• Journal of Engineering Education Research
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• v.23 no.3
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• pp.49-58
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• 2020

In the era of the fourth industrial revolution, the world is undergoing rapid social change. The purpose of this study is to predict the expected changes and necessary competencies and desired curriculum and teaching methods in the field of mechanical engineering in the near future. The research method was a Delphi study. It was conducted three times with 20 mechanical engineering experts. The results of the study are as follows: In the field of mechanical engineering, it will be increased the situational awareness by the use of measurement sensors, development of computer applications, flexibility and optimization by user's needs and mechanical equipment, and demand for robots equipped with AI. The mechanical engineer's career perspectives will be positive, but if it is stable, it will be a crisis. Therefore active response is needed. The competencies required in the field of mechanical engineering include collaborative skills, complex problem solving skills, self-directed learning skills, problem finding skills, creativity, communication skills, convergent thinking skills, and system engineering skills. The undergraduate curriculum to achieve above competencies includes four major dynamics, basic science, programming coding education, convergence education, data processing education, and cyber physical system education. Preferred mechanical engineering teaching methods include project-based learning, hands-on education, problem-based learning, team-based collaborative learning, experiment-based education, and software-assisted education. The mechanical engineering community and the government should be concerned about the education for mechanical engineers with the necessary competencies in the era of the 4th Industrial Revolution, which will make global competitiveness in the mechanical engineering fields.

• Journal of the Korean Society of Earth Science Education
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• v.3 no.1
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• pp.65-75
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• 2010

The purpose of this study is to present a Freedom Inquiry Method by Revised Science Curriculum in 2007. This study introduced IIM(Independent Inquiry Method), PBL(Problem Based Learning), Small Inquiry Method, Science Notebooks, Project Learning Method about Freedom Inquiry Method. The results of this study are as follows: First, IIM(Independent Inquiry Method) is studying method in the inquiry process center. The inquiry process is composed of total 9 phases, inquiry subject really it is, detailed aim deciding, information searching, it searches, quest result it arranges, aim evaluation, the report making, it announces, it evaluates, it is become accomplished. Second, It is a studying method which it starts with the problem which is Problem Based Learning, study atmosphere creation phase, problematic presentation phase and sleep static problem solving the phase which it attempts, it is become accomplished with autonomous studying phase, coordinated studying and discussion studying phase, discussion resultant announcement studying phase, arrangement and evaluation. Third, Small Inquiry Method, Call it accomplishes the call grade of the students among ourselves 4~8 people degree where only the quest learning capability is similar within class. Also interaction and coordinated function of the members between it leads and the subject which is given in the group it cooperates and it solves with it is a quest method which arrives to aim of commonness. This method divides on a large scale in three parts, it becomes accomplished in programming phase, quest accomplishment and resultant announcement. Fourth, Science Notebooks learns a scientific contents and a scientific quest function and the possibility of decreasing in order to be, from the fact that the help which it understands. This planing, data searching, it searches, becomes accomplished with resultant arrangement, announcement and evaluation. Fifth, The Project Learning Method the studying person oneself studying contents, it establishes a plan and it collects it accomplishes process of etc. it evaluates it leads and a subject and information and with real life it is a method which it studies naturally from the learning environment inside which is similar. This is preliminary phase, project start, project activity and project arrangement.

• The Journal of Korean Association of Computer Education
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• v.22 no.2
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• pp.21-28
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• 2019

In this research, Problem Solving and Programming - the chapter common among four different types of middle school informatics textbooks based on the national curriculum revised in 2015 - was analyzed to measure its effects on cultivating students' curiosities. Romey's analysis was applied to these textbooks on four analytic elements - texts, data, activities, and evaluation. The results showed that each type of textbook showed a differing degree of encouraging students' inquisitive tendencies on each analytic element; two out of four textbooks were well developed for texts, three for data, three for activities, and all four for evaluation. In terms of Romey's index points, two textbooks had low indexes of texts, such as 0.185 and 0.413. Data indices were extremely low in one textbook at 0.147. Three of four textbooks exhibited high indices of activities at 0.969, 0.608 and 0.627. Evaluation indices were high in all four textbooks at 1.333, 1.268, 1.274, and 0.764. These revised textbooks overall showed higher metrics than the previously designed textbooks with regards to promoting students' inquisitive nature.

• Journal of The Korean Association of Information Education
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• v.25 no.2
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• pp.317-325
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• 2021

In this paper, the degree of reflection of SW·AI elements and CT elements was investigated and analyzed for a total of 44 textbooks of Korean, social, moral, mathematics and science textbooks based on the 2015 revised curriculum. As a result of the analysis, most of the activities of data collection, data analysis, and data presentation, which are ICT elements, were not reflected, and algorithm and programming elements were not reflected among SW·AI content elements, and there were no abstraction, automation, and generalization elements among CT elements. Therefore, in order to effectively implement SW·AI convergence education in elementary school subjects, we will expand ICT utilization activities to SW·AI utilization activities. Training on the understanding of SW·AI convergence education and improvement of teaching and learning methods using SW·AI is needed for teachers. In addition, it is necessary to establish an information curriculum and secure separate class hours for substantial SW·AI education.

