of, we tried to bring out highly effective implications for the composition of a multidimensional practice system. Therefore, this study is a causal model in which self-identity (individual factor) and parental parenting attitude (family factor), which are important variables for each system level, are set as independent variables, and school support (school factor) consisting of teacher support and companion support is set as control variables. After collecting data through a questionnaire survey by interviews with 162 middle and high school students in Gyeonggi and Gangwon regions, the effect was analyzed through multiple regression analysis. As a result of the analysis, it was confirmed that school support has a very important static moderating effect in the positive (+) effect of adolescents' self-identity and parenting attitude on school adaptability. It was confirmed that the modulating effect is relatively more important.
It seems likely that the characteristics of future society will include an emphasis on diverse and expansive data sets and the use of AI technology. Because of this, school leaders within the traditional, textbook based educational framework there will be changes should meet the 2015 Revised National Curriculum and prepare students for future societies. The purpose of this research paper was to suggest the nature of and policies necessary for better educational processes in middle and high schools after they've been improved in accordance with the 2015 Revised National Curriculum. This paper implemented its survey and interview of school principals through the guidelines provided by UNESCO Bangkok's transversal competence research. Analysis results and research participants were practicing strengthened education in the course of their daily activities. The educators involved received positive evaluation from their students. Further, pedagogical opinions were suggested regarding the effects of school principals on various strengthened education elements. This paper's suggestions within the context of the 2015 Revised National Curriculum are expected to continue reinforcing the overall positive effect of the currently in practice strengthened education methods. Furthermore, it can contribute to the development of the next National Curriculum with empricial data.
Journal of The Korean Association of Information Education
/
v.25
no.3
/
pp.449-457
/
2021
Ministry of education recently announced to implement AI curriculum in elementary, middle school and highschool from 2025 which will include programing, basic AI principal and AI Ethics, and the media is releasing articles that have reservations on it. This study is focused on analyzing the perspective of elementary teachers - who are going to be in charge of AI education - on the implementation of AI education in elementary schools and the teachers are divided into two groups of 'software-experienced' and 'software-inexperienced' in relation to software training background. The results showed that 100% of the 'software-experienced' teachers agreed on implementing AI education and 80% of 'software-inexperienced' teachers also showed positive perspective on it. Among the reasons that 20% of 'software-inexperienced' teachers had negative perspective on AI education, it was highly rated that existing home economics subject covers fulfilling amount of software education. Both 'software-experienced' and 'software-inexperienced' teachers chose grade 5 and 6 as the most appropriate age for software education and considered one class per a week as the most appropriate amount of AI class. In terms of the subject format, 75% of the 'software-experienced' teachers chose the idea that software education has to be an independent school subject which will include AI education. Also, 54% of the 'software-inexperienced' teachers chose the ideas either AI education should be an independent subject or software education should be an independent subject which will include AI education. The preference of the content of AI education appeared in order of basic AI programing, principles of AI and AI Ethics.
The innovative development of the 4th industry and the COVID-19 pandemic caused a great change in the education, eventually requiring elementary, middle and high schools, including kindergartens, to implement artificial intelligence(AI) education. However, since early childhood AI education is conducted in the form of results-oriented and special activities, the need for research on what early childhood AI education is and how to apply it to the Nuri curriculum has been raised. Accordingly, this study defined early childhood AI education through literature research, identified the contents of AI education, and organized and operated it in the Nuri curriculum. As a results, AI education for children should be conducted for the purpose of cultivating digital capabilities based on computing thinking skills, and computers, the Internet, and programs were extracted as sub-elements of child AI education contents. Two approaches were proposed to incorporate this into the Nuri curriculum. The first is to set each of the three AI education contents as a life theme, select sub-factors accordingly, and plan and implement activities suitable for each sub-factors. The second is to develop and operate AI education contents at the level of sub-educational activities in accordance with the life theme of the existing Nuri curriculum. It is hoped that this study will consider the characteristics of early childhood education and be organized in the Nuri curriculum to realize the true meaning of early childhood AI education, and more research on AI play education programs according to the five areas of the Nuri curriculum.
