• Journal of Creative Information Culture
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• v.7 no.2
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• pp.79-90
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• 2021

The purpose of this paper is to study the unplugged educational program for the lower grades of elementary school. For this, the study was conducted as follows. First, a play-learning-based unplugged education method was discovered, focusing on play activities according to the level of development of elementary school students. Secondly, unplugged educational programs to develop Computational Thinking were designed according to the discovered topics. each class is conducted by storytelling, and the content of the storytelling is related to the integrated curriculum 'Winter'. In addition, each class was analyzed based on the core elements of Computational Thinking ability. And, we developed educational materials that can be used in the designed unplugged educational program. Finally, the educational program was applied to the lower grades of elementary school, and the educational program was analyzed through case studies. As a result of the analysis, the educational program was organized according to the level of the students, and it was confirmed that this educational program is helpful in improving the Computational Thinking of lower grade students of elementary school.

• Journal of the Korea Society of Computer and Information
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• v.25 no.11
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• pp.67-74
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• 2020

In this paper, we propose to present a storytelling education plan for the development of realistic content. The need is emerging in the content industry for realistic content along with technological convergence as development of media technology. This phenomenon is being accelerated by COVID-19. In 2019, the government set up strategies to secure future growth engines, announced "three major innovation strategies" in the content industry, and emphasized "fostering leading realistic content." Realistic content is a content that users can experience directly. It is first-person storytelling that should be dealt with as important as the development of technology in the production of realistic content. In this paper, the results of storytelling classes conducted at the actual educational site are analyzed, and the difference from the first-person perspective commonly used in traditional literary works is described. Through this, we present effective teaching methods that can be used to develop realistic content.

• Journal of People, Plants, and Environment
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• v.24 no.6
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• pp.595-608
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• 2021

Background and objective: For effective horticultural education, it is required to develop kits for practice. In this study, we developed a horticultural kit for germination that introduces storytelling, characterization, and assembly, and investigated the educational effects of using it to study its educational differentiation and usefulness. Methods: First, we developed a seed germination kit for learning. It consists of three components: the kit main frame for hydroponics, the activity sheet for storytelling, and the instruction manual. It is made into an acrylic assembly in consideration of the ease of delivery for contactless learning. Second, we developed two programs, each using a germination kit for horticultural education (experimental group) and a general germination kit program (control group). At this time, the class consists of pre-questionnaire, the 1st and 2nd classes, observation log writing (total six times for two weeks), the 3rd class, and post-questionnaire. The experimental group and control group were separately executed. Third, the application results were compared and analyzed before and after class. As a quantification questionnaire, the effects before and after class were compared through t-test with a questionnaire on program satisfaction and attitude change toward plants. The quantitative results were analyzed through observation activity sheets and effects before and after the class were analyzed through t-test with quantification and language coding. Results: The effect of horticulture education using the developed kit was estimated by a quantification questionnaire. Both the program satisfaction and the change in attitude toward plants showed high in the experimental group, and this difference was statistically significant (p < .05). As a result of analyzing the observation paper with a qualitative questionnaire, various cognitive and affective expressions appeared in the experimental group as well as the contents of the observation paper. The number of syllables and various qualitative expressions appeared, and these differences were also statistically significant (p < .05). Conclusion: Compared to general germination activities, it was found that the germination activities using storytelling-based horticultural kits would be effective for contactless classes in the post-COVID-19 era and in increasing the educational effect of horticultural activities.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.171-178
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• 2011

The study proposed new approach for the developing a game addiction treatment program using digital storytelling. We chose 5 types of multimedia elements as educational contents for digital storytelling learning and prepared the teaching strategy for game addiction treatment. We applied the proposed program to 5 students who were included the high risk-user group of game addiction. We also conducted the game addiction tendency test, game usage time test, interview and the effectiveness test of proposed program. As a result of tests, the proposed program showed a positive effect that reduced the game addiction tendency. In the effectiveness test of proposed program, we found the result that 5 experimenters were improved the immersions, challenges, and social interaction, sense of accomplishment in digital storytelling program. We expect that this study will provide positive role and new education strategy for game addiction treatment.

