Convergence Education Research Articles

초등수학과 교육과정과 연계한 인공지능 수학 융합 교육프로그램 개발

본 연구의 목적은 인공지능 교육의 부족한 시수에 대한 보완 방안으로 초등수학과 교육과정에 맞춘 인공지능 융합 교육프로그램을 개발하는 것이다. 이를 위해 인공 지능 교육과 교과 교육을 융합한 다양한 선행연구를 분석하고 프로그램 개발의 방 향을 설정하였다. 그리고 현행 2015 초등수학과 교육과정의 3~4학년군 성취기준을 단원별로 분석하고 적용할 수 있는 인공지능 관련 개념을 추출하여 연결하였다. 이 를 바탕으로 초등학교 4학년 수학 교과의 10개의 단원에서 총 20개의 성취기준을 적용한 10차시의 초등수학 인공지능 융합 교육프로그램을 개발하였다. 이 프로그램 에 대하여 현직 교사의 전문가 집단 12명이 개발 프로그램의 타당도와 현장 적용 성을 검증하였다. 결론으로, 초등수학과 교육과정의 단원별 성취기준과 인공지능 개념의 연결이 가능하며, 이를 바탕으로 개발한 인공지능 수학 융합 교육프로그램 에 대한 타당성 및 현장 적용성을 확보하였다. 그리고 개발 프로그램을 실제 교육 현장에 적용하여 효과성을 확인할 필요가 있고, 다양한 교수·학습 활동 자료 및 교사를 위한 안내 자료의 개발과 다양한 학년에 적용할 수 있는 프로그램 개발을 제언하였다.

STEAM기반의 로봇교육프로그램 개발

Teenagers living in the era of the 4th Industrial Revolution, where technology is developed and academic convergence takes place, need various experiences and a convergence education environment. Therefore, this study is an “Artificial Intelligence Robot Design Experience Group with Metabus” program to operate a university career exploration camp, and a total of 211 middle and high school students participated from May to November 2022. In the satisfaction and survey, more than 93.4% of middle school students and 96.4% of high school students responded positively that they wanted to re-participate in university career exploration camp activities. The research results have embodied the career goals of middle and high school students in the field of convergence of intelligent robot new technologies and serve as a hub for various experiences and convergence education courses for teenagers living in the era of the 4th Industrial Revolution. It is expected that the university career exploration camp program of this study will be used for youth's career in the future, and many studies on university career exploration camps will be conducted as a convergence program between engineering and art.

경증 자폐 스펙트럼 장애인 사회성 향상과 재능 발현을 위한 미술관 융합교육 가이드라인 모델 연구

In order to establish an effective museum convergence education guide and model, this study first sought ways to redefine the local and social role of art museums for the people with autism developmental disabilities. Second, the effectiveness of art enjoyment, mental recovery, and self-exploration were analyzed, and through the participation of family guardians in art museum programs. Third, various attempts and new role implications were derived to expand the social convergence platform of art museum exhibition-linked education. Fourth, an integrated model such as communication, healing, empathy, sharing, and support was established in the guidelines for convergence education at the Museum of Art for the Disabled in the Autism Spectrum. This study verified the effectiveness by analyzing the operation of two curriculums, Dreamcatcher Craft Class and Ribbon Embroidery Family Frame Collaboration Class, in line with the theme of ICOM Museum Week. As a result of the study, this study presented physical and social solutions to increase accessibility to art museums. It also suggested the need for a dual strength that can lead to art museum education. In particular, it emphasized the need for art museum, organizations for the disabled, and public institutions to cooperate with governance. In addition, by studying the necessity of active learning in art museums, the needs to expand guidelines for integrated art museum convergence education was suggested.

교사학습공동체의 참여요인과 융합교과 교사학습공동체의 운영과정에서 특징과 어려움

Purpose: The purpose of this study is to compare the teachers’ participation factors in the teacherlearning community(TLC)(the same subject, the convergent subject), and to explore the characteristicsand difficulties that appear in the operation process of the convergent subject TLC. Methods: For this purpose, researchers interviewed 5 teachers related to the convergent subject TLC,and collected and analyzed data on the participation factors of each TLC and operation process ofthe convergent TLC. To analyze, the participation factors were categorized into personal factors, socialfactors, and organizational factors. The operation process was divided into introduction, learning andpractice of proceeding, and finishing. Results: As a result, there were differences in the participation factors between the same subjectTLC and the convergent subject TLC. The teachers’ participation factors in the same subject TLCinclude learning needs of teaching and learning contents and methods, satisfaction of collaboration,and overcoming closed school cultures. On the other hand, the teachers’ participation factors in theconvergent subject TLC include the willingness to improve teaching and learning, sharing values suchas the importance of convergent education, and overcoming the separate expertise by subject. Thisdifference is attributed to the perception of teachers that each TLC has different characteristics. Inaddition, the convergent subject TLC is composed of specific subjects, develops programs in the contextof connecting the contents between the subjects, conducts open classes and then reflects on thempersonally and structurally. Conclusion: In this process, it was pointed out that the difficulty on finding connection betweensubjects, lack of class time, and lack of evaluation connectivity were found. The results of this studyhave implications in expanding the preceding studies on the TLC and suggesting ideas for createmeasures to support teachers who want to implement convergence education.

