인공지능(AI)의 교육적 실천을 위한 가능성과 과제

성은모,김동호,신서경,이영주 한국교육공학회 2023 교육공학연구 Vol.39 No.4

The recent emergence of artificial intelligence (AI) technology has exerted a profound influence on various societal domains, including social, economic, cultural, and educational aspects, with an anticipated strengthening impact in future societies. Recognizing the significance of AI talent development, many countries worldwide prioritize educational efforts, considering it a crucial aspect of education policy. In this paper, we discussed challenging issues pertaining to the educational practice of AI. Specifically, we delved into the conceptualization and scope of AI in education, the direction of AI educational curricula, practical approaches to AI education, and the evolving roles and competencies of teachers in AI education. The discussion revealed that the concept and scope of AI in education can be categorized into education about AI, education using AI, and education for AI. The curricula for AI in education should be balanced and comprehensive, encompassing technical, utilitarian, societal, and ethical dimensions. The educational practice of AI necessitates concurrent research and practice, covering interactions and roles among AI, educators, and learners, teaching and learning strategies with AI, and educational innovation for future competency enhancement through AI. Regarding the changing roles and competencies of teachers in AI education, the focus is on AI-based instructional designers, promoters of learning with AI, emotional support providers using AI, and decision makers relying on AI data. On the basis of these discussions, practical directions for realizing the possibilities and promises of AI in education were proposed.

학생들의 화학평형 개념에 대한 연구

성은모,박미애 충북대학교 과학교육연구소 1996 과학교육연구논총 Vol.12 No.1

대학교 학생들의 수업전과 후의 화학평형개념을 조사하였다. 결과적으로 선행개념에 큰 변함이 없음을 알 수 있었다.

영재 학습자의 자기주도학습역량 특성 탐색

성은모,채유정,이성혜 韓國英才學會 2017 영재교육연구 Vol.27 No.3

The purpose of this study was to investigate the characteristics of self-directed learning competence as a characteristic of learners who are classified as gifted. Although the studies so far attempted to characterize the giftedness itself, this study tried to confirm the characteristics of the gifted learners in the process of their learning rather than the characteristics of the giftedness itself in terms of self – directed learning competency. The research questions of this study are as follows: 1) What does learning mean for gifted learners, 2) How does gifted learners perform the general learning process, 3) Gifted learners to remember and understand their knowledge (cognitive, meta-intellectual, emotional, and behavioral learning strategies). For this purpose, we conducted an in - depth interview with 18 middle and high school students who completed the a Gifted Education Program and analyzed the qualitative data. The analysis used the theme analysis method to derive the topics found in the interview contents and to classify the related contents based on the topics. As a result, the characteristics of the self-directed learning competency of the gifted learners are 'Learning value system with a sense of knowing about a interested field', 'self-reflection strategy based on excellent meta-cognition and cognitive control ability', 'learning strategy inquiring origin of knowledge', and 'self- management strategy through behavior and emotional control'. 이 연구는 영재들이 학습을 수행해가는 실제적인 특성으로서의 자기주도학습역량에 대한 특성을 규명하고자 하였다. 지금까지 영재교육에서의 논의는 영재 그 자체의 특성을 규명하려는 노력이 이루어져 왔으나, 이 연구는 한 단계 더 나아가 영재 그 자체의 특성보다는 영재들이 학습을 수행하는 과정에서 나타나는 특성을 ‘자기주도학습역량’의 관점에서 확인하고자 하였다. 본 연구의 연구문제는 1) 영재 학습자들에게 있어서 학습이란 어떤 의미인가, 2) 영재 학습자들이 수행하는 일반적인 학습과정은 어떻게 이루어지는가, 3) 영재 학습자들이 학습을 수행하는데 있어 지식을 기억하고 이해하기 위해 어떠한 학습전략(인지적, 메타인지적, 정서적, 행동적 학습전략)을 사용하는가 였다. 이를 위해 K 영재교육 프로그램을 최우수 성적으로 이수한 중, 고등학생 18명을 대상으로 심층인터뷰를 실시한 후 이를 분석하였다. 분석은 인터뷰 내용 상 공통적으로 발견되는 주제를 도출하고, 그 주제들을 중심으로 관련 있는 내용을 묶어 인터뷰 내용을 분류하는 테마분석 방법을 활용하였다. 분석 결과, 영재 학습자들이 보이는 자기주도학습역량은 ‘명확한 분야에 대한 앎의 의미를 둔 학습가치 시스템’, ‘탁월한 메타인지와 인지조절 능력 기반의 자기성찰 전략’, ‘지식본질 탐구중심의 학습전략’, 그리고 ‘행동 및 정서 통제를 통한 자기관리 전략’ 등과 같은 4가지 핵심영역으로 분류되었으며 이에 따른 독특한 전략적 학습특성이 확인되었다.

