AI의 교육적 활용에 대한 중등 사회과 교사의 인식 및 연수 수요 분석

Abstract

Objectives This study aims to investigate the attitudes and beliefs of secondary social studies teachers towards AI-based education and to assess their demand for training in this area.
 Methods To this end, a survey was administered to 1,164 middle and high school social studies teachers (civics, history, geography, and ethics). The survey consists of two parts: learning about AI (learning elements of AI and capabilities of AI) and learning with AI (difficulties of teaching with AI and demand for teacher training in AI-based education). First, the reliability coefficient of the questionary items was calculated, followed by descriptive statistical analysis. To verify the statistical significance of dfferences by teachers’ specialty, a one-way analysis of variance was performed, and the effect size was calculated to confirm the practical significance. For descriptive answers, the word frequency was calculated and visualized in a word cloud to identify prominent issues.
 Results 1) It was discovered that social studies teachers consider AI's social impact, machine learning, and data as crucial learning components. Particularly, teachers believed that students should be aware of artificial intelligence's technical limitations and ethical implications. 2) Assuming the class situation, the teachers indicated that the greatest anticipated challenge would be the lack of ‘exemplary practices for social studies classes using AI’. 3) Despite the fact that few teachers have prior experience with coding or AI training, 71.2% of all respondents agreed that teacher training program in AI-based education is necessary.
 Conclusions This study is anticipated to serve as a foundation for the development of AI-based training programs and the introduction of AI in education.