Journal of The Korean Society of Integrative Medicine
/
v.10
no.1
/
pp.157-168
/
2022
Purpose : The purpose of this study is to determine the effect of the overseas volunteer activities of university students on changes in global citizenship. Methods : This study was conducted as a one-group pre-posttest design. The study's subjects were students who participated in the 37th World Friends Korea Youth Volunteer Corps in 2018. Among them, 158 students who completed the survey were included in the analysis. The tool for measuring global citizenship was comprised of knowledge, skill, attitude, and willingness to practice. The data were analyzed using the SPSS 26.0 program, and the statistical significance was set to p<.05. Results : Among the study's participants, there were 123 females (77.85 %). By grade, there were the most juniors, with 68 (43.04 %). There were 53 (33.55 %) seniors, 28 (18.35 %) sophomores, and eight freshmen (5.06 %). Among all participants, 52.53 % had experience in global citizenship education, and 63.92 % had experience in activities related to global citizenship. Because of analyzing the changes in global citizenship before and after overseas volunteer activities, "skill" increased the most, from 3.51±.65 points to 4.34±.56 points (p< .001). Due to analyzing changes in global citizenship before and after overseas volunteerism, the knowledge and attitude of freshmen were statistically significantly positive, with 1.17± 1.23 (p=.011) and 1.41±1.22 (p=.008), respectively. Participants with global citizenship experience had a significant change in attitude (p=.018). Conclusion : It was confirmed that the overseas volunteer activities of undergraduate students in the university brought a positive change to global citizenship. Providing opportunities for global citizenship education and activities in elementary, middle, and high schools in the future will maximize the effects of overseas volunteer activities to improve global citizenship.
Journal of Korea Entertainment Industry Association
/
v.15
no.7
/
pp.87-96
/
2021
The purpose of this study is to analyze the problems of the Physical Activity Promotion System(PAPS) implemented in elementary, middle, and high schools in Korea and to prepare improvement measures. The data of the study was obtained through in-depth interviews, related papers, and press releases. The research participants of this study were 5 incumbent physical education teachers who directly instruct and measure PAPS at school and 5 college students who directly experienced PAPS. The results of the study are as follows. First, the problems that occurred in the educational environment of PAPS were students' indifference, teachers' passive guidance, and decreased physical education hours replaced by PAPS measurement days. Second, the problems occurring in the measurement environment of PAPS were errors due to measurement equipment, deviations due to different measurement locations, and differences in grades according to measurement items. Third, the problems that occur in the measurement process of PAPS are the lack of measurement personnel, the expedient physical fitness measurement, and the non-standardized measurement method. In order to improve these problems and successfully apply PAPS, the following improvement measures should be attempted. Details on this are as follows. First, teachers should inspire students' interest and interest in PAPS. Second, it is necessary to secure the reliability of the measurement result value of PAPS. Third, it is necessary to systematically supplement the school education system for PAPS measurement.
본 웹사이트에 게시된 이메일 주소가 전자우편 수집 프로그램이나
그 밖의 기술적 장치를 이용하여 무단으로 수집되는 것을 거부하며,
이를 위반시 정보통신망법에 의해 형사 처벌됨을 유념하시기 바랍니다.
[게시일 2004년 10월 1일]
이용약관
제 1 장 총칙
제 1 조 (목적)
이 이용약관은 KoreaScience 홈페이지(이하 “당 사이트”)에서 제공하는 인터넷 서비스(이하 '서비스')의 가입조건 및 이용에 관한 제반 사항과 기타 필요한 사항을 구체적으로 규정함을 목적으로 합니다.
제 2 조 (용어의 정의)
① "이용자"라 함은 당 사이트에 접속하여 이 약관에 따라 당 사이트가 제공하는 서비스를 받는 회원 및 비회원을
말합니다.
② "회원"이라 함은 서비스를 이용하기 위하여 당 사이트에 개인정보를 제공하여 아이디(ID)와 비밀번호를 부여
받은 자를 말합니다.
③ "회원 아이디(ID)"라 함은 회원의 식별 및 서비스 이용을 위하여 자신이 선정한 문자 및 숫자의 조합을
말합니다.