자유학기제 청소년 진로 체험활동의 효과적 운영을 위한 지역사회 연계 방안

성은모,정효정 한국진로교육학회 2013 진로교육연구 Vol.26 No.4

The purposes of this study is to investigate community’s participating strategies in order to facilitate experience-based youth career education. To address this goal, we had interviewed community members such as school members(principle, teacher, students, student’s parent), workplace provider and supporter, youth experts. As a result, we have found out 3 major strategies for participating community to facilitate experience-based youth career education. First, it is importance to build social consensus that community’s participating is a primary role to success experience-based youth career education. Second, it is importance to liaise workplace for experience-based youth career education. Finally, it is importance to secure sustainable possibility through pre-to-post management of matured experience youth’s activity, providing incentive to workplace supporter, quality assurance. Based on the results of this study, some recommendations were suggested youth’s policy and career education system for success experience-based youth career education. 본 연구에서는 자유학기제 본격 도입을 앞두고 청소년 진로 체험활동을 통한 진로교육이 성공적으로 이루어질 수 있도록 지역사회 연계 방안 및 추진 전략을 도출하였다. 첫째, 지역사회 참여의 중요성에 대한 공감대를 형성하는 일이 중요하다. 이를 위하여 청소년 진로 체험활동 지원의 가치를 확산시키고 성과 및 성공사례를 제공하는 전략이 도출되었다. 둘째, 청소년 진로체험기관을 발굴․섭외․연결하는 일, 청소년 진로 체험활동의 질을 강화하는 것이 중요하다. 이를 위하여 지역사회 협의체 구성 및 운영, 학부모들의 인식전환 유도, 지역사회의 자원 발굴 전략, 체험활동 성공사례 및 프로그램을 모형화하여 확산시키는 전략이 도출되었다. 셋째, 지속가능성을 확보하기 위한 방안으로 성숙된 청소년 진로 체험활동의 사전/사후관리, 인센티브 제공 전략 등이 도출되었다.

청소년 대상 체험형 통일교육 프로그램 개발

성은모,허 균,정효정,김주희,김종운 학습자중심교과교육학회 2015 학습자중심교과교육학회 학술대회 Vol.2015 No.3

메탄올과 에탄올의 K+착물에 대한 Ab Initio 연구

성은모,황호준,Seong, Eun-Mo,Hwang, Ho-Jun 대한화학회 2006 대한화학회지 Vol.50 No.3

K+(C2H5OH)n, (n=1~5) 착물에 대한 구조와 결합에너지에 대하여 MP2/full gen 6d와 MP2/6-311G**의 방법으로 계산하였다. n이 증가함에 따라 착물의 형태는 선형, 삼각형, 정사면체, 삼각이중피라밋 형태를 갖는 것으로 나타났고 K+-O의 길이는 용매 분자수가 증가함에 따라 증가하고 ∠K+OC도 증가하며 ∠K+OH는 n이 증가함에 따라 감소함을 보였다. 결합에너지는 n이 증가함에 따라 증가하나 순차적으로 증가하는 폭은 n이 커질수록 감소함을 볼 수 있었고 이는 용매분자간의 상호작용이 많은 영향을 주고 있는 것으로 나타났다. Ab initio calculations of the structure and the binding energies of K+(C2H5OH)n, (n=1~5) complexes were carried out with MP2/ full gen 6d and MP2/ 6-311G** methods. The stable structures of the complexes with n=2 to 5 were linear, trigonal, tetrahedral and trigonal bipyramid respectively. The binding energies of complexes were increased with the number of ligands, but the incremental binding energies were decreased. These results agreed well with the results of K+ complexes with other solvents.