• Journal of The Korean Association of Information Education
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• v.19 no.3
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• pp.333-344
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• 2015

As people increasingly access the internet on mobile, the importance of internet ethics and Information Communication(ICE) Ethics has been gradually emphasized in a global society. Therefore it is needed that young students should learn cyber-ethics at school. However, currently there is almost no appropriate ICE-education program for primary school students in Korea. In this paper, we propose an ICE-education program based on digital storytelling. The proposed ICE-education program makes students to learn ICE naturally through the experiences obtained in the process of making their own digital storytelling about ICE. We applied the proposed ICE educational program to the 6th grade students of an elementary school located in Seoul. The result showed that the most participated students have enhanced their scores in participation, respect and temperance among four key elements of ICE.

• The Journal of Korean Association of Computer Education
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• v.17 no.6
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• pp.49-57
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• 2014

As growing more and more interested in programming education, we need to concerned how to teach programming in school. We are presented the STEAM program based on scratch programming as a way of programming education for elementary students. We were developed STEAM program that do digital storytelling using scratch about selected science topic in order to raise interests about science and educate programming. In order to verify the effectiveness of the educational program, we analyzed the results of pre- and post-test about GALT, TTCT of experimental group and comparison group is comprised of 6th grade elementary students. In the analysis results, the education program we developed affected positive impacts on creativity, logical thinking of elementary school students.

• 한국정보교육학회:학술대회논문집
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• 2010.08a
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• pp.19-25
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• 2010

Education delivers knowledge through story. On that point Storytelling is related to education. However, the problem is raised that Storytelling in school is leaning toward teachers that's why it makes students passive story listeners. Therefore, this study developed Digital Storytelling material using in the education for elementary school students. It leads them to be able to interact actively. So, I organized applicable 12 themes for 24 times training contents in after-school tutoring program because Digital Storytelling education doesn't perform in elementary school yet. If the material is used in classes, I expect to increase learners' self-expressiveness and creativity, and besides to train the ability of adapting and taking the lead in this changing society by contributing the spread of the Digital Storytelling education. Finally, in a follow-up study, it is demanded to verify an educational effect of this material and to redesign the process of these material contents through application in studying.

• Journal of The Korean Association of Information Education
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• v.19 no.1
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• pp.57-68
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• 2015

Since the entering SW-centered society in which people make the best use of SW in order to express their own personal ideas or to solve problems, the significance of SW education has been emphasized. It is generally known that storytelling provides motivational and contextual environments. This study conducted an experimental research to find out how Aesop's fables-applied SW educational program would influence computational thinking. Of these students who had participated in an SW educational camp on every Saturday for a total of 6 weeks, the experimental group learned on basic concepts of Scratch programming as working on Aesop's fables and they were led to diverse SW activities such as stories, games, simulations arts, and others. After that, the study carried out a comparison research in relation to the groups' SW concepts, SW implementation and attitudes toward SW education. The result shows that the experimental group came up with higher levels of SW concepts, implementation and positive attitude toward SW education.

• Korean Journal of Childcare and Education
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• v.10 no.2
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• pp.153-174
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• 2014

This study started as an effort to solve the serious environmental program that the Korean government and internationally focused on. For the purpose of the study, a green based growth education program was composed that young children could participate in. With this program, the study participants could form attitudes, behavior, and knowledge of environmental preservation. To see the effectiveness of the green growth educational program, the study set up a control and an experimental group. The program was composed with four major content 'ecosystem', 'energy', 'resource', and 'green citizenship'. The study planned 20 sessions including fairy tales, storytelling, art, game, and science activities. The study's participants were a total of 42 five-year-old children. The result of the research showed that the experimental group's environmental preservation knowledge, attitude, and behavior score was significantly higher than the control group. The green growth educational program had a positive effect on young children's knowledge, attitude, and behavior of environmental preservation. This study included the realities of the difficulties applying green growth education in kindergarten, the result provided practical information regarding the green growth educational program to kindergarten teachers.

• Journal of Elementary Mathematics Education in Korea
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• v.20 no.4
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• pp.677-694
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• 2016

Storycrafting is a creative educational technique in Finland. Since 2011, storytelling approach of mathematics textbooks in South Korea can be regarded as opportunities for interesting learning of mathematics as well as its improper application to mathematics lessons. We need to revise and improve the storytelling method. The purpose of this study is to make a storycrafting program that encourages students to make mathematical stories for themselves and to analyze the effect of the storycrafting program on mathematical creativity and communication. To do so, we developed a storycrafting program of mathematics for sixth graders, which is composed of 33 lessons. And we applied them to one sixth class as experimental group. Through pre-test and post-test, their mathematical creativity and communication were tested. Based on the result of t-test, we can verify the statistical meaningful effect of the storycrafting program. This study contains some conclusions and suggestions.