2022 개정 교육과정, 직업계고 학점제 운영을 위한 미용과 융합교육 교수학습 방안 연구

The purpose of this study is to propose a curriculum of convergence subjects in the beauty major, and specific teaching-learning methods, following the introduction of the 2022 revised curriculum and high school credit system. Considering precedent researches, subjects(departments) for convergence education with beauty subjects were selected as follows: photography․film, culture․arts․design․broadcasting, health․welfare, chemical industry. Competency units were selected, considering academic connectivity between subjects with the learning themes related to real life, focusing on similarity and relevance to each other. Then, a lesson plan was made. Lastly, the suitability of the lesson plan was verified through a survey using SPSS 22 with teachers of each department. This study is expected to be helpful to manage lessons of the high school credit system in vocational high school. Additionally, Ministry of Education is asked to provide teachers’ training and support financially and administratively for the effective and efficient substantialization.

Application of the convergent education model in the development of a smart learning environment

The article presents a scientific and practical approach to the development and implementation of the concept of convergent learning in the framework of building an open educational platform to manage the process of training specialists. The presented concept of convergence education is based on the integration of educational programs, learning content, competency matrices, methods and technologies for training specialists and personalized learning trajectories in smart learning environment. To implement the model and the convergent approach, it is vital to make use of an information and educational environment with mechanisms to support convergent learning based on regional labor market analysis, actualizing of educational programs and resources, harmonization and synchronization life-cycle models thereof, adaptive customization and personalization of specialist training trajectories. The article presents the developed convergence model of educational programs and employer vacancies as a weighted graph to illustrate the relationship between competence requirement vectors of educational programs and sought-after employment. To isolate the convergence model components and evaluate the convergence degree thereof, a graph clustering algorithm based on the Louvain method has been developed. A method for synthesizing a convergence model of educational content organized as a fuzzy weighted graph has been presented, and sets of topics and sections of electronic learning resources being its vertices. Search and extraction of convergence educational content sections have been implemented by means of an algorithm for extracting fuzzy isomorphic subgraphs, and assessing the convergence degree thereof. The results of the study are used to synthesize an information and educational environment with intelligent mechanisms for supporting learning processes based on an analysis of the requirements of labor markets and actualizing educational content and training programs, as well as adaptive customization and personalization of specialist training trajectories. The architecture of the educational environment includes a set of software and tools for managing the components of the information space of the university with support for mobile, cloud and blended learning technologies.

정보 시각화 디자인을 통한 고전 문학 교수-학습효과 증진 융합교육 프로그램 개발 사례연구

Objectives The empirical goal of this study is improving students’ academic ability through visualization of information. To achieve the goal, through case study, this study aims to find out what teaching-learning experience effect teachers and learners can have by developing and applying convergence education program using visualization design of classical literature which belongs to high school national curriculum. Methods For the investigation, this study developed a teaching model using organized information planning process. The participants for the teaching model was Korean teachers, art teachers and 24 students of middle ranked high school in Chungcheongbukdo Cheongju. To identify the effectiveness, this study conducted in-depth interview and before-after test strip which can evaluate affective and cognitive constructs. Teachers’ instructions were analyzed with integrative perspective of Curriculum-Class-Evaluation-Feedback. The results of students’ before-after test strip and individual interviews according to the achievement level were classified by visualization of information and learning effect. Then, students’ experiences were organized based on the results. Results As a result, systematically organized information planning and information visualization design made students learn classical novel more constructively. Also this teaching model encouraged the integration of Curriculum- Class-Evaluation-Feedback and student-centered collaborative learning. In addiction, this study suggests advantages and concerns for application of digital device in visualizing process. Conclusions Through this study, it was confirmed that both teachers and students have positive learning experience in the process of producing text information into visual information during the teaching-leaning process of classic novel. The findings of this study will become an alternative method to revive marginalized classic novel teaching. Also, it extended the availability of information visualization design in the teaching and learning.