중학교 2학년 청소년의 뉴미디어활용이 인지, 정서, 사회발달에 미치는 영향

성은모,황경아,이재연 한국청소년정책연구원 2012 한국청소년정책연구원 연구보고서 Vol.- No.-

Over the past few decades, computers, smartphones, and internet technology have changed the way of work, learn, play, communicate, and lifestyle etc. Especially adolescents are positively using those medium for communicating with friends, searching information, and learning with e-Learning. However, those new medium are a negative influence in adolescents’ lives by using playing games, chatting, watching adult movies. Using the medium have both a positive effect and a negative effect that are associated how much use the one (e.g. time and frequency) and how to use the one (e.g. goal and quality). Accordingly, we need to investigate the actual conditions of using the medium of adolescents to provide the guideline using the medium and to propose the policy issues. The goal of the present research was to investigate the actual conditions using the medium of adolescents and to determine the association between using the medium (quantity and quality) of adolescents and cognitive, affective and social factors. To accomplish this goal, there was analyzed a data of Korea Children and Youth Panel Survey(KCYPS) that surveyed adolescents at the level of national in Korea 2011 and conducted Korea Youth Policy Institute. Participants are 2351 middle school students (aged 15~18) and mean age was 15.89 years (SD=.34). There are male 1153(50.5%) and female 1128(49.5%). As results, male was more using computer and female had more cell-phone(p<.01). Using goal of new medium such as computer and cell-phone as a related with learning, searching information, text with family and friends were associated with female, higher academic level of parents, higher economy status level of parents, and supervision, love/concern, rational explaining as a way of parenting of parents. Adolescent who has more using computer for playing game, chatting, and get higher addiction of cell-phone for playing game, watching movie has lower learning and reading time, lower academic achievement, getting mental instability, lower peer attachment, and maladaptation of school life. In short, using the new medium has influenced negatively cognitive, affective, and social development of adolescent when they use the medium for goal of enjoying entertainment. However, the new mediums are positively influenced when they use the medium for goal of related with learning, or maintaining friendships. Based on those results, there were suggested 6 policies for building environment of using new medium on adolescents as well as for providing opportunity to be learned educational program of right way using new medium for adolescents and their parents.

비대면 온라인 프로젝트학습 교수학습모형 개발 연구

성은모,백민정,최지은 한국교육방법학회 2021 교육방법연구 Vol.33 No.1

Starting from the spring of 2020, the COVID‐19 has been changing the paradigm of education on South Korea. While Untact is establishing itself as a new normal, there is a growing possibility that nonfacetoface learning will become common in the form of online distance education. Therefore, in a nonfacetoface learning situation, what meaningful learning experiences should be provided to learners is emerging as an important issue. In this regard, online project learning in a nonfacetoface learning situation is recognized as one of the teaching and learning methods that can provide a meaningful learning experience. Therefore, this study attempted to derive components of teaching and learning activities for online project based learning, and to develop strategies for utilizing online support tools that can promote learning activities in the context of untact situation as nonfacetoface. For this, a development research method was applied. As a result, The non facetoface online project based learning model was developed into five areas: online project preparation, topic selection and problem identification, data search and problem solving, product development and problem solving, and evaluation and reflection. In addition, the model consisted of 15 subprocedures, and was developed including 24 activity elements. Based on the results of this study, several strategic implications for the effective operation of the teaching and learning model for future nonfacetoface online project based learning were suggested. 코로나 19는 교육의 패러다임을 새롭게 변화시키고 있다. 비대면 학습(Untact)이 뉴노멀(New normal)로 자리매김하고 있는 가운데, 비대면 학습은 온라인 원격교육의 형태로 보편화 될 가능성이 커지고 있으며, 비대면 학습상황에서 어떠한 유의미한 학습경험을 학습자들에게 제공해야할 것인가는 중요한 이슈로 등장하고 있다. 이와 관련하여 비대면 학습상황에서의 온라인 프로젝트 학습은 유의미한 학습경험을 제공할 수 있는 교수학습방법 중의 하나로 인식되고 있다. 이에 이 연구에서는 비대면 온라인 프로젝트 교수학습을 위한 교수학습활동의 구성요소를 도출하고, 학습활동을 촉진시킬 수 있는 온라인 지원도구의 활용 전략을 개발하고자 하였다. 이를 위해 개발연구방법을 적용하였으며, 그 결과, 비대면 온라인 프로젝트 교수학습모형은 온라인 프로젝트 준비, 주제선정 및 문제확인, 자료탐색 및 문제해결, 결과물 개발 및 문제해결, 그리고 평가 및 성찰 등과 같이 5가지 영역으로 구분되고, 15개의 하위절차로 구성되었으며, 24개의 활동요소가 포함되어 개발되었다. 이 연구결과를 바탕으로 향후 비대면 온라인 프로젝트 교수학습모형의 효과적인 운영을 위한 전략적 시사점을 몇 가지 제언하였다.