④ "비밀번호(패스워드)"라 함은 회원이 자신의 비밀보호를 위하여 선정한 문자 및 숫자의 조합을 말합니다.
제 3 조 (이용약관의 효력 및 변경)
① 이 약관은 당 사이트에 게시하거나 기타의 방법으로 회원에게 공지함으로써 효력이 발생합니다.
② 당 사이트는 이 약관을 개정할 경우에 적용일자 및 개정사유를 명시하여 현행 약관과 함께 당 사이트의
초기화면에 그 적용일자 7일 이전부터 적용일자 전일까지 공지합니다. 다만, 회원에게 불리하게 약관내용을
변경하는 경우에는 최소한 30일 이상의 사전 유예기간을 두고 공지합니다. 이 경우 당 사이트는 개정 전
내용과 개정 후 내용을 명확하게 비교하여 이용자가 알기 쉽도록 표시합니다.
제 4 조(약관 외 준칙)
① 이 약관은 당 사이트가 제공하는 서비스에 관한 이용안내와 함께 적용됩니다.
② 이 약관에 명시되지 아니한 사항은 관계법령의 규정이 적용됩니다.
제 2 장 이용계약의 체결
제 5 조 (이용계약의 성립 등)
① 이용계약은 이용고객이 당 사이트가 정한 약관에 「동의합니다」를 선택하고, 당 사이트가 정한
온라인신청양식을 작성하여 서비스 이용을 신청한 후, 당 사이트가 이를 승낙함으로써 성립합니다.
② 제1항의 승낙은 당 사이트가 제공하는 과학기술정보검색, 맞춤정보, 서지정보 등 다른 서비스의 이용승낙을
포함합니다.
제 6 조 (회원가입)
서비스를 이용하고자 하는 고객은 당 사이트에서 정한 회원가입양식에 개인정보를 기재하여 가입을 하여야 합니다.
제 7 조 (개인정보의 보호 및 사용)
당 사이트는 관계법령이 정하는 바에 따라 회원 등록정보를 포함한 회원의 개인정보를 보호하기 위해 노력합니다. 회원 개인정보의 보호 및 사용에 대해서는 관련법령 및 당 사이트의 개인정보 보호정책이 적용됩니다.
제 8 조 (이용 신청의 승낙과 제한)
① 당 사이트는 제6조의 규정에 의한 이용신청고객에 대하여 서비스 이용을 승낙합니다.
② 당 사이트는 아래사항에 해당하는 경우에 대해서 승낙하지 아니 합니다.
- 이용계약 신청서의 내용을 허위로 기재한 경우
- 기타 규정한 제반사항을 위반하며 신청하는 경우
제 9 조 (회원 ID 부여 및 변경 등)
① 당 사이트는 이용고객에 대하여 약관에 정하는 바에 따라 자신이 선정한 회원 ID를 부여합니다.
② 회원 ID는 원칙적으로 변경이 불가하며 부득이한 사유로 인하여 변경 하고자 하는 경우에는 해당 ID를
해지하고 재가입해야 합니다.
③ 기타 회원 개인정보 관리 및 변경 등에 관한 사항은 서비스별 안내에 정하는 바에 의합니다.
제 3 장 계약 당사자의 의무
제 10 조 (KISTI의 의무)
① 당 사이트는 이용고객이 희망한 서비스 제공 개시일에 특별한 사정이 없는 한 서비스를 이용할 수 있도록
하여야 합니다.
② 당 사이트는 개인정보 보호를 위해 보안시스템을 구축하며 개인정보 보호정책을 공시하고 준수합니다.
③ 당 사이트는 회원으로부터 제기되는 의견이나 불만이 정당하다고 객관적으로 인정될 경우에는 적절한 절차를
거쳐 즉시 처리하여야 합니다. 다만, 즉시 처리가 곤란한 경우는 회원에게 그 사유와 처리일정을 통보하여야
합니다.
제 11 조 (회원의 의무)
① 이용자는 회원가입 신청 또는 회원정보 변경 시 실명으로 모든 사항을 사실에 근거하여 작성하여야 하며,
허위 또는 타인의 정보를 등록할 경우 일체의 권리를 주장할 수 없습니다.
