과학 교사의 인공지능 활용 역량과 디지털 역량에 대한 필요성과 활용 사례 분석

손미현 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.3

This exploratory qualitative study aimed to investigate the specific practices and the necessity of cultivating AI utilization capabilities and digital competencies among science teachers. The research involved interviews and focus group interviews with nine science teachers in secondary schools who incorporated AI and digital tools in their science classes. This study revealed that science teachers' need for AI literacy and digital competence can be categorized into the following key motivations: personal curiosity, a sense of fulfillment as educators, a passion for enhancing student engagement in lessons, and the evaluation of students' evolving competencies from a trans-disciplinary perspective. Furthermore, the study identified several implementation measures, including the utilization of AI tools for visualization, comprehension of AI tool principles at an accessible level, employment of computer languages for statistical data processing and visualization, adoption of platforms for identifying information sources and sharing information, utilization of diverse sensors while assessing their advantages and disadvantages, and the design of interdisciplinary science inquiry lessons that leverage the capabilities of AI tools and digital resources. The outcomes of this research contribute to enhancing the practicality of new scientific investigations and offer insights for formulating policy guidelines to foster science teachers' proficiency in AI utilization and digital competencies.

Development of A Metaverse-Based Teaching Material on Rainforest Ecosystem for Nigerian High School Biology

Veronique Ojo Ogbanje,권용주 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This study focused on the development of a metaverse-based rainforest ecosystem for highschool students and tested its effectiveness in terms of students’ academic achievementand learning satisfaction. In this study, the metaverse platform ZEP is used to simulate arainforest ecosystem. ZEP jointly developed by Supercat and Naver Z was formally launchedin Korea on March 16, 2022. ZEP is a platform where users can integrate through avatarsand integrates the metaverse’s virtual space map, video conferences, materials, moviesand presentations displayed in object form. Ease of access, cost-effectiveness, interactivity,and user-friendliness are some of the strengths of the ZEP metaverse platform. The ZEPmetaverse materials for high school biology were developed to serve as a hybrid worldbetween the real and the virtual world. Data collection for the metaverse group was carriedout using the pretest-posttest method, comparing it with two control groups—one usingtextbooks and the other using videos. The results indicate that the experimental groupwith metaverse technology is effective in improving students’ learning achievement andsatisfaction. Therefore, it is proposed that the metaverse in education is valuable for teachersand learners because it could lead to student engagement and motivation in the classroom.

Validation of the Korean Teacher WellBeing Scale (K-TWBS): For secondary school teachers

신효진,김진숙 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This study aims to validate the Teacher Well-Being Scale developed by Collie (2014), whichis to measure teacher well-being for Korean teachers. For this purpose, the reliability ofthe scale and its three sub-factors were confirmed using a sample of 338 middle and highschool teachers, and both convergent validity with the TSWQ and discriminant validity withthe MBI have been verified. The result of the study is as follows. The reliability of the teacherwell-being scale was analyzed to be .925 (.830~.868). According to the factor analysis usingthe maximum likelihood method with orthogonal rotation, the scale was mapped intothree factors with an eigenvalue of 1 as the standard. The factor loading for each factor wasabove .3, and it was confirmed that all 16 questions were loaded on the intended factors. Lastly, as a result of checking the convergent validity and discriminant validity with otherscales, significant results were obtained. The K-TWBS validated in this study measures thewell-being of teachers in Korea and identifies the relationship between the characteristics ofthe teaching profession and each of both the positive resources and well-being of teachers. Such identification is expected to possibly contribute to the prevention of psychologicaldysfunction in teachers as well as the improvement of teachers' strengths and resources.