예비교사 대상의 융합교육과정 개발 및 실행에 대한 다중사례연구

Objectives The purpose of this study is to examine the development, implementation, and evaluation process of convergence curricular for pre-service teachers, and to analyze the instructors’ internal and external factors that influenced their practice of the curricula along with the related difficulties.
 Methods In this study, three cases of developing and implementing convergence curriculum for pre-service teachers were explored. First, individual interviews were conducted with the instructor in charge of each case, and various literature data were collected for a comprehensive understanding and explanation of each case. The collected data were analyzed in inductive methods and procedures focusing on the development-implementation- evaluation process and related factors of the convergence curriculum for pre-service teachers.
 Results The convergence curricula for pre-service teachers were practiced in various ways in the form of interdisciplinary content integration(webbed, integrated, shared), learner needs survey, evaluation method(criteria- based evaluation, relative evaluation, alleviated relative evaluation), collaboration between instructors, connection with various sites including school sites, and evaluation-and-feedback. Next, the instructors' perceptions of teacher education and convergence education, the form of subjects(liberal arts, major subjects), and human and material support emerged as factors influencing the practice of the convergence curriculum. Finally, communication and collaboration between instructors were identified as one of the biggest difficulties in the practice of convergence curriculum for pre-service teachers, which was closely related to the fragmented culture and system in the current teacher preparation programs.
 Conclusions For further development and implementation of convergence curriculum for pre-service teachers, first, in the development stage of the convergence curriculum, teacher educators need to select academic (curricular) integration models, and actively reflect the learner's needs in designing their instruction contents and methods. Second, it is necessary to expand the criteria-based evaluation system to facilitate the practice of the convergence curriculum (i.e., increasing the preference of pre-service teachers for convergence education subjects and the flexibility of teaching and learning). Third, in order to invigorate the convergence curriculum for pre-service teachers, it is necessary to promote cooperation between instructors from various academic backgrounds, expand opportunities to apply what they learned to the context of school and classroom, and provide opportunities to get involved in diverse field experiences.

Developing a Model for Sustainable Development in Education Based on Convergence Education

<p style="text-align:justify">Education for sustainable development (ESD) refers to education on the values and behaviors necessary for a sustainable future and society where everyone receives high-quality benefits. In the era of the fourth industrial revolution, convergence thinking is emphasized as a method of ESD. Therefore, this study aims to derive a model for developing open convergence subjects for ESD. The idea for this model was derived by combining the process of establishing a Convergence Department at Rey Juan Carlos University in Spain and the unit activities of Kyoto University in Japan. The challenges of failing to achieve the original goal and purpose of convergence due to emphasizing specific majors were solved by defining requirements for the model. Convergence subjects that meet the requirements are developed by following the order of the proposed model. In the future, a convergence subject pilot model will be applied using the proposed model to present and operate a course development process called “technology and future are seen through the window of currency”.</p>

인공지능시대의 유아 및 유아교사 대상 교육의 방향 탐색

The purpose of this study is to explore the direction of early childhood education for fostering future human resources in the age of artificial intelligence. For this study, the Delphi survey was conducted on 14 experts engaged in related fields such as artificial intelligence, early childhood education, and convergence education. The study was conducted in a paper-type standard Delphi survey and was conducted in a total of 3 rounds. The degree of agreement was judged based on the analysis of the degree of agreement and the degree of convergence of the Delphi 3rd survey results. As a result of the study, it was agreed that education using storytelling technology (SIRI: Speech Interpretation and Recognition Interface) is possible for young children. In addition, it was agreed that teacher education such as basic education on understanding the concept of artificial intelligence, how and how to use artificial intelligence, ethical aspects of education, and artificial intelligence education suitable for infant development is possible. In addition, a high level of agreement was reached with the opinion that artificial intelligence education through play should be realized and that physical and economic support for artificial intelligence education is required. Through this study, the importance and necessity of artificial intelligence education in early childhood education was confirmed. In addition, It was derived that the development of early childhood education programs and teacher education programs should be prioritized and that both policy and social support were required in order for effective AI education to be implemented. It is expected that the results of this study will be used as basic data to set the right direction for AI education and to develop educational programs related to AI education.