• Journal of Creative Information Culture
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• v.5 no.1
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• pp.35-43
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• 2019

In this study, we analyzed how information and technology education in elementary and middle school curriculum affects learning achievement of computational thinking courses in university. We conducted a questionnaire survey on students who took computer-related courses for the past year and collected data on what type of computer-related education they received. As a result of analyzing the data, students who received computer-related education in the previous curriculum showed higher overall academic achievement. However, there was a significant difference in learning achievement according to types of contents, and it is necessary to consider the design and improvement of efficient computational thinking education in the future through the results. It is also necessary to continue the analysis of the impact of the new education curriculum.

• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.325-335
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• 2016

Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students' attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.

• Journal of the Korea Society of Computer and Information
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• v.27 no.10
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• pp.255-265
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• 2022

We compared and analyzed the factors affecting the lecture evaluation of IT subjects, which are mandatory for all students of H University. The purpose of this study is to determine whether lecture satisfaction has a significant correlation with academic achievement, attendance rate, and categories of courses. In this study, we check whether the lecture satisfaction of IT liberal arts subjects that require a lot of computer-based practice differs from that of other liberal arts subjects. We used the 2,149 evaluation data of 12 lectures submitted by 2,322 students in the first and second semesters of year 2019 at University H. As for the lecture evaluation results, in addition to the evaluation scores of the multiple choice questions, the subjective questions were also quantified by classifying the statements submitted by the students into positive and negative types to make the results of the lecture evaluation objective. Our research results show that student group who have the higher attendance rates and academic achievements have higher level of lecture satisfaction and they also use more positive words than negative words in subjective evaluation questions. Students with the lower score use the more negative words, but the ratio between positive and negative words does not differ between groups. Higher attendance rates groups in the basic programming courses and software applications courses have higher lecture satisfaction ratio. But in the intermediate programming courses, the higher attendances rate and the lecture satisfaction do not have any significant relationship. Also students in the intermediate programming courses use more negative words than those in the basic programming courses.

• Journal of The Korean Association of Information Education
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• v.18 no.1
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• pp.161-171
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• 2014

The Computer Education in Korea since 2000 mainly were 'how to use computer tools', Computer education from 2005 to emphasize problem-solving and programming, but did not perform well, and In 2010 it was not compulsory computer training. Thus, our country have training elementary and middle school students for computer education without creating a curriculum content of computer. U.S. and UK educate students computer training to foster future generations the essential core competencies to be recognized as a new educational curriculum. In this study, the basic course in computer studies of Korean is proposed as Information Science. Information science subject from middle school to first grade curriculum is consistently able to study was composed. The subarea of information science curriculum computer systems, software production, the fusion activity. The computer system is composed of 18 subdivisions, software production is composed of 11 subdivisions, and fusion activity was composed of 15 subdivisions. The results of the students' school life and social life in the future core competencies necessary to be available to train.

• Journal of The Korean Association For Science Education
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• v.9 no.2
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• pp.13-27
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• 1989

A curriculum for teaching materials in Science Education was studied as a model for modified experiment on fundamental courses. Conscious effort can be made to desingn experiments that require minimum apparatus: that require low-cost equipment that can be made from cheap locally available materials. Computer-aided instruction programs at high school, freshman course level have been developed. The software package was consist of five programs: The program contains explanation and problems for the calculation of resonance energy, molecular structure, mole concept. Rutherford's experiment. thermodynamic processes. Special course equipment package explanation mole concept, Rutherford's experiment, thermodynamic processes. Special course were designed in Science Education with the understanding that to a certain extent science values would be covered in all of the modified experiments and program models.

• Proceedings of The KACE
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• 2018.01a
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• pp.79-82
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• 2018

최근 유치원생과 초등학교 저학년생을 대상으로 프로그래밍 경험을 제공하기 위한 목적으로 다양한 텐저블 프로그래밍 도구들이 개발되고 있다. 개발된 텐저블 프로그래밍 도구들은 순차, 분기, 반복 등의 프로그래밍 개념을 손으로 조립하거나 쌓는 등의 구체적인 조작을 통해 프로그래밍 활동을 체험하도록 설계되었다. 하지만, 텐저블 프그래밍 도구가 순차, 반복, 분기, 변수, 함수 등의 프로그래밍의 개념을 일부만 반영하고 있어 프로그래밍 개념에 대한 체험이 완전하게 이루어지지 않고 있다. 본 연구는 기존에 개발한 텐저블 프로그래밍 도구인 B-Bricks에 조건에 따른 분기와 반복 개념을 추가하여 설계하는 연구로, B-Bricks를 사용하여 조건문과 반복문을 설계하였다.