The Impact of the Big Five Personality Traits on College Students’ Views of ChatGPT in English Language Learning

김미숙 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This study explores the relationship between college students’ personality traits and theirperceptions of using ChatGPT. Twenty-three participants, who were enrolled in an Englishmedium instruction class participated in the study. They were asked to complete the BigFive Inventory, which examines one’s personality traits and a questionnaire gauging theirperceptions of ChatGPT use. To analyze the data, correlation and frequency analyses wereperformed. The results of the correlation analysis revealed a robust correlation betweenconscientiousness and item 1 and between conscientiousness and item 3. In addition, anassociation was found between extraversion and item 5 and agreeableness and item 5. Furthermore, there was a strong relationship between conscientiousness and item 7 andbetween neuroticism and item 11. Regarding students’ perceptions of ChatGPT, the findingsindicate a generally positive outlook on ChatGPT among students, particularly in enhancinggrammar and vocabulary skills, and this is evidenced by self-reported improvements inwriting abilities and grammar accuracy. However, participants expressed concern about thepotentially diminishing effects on their critical thinking skills due to overreliance on ChatGPT. The implication of the study highlights that the identified correlations between personalitytraits and specific questionnaire items offer insights into potential usage patterns of ChatGPTamong students. This finding implies that teachers should consider exploring ChatGPT asa pedagogical tool, tailoring its integration into teaching materials to align with students’diverse personalities and learning preferences.

Unveiling Argumentation Skill Profiles: Using Toulmin’s Argumentation Model on Senior High School Students' Responses to General Biology Open-Ended Questions

Chelcea Mae Lagmay Darang,파딜라 사라 메이라니,하민수 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

In the pursuit of effective scientific communication, scholars employ argumentation—anidea-anchoring process using reliable evidence. This study focuses on nurturing scientificargumentation skills among 280 high school students in the Philippines, specifically ingeneral biology, using Toulmin’s model. Participants from Bayambang National High Schoolresponded to a 15-item open-ended questionnaire; six items were used for Toulmin’sanalysis, categorizing responses into five levels. Using Chi-square tests, we exploredassociations between response distribution, grade levels, and gender differences. Resultsshow a correlation between grade levels and argumentation proficiency, notably 12th-gradestudents in levels 4 to 5. No significant gender-based differences emerged, indicating fairnessin argumentation skills. Emphasizing the positive impact of integrating argumentation andscientific literacy in fostering critical thinking, Toulmin's model for daily science assessmentsis recommended. Effective teacher questioning and dilemmatic queries stimulate diversethinking. Educators defining criteria for a "good" argument and providing targetedinstruction for students' proficiency are pivotal. Studying formative assessment in Philippinebiology refines practices, informs academia, and supports an inclusive education system foreducators and policymakers, recognizing the dynamic nature of argumentation skills.

기능성 인지보행 패턴 프로그램이 여성 치매 노인환자의 보행패턴과 보행수행능력 및 인지능력에 미치는 영향

박정민,김경래 한국교원대학교 뇌·AI기반교육연구소 2022 Brain, Digital, & Learning Vol.12 No.1

This study was to investigate the effects of functional cognitive gait pattern program on gait pattern and gait performance ability and cognitive ability of elderly women with dementia. In order to achieve the purpose of this study, 36 elderly women with dementia at N dementia center in C city, were selected at random and allocated 12 elderly women each for the Non Exercise Group (NEG/n=12)and Deficient Exercise Group (DEG/n=12) and Over Exercise Group (OEG/n=12) the measured gait pattern and gait performance ability and cognitive ability before and after the experiment. The data obtained from this study were analyzed using the SPSS 24.0 statistical program the two-way repeated measures ANOVA and Bonferroni post-hoc test was performed. The functional cognitive gait pattern program for 16 weeks. The results of this study were as follows: First, there were significantly improvement in gait pattern in OEG compared with DEG and NEG after 12 weeks. Second, there were significantly improvement in pain in OEG compared with DEG and NEG after 12 weeks. Third, there were significantly improvement in cognitive ability in OEG compared with DEG and NEG after 12 weeks. As conclusions, this study confirmed that the functional cognitive gait pattern program could improve the gait pattern and gait performance ability and cognitive ability of elderly women with dementia.