② 당 사이트가 관계법령 및 개인정보 보호정책에 의거하여 그 책임을 지는 경우를 제외하고 회원에게 부여된
ID의 비밀번호 관리소홀, 부정사용에 의하여 발생하는 모든 결과에 대한 책임은 회원에게 있습니다.
③ 회원은 당 사이트 및 제 3자의 지적 재산권을 침해해서는 안 됩니다.
제 4 장 서비스의 이용
제 12 조 (서비스 이용 시간)
① 서비스 이용은 당 사이트의 업무상 또는 기술상 특별한 지장이 없는 한 연중무휴, 1일 24시간 운영을
원칙으로 합니다. 단, 당 사이트는 시스템 정기점검, 증설 및 교체를 위해 당 사이트가 정한 날이나 시간에
서비스를 일시 중단할 수 있으며, 예정되어 있는 작업으로 인한 서비스 일시중단은 당 사이트 홈페이지를
통해 사전에 공지합니다.
② 당 사이트는 서비스를 특정범위로 분할하여 각 범위별로 이용가능시간을 별도로 지정할 수 있습니다. 다만
이 경우 그 내용을 공지합니다.
제 13 조 (홈페이지 저작권)
① NDSL에서 제공하는 모든 저작물의 저작권은 원저작자에게 있으며, KISTI는 복제/배포/전송권을 확보하고
있습니다.
② NDSL에서 제공하는 콘텐츠를 상업적 및 기타 영리목적으로 복제/배포/전송할 경우 사전에 KISTI의 허락을
받아야 합니다.
③ NDSL에서 제공하는 콘텐츠를 보도, 비평, 교육, 연구 등을 위하여 정당한 범위 안에서 공정한 관행에
합치되게 인용할 수 있습니다.
④ NDSL에서 제공하는 콘텐츠를 무단 복제, 전송, 배포 기타 저작권법에 위반되는 방법으로 이용할 경우
저작권법 제136조에 따라 5년 이하의 징역 또는 5천만 원 이하의 벌금에 처해질 수 있습니다.
제 14 조 (유료서비스)
① 당 사이트 및 협력기관이 정한 유료서비스(원문복사 등)는 별도로 정해진 바에 따르며, 변경사항은 시행 전에
당 사이트 홈페이지를 통하여 회원에게 공지합니다.
② 유료서비스를 이용하려는 회원은 정해진 요금체계에 따라 요금을 납부해야 합니다.
제 5 장 계약 해지 및 이용 제한
제 15 조 (계약 해지)
회원이 이용계약을 해지하고자 하는 때에는 [가입해지] 메뉴를 이용해 직접 해지해야 합니다.
제 16 조 (서비스 이용제한)
① 당 사이트는 회원이 서비스 이용내용에 있어서 본 약관 제 11조 내용을 위반하거나, 다음 각 호에 해당하는
경우 서비스 이용을 제한할 수 있습니다.
- 2년 이상 서비스를 이용한 적이 없는 경우
- 기타 정상적인 서비스 운영에 방해가 될 경우
② 상기 이용제한 규정에 따라 서비스를 이용하는 회원에게 서비스 이용에 대하여 별도 공지 없이 서비스 이용의
일시정지, 이용계약 해지 할 수 있습니다.
제 17 조 (전자우편주소 수집 금지)
회원은 전자우편주소 추출기 등을 이용하여 전자우편주소를 수집 또는 제3자에게 제공할 수 없습니다.
제 6 장 손해배상 및 기타사항
제 18 조 (손해배상)
당 사이트는 무료로 제공되는 서비스와 관련하여 회원에게 어떠한 손해가 발생하더라도 당 사이트가 고의 또는 과실로 인한 손해발생을 제외하고는 이에 대하여 책임을 부담하지 아니합니다.
제 19 조 (관할 법원)
서비스 이용으로 발생한 분쟁에 대해 소송이 제기되는 경우 민사 소송법상의 관할 법원에 제기합니다.
[부 칙]
1. (시행일) 이 약관은 2016년 9월 5일부터 적용되며, 종전 약관은 본 약관으로 대체되며, 개정된 약관의 적용일 이전 가입자도 개정된 약관의 적용을 받습니다.