유아 인공지능(AI) 교육에 대한 유치원교사 인식 분석

Abstract

Objectives The purpose of this study is to explore the direction of AI education for infants for nurturing future talents by analyzing the perceptions of kindergarten teachers on AI education for infants.
 Methods A survey was conducted with 275 kindergarten teachers. The questionnaire was composed and revised by researchers based on related prior research, and validity was secured through review by experts in early childhood education and researchers with experience in AI-related research. Descriptive statistics were performed on the collected questionnaires using the SPSS 21 program, and cross-analysis and one-way analysis of variance (ANOVA) were performed to analyze the differences between groups.
 Results As a result of the study, first, it was found that there was a significant difference in the level of interest in artificial intelligence according to the teacher s AI-related training experience and education experience. It was found that the higher the final educational level, the higher the educational experience, the higher the level of interest and belief in artificial intelligence. Also, it was analyzed that the majority of teachers understood AI as an intelligent system that integrates knowledge from various academic fields such as engineering, natural science, and education. Second, as a result of analyzing the perceptions of kindergarten teachers on AI education, it was found that teachers with high final education, teachers with many educational experiences, and teachers with artificial intelligence-related training and education experiences had significantly higher awareness levels. Third, as a result of analyzing kindergarten teachers perceptions on the necessity and possibility of AI education for infants, it was found that teachers with high final education and teachers with AI-related training and education experience had significantly higher awareness levels. In addition, it was found that the lack of experts to support related education is recognized as the biggest problem as a problem with early childhood AI education.
 Conclusions In order to improve kindergarten teachers awareness of early childhood AI education to a high level, efforts are required for policy and institutional support, such as strengthening teacher training related to early childhood AI education, and follow-up research should be actively carried out for this purpose. This study is meaningful in that it provided basic data to explore the early childhood AI education for young children for nurturing future talents by analyzing kindergarten teachers perceptions of early childhood AI education.