코로나-19 팬데믹 시대 대학생들의 온라인 수업 인식 요인 및 변화 분석: 의미분별척도법을 활용한 2020~2022년 자료를 중심으로

성은모,강수미 한국컴퓨터교육학회 2024 컴퓨터교육학회 논문지 Vol.27 No.1

The purpose of this study was to provide insights into improving the educational competitiveness of online classes in the post-COVID-19 era by examining shifts in university students' perceptions of such courses during the COVID-19 pandemic. A survey was conducted, employing a semantic differential scale, among 534 university students who participated in online classes from 2020 to 2022. The analysis focused on shifts in student perceptions over this period. In 2020, the overall perception of online class was that it was portable, up-to-date, highly accessible, relaxed, yet also impersonal, tiring, and unfamiliar. In 2021, sentiments around its portability, currency, accessibility, adaptability, usefulness, and significance increased, while feelings of fatigue and unfamiliarity decreased. In 2022, perceptions remained largely similar to 2021, but with stronger feelings of comfort, usefulness, relaxation, and decreased sensitivity. A year-over-year analysis revealed significant changes in perception, particularly more positive views in 2021 compared to 2020. For example, perceptions shifted from 'unfamiliar' to 'friendly,' from 'can't have' to 'can have,' and from 'bad' to 'good.' Upon analyzing the determinants of student perceptions of online classes, the key factors identified were usefulness, accessibility, and sensitivity. A comparison over the years showed that perceived usefulness was significantly higher in 2021 than in 2020, whereas no annual variations were noted in accessibility and sensitivity. Based on these findings, the study proposes several policy recommendations for improving the educational competitiveness of online class at the university level.

청소년 안전사고 대응역량 개발 및 진단도구 타당화

성은모,서동인 미래를 여는 청소년학회 2017 미래청소년학회지 Vol.14 No.4

Safety accidents can happen to anyone, anytime, anywhere. Thus, the ability for youths to prevent and respond to safety accidents is becoming an essential competence in their lives. The purposes of this study were to identify concept and indicator or youth safety competency(YSC) and to validate measurement tools for youth safety competency(YSC) as youth safety competency questionnaires(YSCQ). To address those goals, 6 youth activity specialists and 3 competency modeling experts were participated in this study to develop concept and indicator for youth safety competency(YSC) based on the literature review. Also, 401 youths were participated in the study to validate the YSCQ by survey. As results, the 4 competencies and 9 sub-competencies were developed and validated 42 items for YSCQ; Safety knowledge (knowledge for accident situation, procedural knowledge to use of safety tools) was 8 items, safety-oriented value(information gathering for accident factor, risk-sensitive about accident, recognition of importance on safety) was 12 items, psychology control ability(situational optimism, norms compliance) was 10 items, Accident-solving ability(situational judgment, accidents response ability) was 12 items. The results of this study are expected to contribute to enhance the systematicity of youth safety education such as establishment of strategy and support plan for youth safety education, development of youth safety education model. 안전사고는 언제, 어디서, 누구에게나 발생할 수 있기에 청소년들이 안전사고를 예방하고 대처할 수 있는 능력이 그들의 삶에 있어 필수적인 역량으로 부각되고 있다. 본 연구는 청소년의 안전사고에 대해 대응할 수 있는 역량이 무엇인지 그 개념과 지표들을 규명하고, 이를 진단 할 수 있는 도구를 개발하는 것을 목적으로 한다. 이를 위해 관련 선행연구를 분석하여 역량모델링을 위한 개념과 지표를 도출하고 이에 부합하는 진단 문항을 개발하여 청소년활동 전문가 6명과 역량모델링 전문가 3명에게 타당화 과정을 거쳤다. 이 후 초ㆍ중ㆍ고등학생 401명을 설문 조사하여 청소년 안전사고 대응역량에 대해 탐색적 요인분석, 신뢰도 분석, 확인적 요인분석 등의 통계 방법으로 검증하였다. 연구결과, 청소년 안전사고 대응역량은 안전사고 대응 지식 역량군 8문항 (안전사고 상황지식, 안전사고 도구 활용 지식), 안전사고 대응가치지향 역량군 12문항 (안전사고 정보 수집력, 안전사고 위험 민감성, 안전 중요성 인식), 안전사고 대응 심리 역량군 10문항 (상황 낙관성, 규범 준수성), 그리고 안전사고 대응 문제해결 역량군 12문항 (상황 판단력, 문제 대응력) 등과 같이 4개의 역량군과 9개의 역량이 도출되었으며, 42개의 청소년 안전사고 대응역량 문항이 도출되었다. 본 연구결과는 향후 청소년 안전교육에 대한 전략 수립 및 지원방안 마련, 청소년 안전교육 모델 개발 등 청소년 안전교육의 체계성을 높이는 데 기여할 것으로 기대된다.