Exploration of Core Competencies from Delphi Survey and Design of Their Measurement Tools and Teaching & Learning Programs for Environmental Education in Elementary Schools

김선미,문윤섭,황은자 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This study aims to establish core competencies for environmental education in elementaryschools, develop its measurement tools, and explore program grouping methods. Toaddress these goals, three research questions were posed: identifying core competencyelements, determining their assessment tools, and exploring the best ways to organizeenvironmental education programs to develop the core competencies. Using a Delphi surveyand literature review, the research pinpointed core elements such as 'autonomy', 'reflectiveability', 'environmental sensitivity', and 'critical thinking ability', among others. Based onthese competencies, 34 assessment items were devised. To enhance these competencies,a 'theme integration method' was proposed, intertwining environmental education withother curriculum topics. The study emphasizes the importance of an integrated approach,ensuring students grasp environmental subjects while achieving other learning objectives. Consequently, the measurement tools and learning & teaching programs for environmentaleducation in elementary schools presented in this study assist teachers in customizingenvironmental topics based on regional, school, and individual teaching goals, rooted in theintended core competencies.

Brain Imaging in Mathematics Education: An Analysis of KCI Studies

안도연,양선홍,이광호 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This study reviews the application of EEG, fMRI, and fNIRS in mathematics educationresearch in South Korea, analyzing 16 significant papers from the last 25 years. The resultsdemonstrate a significant relationship between brainwave patterns and various aspects ofmathematical learning. EEG studies highlighted the role of different brainwaves in mathanxiety, computation, and problem-solving. fMRI research revealed the importance ofwhole brain activation in spatial and numerical processing. Studies using fNIRS emphasizedthe prefrontal cortex's involvement in mathematical tasks, particularly in spatial andcomputational tasks. Conclusions highlight the need for math learning programs thatenhance brain connectivity and consider problem difficulty and learner preferences. Thestudy advocates for more research on the prefrontal cortex, particularly in relation to mathanxiety, and emphasizes the importance of brain imaging techniques in understandingcognitive processes in math education, suggesting an integrated approach in future research.

The Potential of Neuroscientific Approaches to Game Learning Analytics: A Methodological Review on Assessing Domain-Specific Creativity

유선아 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

This methodological review explores the emerging field of domain-specific creativityassessment. It explores the potential of game-based learning analytics from a neuroscienceperspective and examines the ability of real-time data collection to provide detailedinsights into the cognitive and creative processes of domain-specific creativity. The reviewemphasizes the pedagogical implications of innovative methodologies and presents theadvancement of individualized, adaptive learning systems of game-based environmentsto assess domain-specific creativity. To illustrate, the exemplary study uses a multimodalapproach that integrates functional near-infrared spectroscopy (fNIRS) neuroimaginganalysis, game log data, and screen recordings for creativity assessment. The studyelucidates the theoretical frameworks linking neuroscience metrics to constructs suchas creativity, learning styles, and achievement goal orientations. The conclusion outlinesavenues for future research while acknowledging current limitations in the field, includingthe complexity of data analysis, financial constraints, and ethical considerations.

A Corpus-Based Study on Korean High School Students’ Common Errors in English Writing

박명호,이동주 한국교원대학교 뇌·AI기반교육연구소 2023 Brain, Digital, & Learning Vol.13 No.4

The purpose of this study is to investigate the common errors in writing production made byKorean high school students. It aims to provide information on the areas that Korean highschool students need to develop and to inform their educational needs. For this, high schoolstudents’ writing samples were collected and built into a learner corpus named ShinhyeonCorpus of High school Learners’ English Essays (SCOHLEE). The study identified frequenterrors produced by the high school students adopting a computer-aided error analysis (CEA)technique using the Louvain Error Tagging Manual, and quantitative and qualitative analyseswere conducted by using corpus tools (AntConc 4.0). The results revealed that a total of3,368 errors were categorized into 7 major categories and 47 sub-categories, with articleerrors (GA) produced the most. Regarding English proficiency, mid-level learners produceda higher rate of errors and a wider range of error types. Additionally, the study showed asignificant increase in the frequency of punctuation errors in the second semester. Overall,this study has pedagogical implications for lexis, grammar and writing instruction and theprovision of error correction.