전공트랙제 기반 융합교육지원이 대학생의 창의융합역량에 미치는 영향 연구

The purpose of this study was to understand the effects of track system-based convergence education support on university students’ creativity and interdisciplinary abilities. Among the students of H university, which operates the track system, 1,229 students who participated in the core competencies assessment in the second semester of 2021 were the subject of the study. For analysis, t-test, ANOVA and multiple regression analysis were conducted. Factors were explored in creative confluence competency as dependent variables, and the results are as follows. First, there were significant differences in creative confluence competency according to participation on convergence education. Second, GPA, capstone design course attendance, creativity convergence based extracurricular activities, satisfaction of Sangsang Park, satisfaction of major courses were statistically significant in explaining creative confluence competency. Based on the results, suggestions and policies were discussed, along with limitations.

AI 융합교육의 이해와 해결 과제에 대한 고찰

본 연구에서는 AI 융합교육의 이해를 위해 초중고에서 이루어지고 있는 AI 융합교육의 관점에서 접근하였다. AI 융 합교육에서 궁극적으로 추구하고자 하는 역량이 무엇인지 살펴보고, 현재 이루어지고 있는 AI 융합교육의 다양한 사례들을 크게 중심교과, 융합모형, AI 학습요소와 학습활동의 3가지 차원에서 분석하였다. 또한 AI 융합교육이 활발하게 이루어지기 위해서 고려되어야 할 요소로 교사의 AI 융합교육 역량 함양, AI 교수학습 방법 및 교수학습 모형 개발 및 보급, AI 융합교육 을 위한 평가 방안 등에 대해 논의하였다.

미래교육과 융합교육을 위한 인문사회과학 컴퓨팅 탐색

Purpose: This paper discusses convergence education and future education perspectives of computing and algorithms applied to humanistic and social sciences with artificial intelligence. These algorithms are referred to as social algorithms.
 Methods: This paper considers the social scientific implications of social algorithms from an educational perspective, examining the issues and topics associated with the use of these algorithms for educational practices.
 Results: This discussion of social algorithms explicitly focuses on examples and case studies of educational practices rather than on theory and techniques. As specific issues for exploring the potential of social algorithms, this paper proposes social algorithm development processes, deductive-inductive approaches to social model building, and geospatial algorithms. It also suggests a more comprehensive list of geospatial data research topics for educational practices associated with social computing, including collective intelligence, community mapping, digital mapping content (i.e. Google Earth), evolutionary algorithms, and digital literacy of geospatial data.
 Conclusion: Some significant findings are highlighted along with ways that these can be infused with work on social algorithms and computing.

예비 정보교사 대상 스토리텔링 기반 실생활 문제해결 인공지능 융합교육 프로그램의 교육적 효과

Objectives In this study, the storytelling-based real-life problem-solving artificial intelligence convergence education program was applied to pre-service Informatics teachers, and its educational effect was verified by focusing on confluence competency.
 Methods The storytelling-based real-life problem-solving artificial intelligence convergence education program was implemented as a major subject of the Informatics teacher training course, and the effectiveness of the program was confirmed by comparing the students' creativity confluence competency before and after the experimental treatment.
 Results As a result of the paired-sample t-test for the pre-post tests, a statistically significant improvement was confirmed both in creativity confluence competency and each sub-factor. In addition, when looking at each item, statistically significant improvements were confirmed before and after the experimental treatment in 56 of the 59 items.
 Conclusions The storytelling-based real-life problem-solving artificial intelligence convergence education for pre-service Informatics teachers is meaningful in that research on artificial intelligence convergence education for pre-service or in-service Informatics teachers needs to be revised. However, Informatics teachers play a significant role in artificial intelligence convergence education in the school field, so understanding artificial intelligence convergence education should be the basis, and related studies must be conducted continuously.

Development and Application of Convergence Education about a Support Vector Machines for Elementary Learners

This paper proposes an artificial intelligence (AI) convergence education program that teaches the concept and principles of support vector machines (SVM). It was applied to elementary school students to check the effectiveness of education. The developed program describes the decision boundaries and margins of the SVM through the distance between the vertical and parallel lines of the elementary mathematics curriculum. The SVM education program was piloted to 18 3rd graders and 16 5th graders. Students' reactions were observed during classes, and learning output and self-evaluation results were analyzed after the classes. As a result, most students intuitively inferred the location of the trails, which represents the decision boundary. At this time, the overall activity performance accuracy of fifth-grade learners was higher, and the rate of reasonable inference on the principle of setting was also higher. The completion of the fourth-grade math curriculum also affected the students’ understanding. However, in the self-evaluation of the understanding of learning content, contrary to the actual comprehension, the average value was higher in the third grade. This was because middle-grade learners had a greater tendency to feel satisfaction and achievement when they newly learned about the unfamiliar AI principle. However, higher-grade learners presented more meaningful post-class. The novelty of this paper can be found in that it attempted to educate the SVM for elementary learners. In the future, it is necessary to apply the program to a larger number of learners, supplement and develop the program and contribute to the AI principles education for elementary school students. Keywords: support vector machines, artificial intelligence education, convergence education, elementary education, artificial intelligence algorithm. DOI: https://doi.org/10.55463/hkjss.issn.1021-3619.60.75

