• Journal of Practical Engineering Education
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• v.14 no.3
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• pp.459-469
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• 2022

The purpose of this study is to explore the educational effect by developing and applying a decision tree-based artificial intelligence convergence education program. To achieve the purpose of this study, the study was conducted through a three-step process of preparation, development, and improvement. In addition, it consisted of four stages of the creative problem-solving process: 'Understanding the problem', 'Idea search and development', 'realization' and 'evaluation'. In particular, the artificial intelligence convergence education program developed in this study is an unplugged activity that does not include programming. Therefore, it is very noteworthy that artificial intelligence convergence education was implemented in subjects other than technology and home economics education, and information education, which are part of junior engineering education, and practical arts education in elementary education, which is a subject that learns Artificial Intelligence technology including programming during class time. In other words, it shows that AI technology can be integrated and taught in most subjects, not specific subjects and has great significance in that it can utilize the concepts and principles of artificial intelligence technology when teaching the concept of classification, which is included in the curriculum.

• Journal of radiological science and technology
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• v.18 no.2
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• pp.87-102
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• 1995

The education of radiologic technology began in the regular institute of higher education in Korea in 1963. Up to now from then, our education to bring up the radiologic technologists has developed greatly in quality and quantity, and now departments of radio-technology are founded in the 16 junior colleges in March, 1995. This study was done to verify the necessity and propriety to reform the education system of radiologic technology which was run as two or three year system of college curriculum for 32 years since 1963, and to search for the method to reform in the future. We got the following results from this research. 1. In the survey, on the desirable education year for radiologic technologists, 63.9 % of professors of department of radio-technology and 63.0 % of radiologic technologists chose the 4 year system, 27.9 % of professors and 34.6 % of radiologic technologists chose the 4 year system added to graduate school. 2. In the survey, on the future development of radiologic equipments and technique, 67.2 % of professors of department of radiologic technology and 86.4 % of radiologic technologists have a view of "revolutional development". Also, on the future tasks or roles of radiologic technologists 95.1% of professors and 94.9% of radiologic technologists have a view that "They will increase". 3. On the necessity of extension of education year to 4 years from 3 years, the factor is that development of medical technique and machinery and tools, advance of qualification of radiologic technologists, enlargement and specialization of the business of the radiologic technologists, ballance of education year with other medical sciences, international competitive power and cooperation of radiologic technology, and education continuation of the graduates of department of radiologic technology. 4. They suggested that in the 4 year curriculum of department of radiologic technology, clinical medicine, quality control of radiation and radiologic equipment, related subjects to the radiologic application and computer application should be enforced and clinical practice should be extended more. 5. On the device to found the 4 year college curriculum of radiologic technology, they suggested that first, 4 year curriculum should be founded through the variety of educational year, secondly, department of radiologic technology should be founded in the 4 year health sciences college, thirdly, educational continuation of the radiologic technologists should be systematized on the basis of life-long education.

• Human Ecology Research
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• v.61 no.4
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• pp.673-686
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• 2023

The purpose of this study was to identify home economics (HE) teachers' concerns about and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution and to reveal whether they differ according to teachers' general background variables. The questionnaire survey method to measure HE teachers' concerns and perceptions of HE education using the latest technologies in the era of the 4th Industrial Revolution was conducted online using the Google Questionnaire from which 150 responses were received. The main results were as follows. Firstly, HE teachers scored an average of 3.46 out of 5 for the latest technology. Among these interests in the latest technology, interest in "augmented reality and virtual reality technologies" scored the highest at an average of 3.80, while interest in "neural network machine learning" (2.78) was low. HE teacher's concerns about HE education using the latest technologies in the era of the 4th Industrial Revolution were high, with an average score of 4.40. Among these concerns for the latest technology, "concern about the results of HE education using the latest technology" scored the highest at 4.53. HE teachers' anxiety about the latest teaching technology in the era of the 4th Industrial Revolution was moderate, averaging 3.05. The highest form of anxiety was "anxiety about the impact on the job" (4.03) and the lowest was fear of "the disappearance of the teacher's job" (2.50). HE teachers' innovation resistance to the latest teaching technology was low at 2.18. Expectations of the latest technology in HE classes in the era of the 4th Industrial Revolution averaged 3.85, slightly higher than the middle of 3.

