초등학생 인공지능 융합 메이킹 활동 프로그램이 창의 융합 마인드 셋에 미치는 효과

다국어 초록 (Multilingual Abstract)

On November 24, 2021, the Ministry of Education of the Republic of Korea announced the main points of the '2022 revised curriculum'. Looking at the main contents related to 'strengthening educational contents in response to future society and environmental changes', the information curriculum will be restructured. However, compared to the speed of change of the times or the speed of introduction of artificial intelligence education in other countries, elementary schools in Korea are relatively behind compared to other countries in the world that respond quickly to waiting for artificial intelligence education in the 2022 revised curriculum to be applied only in 2025. Therefore, rather than being confined to the time limit of the application period of the 2022 revised curriculum, based on the currently applied 2015 revised curriculum, AI convergence education programs are developed by referring to artificial intelligence education cases in other countries and various related studies. However, it is necessary to verify its effectiveness and prepare a plan to apply it to the school field. In addition, it was noted how these educational programs affect students who will live in the future in understanding the principles of artificial intelligence, preparing for learning prior to performing functions, and cultivating a positive attitude (mindset).
Therefore, in this study, based on the 2015 revised curriculum achievement standards, considering the developmental stage of elementary school students, an artificial intelligence convergence making program fused with making activities was developed and applied to confirm what changes occur in the creative convergence mindset of elementary school students. saw.
This study was conducted with one class of 18 students in the 5th grade of elementary school as an experimental group to which the artificial intelligence convergence making program was applied. As a comparison group without any experimental treatment, two classes of 38 5th graders from the same elementary school were selected. To the experimental group, the developed artificial intelligence convergence making program was applied over 7 weeks (operated for a total of 14 sessions, 2 sessions per week), and a pre- and post-creative convergence mind set test was conducted to find out the degree of improvement in the creative convergence mind set. The effectiveness of the program was analyzed based on the results of pre- and post-tests between the two groups.
Independent sample t-test for the creative convergence mindset between the experimental and comparison groups before and after the experimental treatment, response sample t-test for changes in the creative convergence mindset of the experimental and comparison groups before and after the experimental treatment, independent sample between the experimental and comparison groups after the experimental treatment In summarizing the results of the t-test, a significant change was confirmed in the creative convergence mindset of the students who participated in the program, and the effectiveness of the program was verified.

*Key Words : AI Convergence Education, Making activity, Creative Convergence Mindset, Elementary School

목차 (Table of Contents)

• 목 차
• Ⅰ. 서론 1
• 1. 연구의 필요성 1
• 2. 연구 목적 4
• 3. 연구 가설 5
• 4. 연구의 제한점 6
• Ⅱ. 이론적 배경 7
• 1. 초등학교 인공지능 교육 7
• 가. 국내외 인공지능 교육 동향 7
• 나. 초등학교 인공지능 교육 선행 연구 9
• 2. 초등학교 메이커 교육 16
• 가. 메이커 교육 16
• 나. 초등학교 메이커 교육 선행 연구 16
• 3. 인공지능 융합 메이커 교육 19
• Ⅲ. 연구 방법 22
• 1. 연구 절차 22
• 2. 연구 대상 23
• 3. 실험 설계 24
• 4. 검사 도구 26
• 가. 창의 융합 마인드 셋 검사 도구 26
• 나. 문항 구성 및 신뢰도 27
• 5. 프로그램 개발 전략 28
• Ⅳ. 연구 결과 30
• 1. 초등학생 인공지능 융합 메이킹 활동 프로그램 개발 30
• 가. 분석 30
• 1) 학습자 요구 분석 30
• 2) 교수·학습 환경 분석 35
• 3) 교육과정 분석 37
• 나. 설계 43
• 1) 교육 프로그램 목표 명세화 43
• 2) 교육과정 재구성 46
• 3) 차시별 학습 목표 설정 및 학습 내용 설계 47
• 4) 주요 교수·학습 도구 선정 52
• 다. 개발 55
• 1) 차시별 활동 개발 55
• 2) 교수·학습 과정안 개발 57
• 3) 교재 개발 58
• 4) 활동지 개발 59
• 5) 시청각 교육 자료 개발 60
• 2. 교육 프로그램 효과 분석 62
• 가. 창의 융합 마인드 셋 효과성 분석 62
• 1) 실험처치 전 실험·비교집단 간의 동일성 분석 63
• 2) 실험처치 전후 실험·비교 집단의 창의 융합 마인드 셋 변화 분석 64
• 3) 실험처치 후 실험·비교 집단 간의 동일성 분석 67
• 나. 사후 개방형 문항 응답 및 프로그램 만족도 분석 68
• Ⅴ. 결론 및 제언 71
• 1. 결론 71
• 2. 제언 74
• 참 고 문 헌 77
• ABSTRACT 83
• 부 록 87