탄소중립 융합교육 프로그램이 초등학생 환경 의식·태도 변화에 미치는 영향

This study developed a carbon-neutral convergence education program for use in elementary school. We applied this program before and after class among students who were members of science and environmental clubs, focusing on changes in their environmental awareness and attitudes.
 More specifically, we administered 11 total sessions to 23 students in grades 4 through 6, all of whom completed surveys before and after class. The program was divided into three stages, including presenting the situation for carbon neutrality, creative design, and emotional experience. The topics for each class included the following: understanding the learning contents (sessions 1-3), searching for solutions to practice carbon neutrality (sessions 4-5), experiencing (sessions 6-7), making (sessions 8-9), and practicing eco-friendly product sharing (sessions 10-11).
 Based on the results, we conclude that our STEAM program on carbon neutrality positively improved awareness and attitudes toward the environment. In this regard, the participants exhibited positive attitudes toward steady practices in daily life.
 We also recommend follow-up research and the development of various carbon-neutral STEAM programs that target more students in regular classes. There will also be a need for carbon-neutral programs that target different age groups.

수학 예비교사가 국어, 과학, 윤리 예비교사와 함께 설계한 융복합 수업의 특징 탐색

This study was conducted with the purpose of analyzing the cases of convergence classes of pre-service teachers and providing information for conducting convergence classes in the secondary school. Mathematics pre-service teachers participated in a 4-week convergence class design and demonstration program with teachers of Korean language, Science, and Ethics to develop 51 convergence class cases, and I analyzed the characteristics of convergence classes in terms of class purpose, motivation context, convergence procedure, and student agency. The characteristics of each dimension were different depending on the subject integrated with mathematics. For example, convergence classes with the Korean language use a lot of statistics, and interdisciplinary procedures, and student-led classes are designed, and convergence classes with Science utilize a variety of mathematical knowledge, but multidisciplinary procedures are used and teacher-led classes are designed. Based on these results, the role of mathematics according to the purpose of the convergence class was presented, context, procedure, and student agency should be considered in designing convergence classes, considerations for convergence with Korean language, Science, and Ethics, and implications for convergence education and pre-service teacher education.

A Proposal of an Educational Program Based on Case Analysis of Fashion in the Metaverse

Artificial intelligence(AI), virtual reality(VR), and network technology—the major technologies of the fourth industrial revolution—have ushered in the eras of metaverse of transcendent reality and big data. In these periods, training specialists through creative convergence on metaverse fashion is urgently needed. This study aims to analyze the characteristics of metaverse and cases of metaverse technology convergence in the fashion industry. Furthermore, it proposes a curriculum for fashion education programs using three-dimensional virtual content. Our findings indicate that (1) metaverse technologies, such as data technology, network technology, AI, VR, augmented reality(AR), and mixed reality(MR) technologies, are being used in various industries, including fashion, entertainment, game, electronics, and automobile industries. Hence, the market for metaverse will continue to grow (2) metaverse platforms, such as Fortnite, Minecraft, Roblox, Animal Crossing, Universe, Zepeto, and ifland, have been introducing virtual worlds, avatars, and products targeting the MZ generation(a mix of two groups—Millennials and Gen Z), their main consumer group, and are collaborating with various fashion brands. Third, the study, based on the case analysis, proposes educational programs on metaverse fashion. These are learner-centered, process-oriented, and execution-centered programs that use creative convergence education methods using design thinking at the learning, ideating, designing, making, and sharing stages. This study presents the applicability of metaverse technology as a medium for fashion education and has the potential to become basic data for creative convergence education of metaverse fashion in future.

"교사의 인공지능 융합교육 교수역량 척도 개발 및 타당화"

"교사의 인공지능 융합교육 교수역량 척도 개발 및 타당화"

A Study on the Perception of Professors and University Students for the Systematic Implementation of Convergence Education: Focused on Dongguk University WISE

A Study on the Perception of Professors and University Students for the Systematic Implementation of Convergence Education: Focused on Dongguk University WISE - Systematic Convergence Education;4th Industrial Revolution;Higher Education;Creative Convergence Talent;Human Capital