• Journal of Internet Computing and Services
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• v.21 no.6
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• pp.133-139
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• 2020

Big data, artificial intelligence (AI), and machine learning are keywords that represent the Fourth industrial Revolution. In addition, as the development of science and technology, the Korean government, public institutions and industries want professionals who can collect, analyze, utilize and predict data. This means that data analysis and utilization education become more important. Education on data analysis and utilization is increasing with trends in other academy. However, it is true that not many academy run long-term and systematic education. Korea Institute of Science and Technology Information (KISTI) is a data ecosystem hub and one of its performance missions has been providing data utilization and analysis education to meet the needs of industries, institutions and governments since 1966. In this study, KISTI's data education was analyzed using the number of curriculum trainees per year from 2001 to 2019. With this data, the change of interest in education in information and data field was analyzed by reflecting social and historical situations. And we identified the characteristics of KISTI and trainees. It means that the identity, characteristics, infrastructure, and resources of the institution have a greater impact on the trainees' interest of data-use education.In particular, KISTI, as a research institute, conducts research in various fields, including bio, weather, traffic, disaster and so on. And it has various research data in science and technology field. The purpose of this study can provide direction forthe establishment of new curriculum using data that can represent KISTI's strengths and identity. One of the conclusions of this paper would be KISTI's greatest advantages if it could be used in education to analyze and visualize many research data. Finally, through this study, it can expect that KISTI will be able to present a new direction for designing data curricula with quality education that can fulfill its role and responsibilities and highlight its strengths.

• Journal of Korean Elementary Science Education
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• v.30 no.4
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• pp.514-523
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• 2011

The purpose of this study was to investigation the elementary school teachers' perception in STEAM(Science, Technology, Engineering, Arts, Mathematics) Education. For this study, 93 elementary school teachers who have taught mathematics/science in gifted class were selected and a fifteen items questionnaire designed to elicit teachers' perception of steam education was to administered to them. The major findings are as follows: First, the ratio of teachers who understood a steam education exactly is very low. But teachers have positive thoughts about the need of steam education. Second, teachers thought that steam education has a good effect on elementary education. Third, teachers thought that steam education will be an alternative teaching and learning method. Fourth, teachers have negative thoughts to participate in class work related on steam education. To improve negative attitudes on steam education, incentives for teachers seems to be required. In order to spread steam education among the elementary school teachers successfully, the expansion of school facilities, administrators and staff in mind, improving financial support, strengthening education through the development of content and teaching strategies were analyzed as a challenge.

• STI Policy Review
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• v.1 no.4
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• pp.1-20
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• 2010

This paper explores the role of entrepreneurship education in a modern economy and how the government, academic, and nonprofit sectors in the United States have responded to this growing field. There are several sectors that play important roles in the entrepreneurship education landscape in the United States. Over the past decade, there has been increasing participation of Federal and state governments. This recent trend suggests the field may be increasing in maturity and legitimacy, showing promise for expanding the reach of entrepreneurship education programs. Programs sponsored by nonprofit organizations and private foundations complement government initiatives and display an effective means of leveraging knowledge and resources across the relevant sectors. Thus, new initiatives, whether initiated by government or academia, should learn from the successes of this sector as well as be carefully considered within the context of existent programs and services. Nonetheless, the potentially dynamic environment of the entrepreneurship education field in the United States offers a specific opportunity to leverage the experience in mentorship activities at the post-secondary education to address a possible gap in these activities at the secondary education level.

• Journal of Engineering Education Research
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• v.14 no.6
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• pp.60-66
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• 2011

The curriculum system and documentation for advanced general education, MSC (Mathematics, Basic Science, Computer Science), and engineering-design courses have been developed to improve the education of advanced undergraduate students in engineering and technology at Chosun University. In this paper, to obtain improved quality of engineering courses, we systemized the education of engineering and technology, which could be designed as the education satisfying students and provide awards for high-quality performance, through efficient management of education courses and establishment of basic and professional courses. In addition, by applying evaluation to the engineering courses and using the model of continuous quality improvement, we could achieve a high-quality education system for the engineering and technology courses.

• Proceedings of the Korean Vacuum Society Conference
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• 2009.02a
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• pp.113.2-113.2
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• 2009

• Ingenium
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• v.10 no.4
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• pp.6-6
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• 2003

• Ingenium
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• v.1 no.3
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• pp.44-47
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• 1994