Content System and Teaching/Learning Case Study for Systematic Convergence of Artificial Intelligence and Science Subjects 인공지능과 과학 교과의 체계적인 융합을 위한 내용 체계 및 교수⋅학습 사례 연구원문보기
Objectives The purpose of this study is to propose a content system for systematic linkage, integration, and convergence of artificial intelligenc and science subjects and teaching/learning cases based on the content system. Methods First, a draft of the content system was devised by analyzing and e...
Objectives The purpose of this study is to propose a content system for systematic linkage, integration, and convergence of artificial intelligenc and science subjects and teaching/learning cases based on the content system. Methods First, a draft of the content system was devised by analyzing and extracting content elements for each area of artificial intelligence and science subjects for AI-SCIENCE convergence education through literature research. Second, the validity of the AI-SCIENCE convergence education content system was verified through expert Delphi. Third, based on the derived content system, teaching/learning cases for AI-SCIENCE convergence education were proposed. Fourth, the validity of the teaching and learning case for AI-SCIENCE convergence education was verified through expert Delphi. Fifth, the implications of the Delphi test results were derived and the AI-SCIENCE convergence education content system-based teaching/learning case was systematized. Results First, as the knowledge of AI-SCIENCE convergence education, learning hierarchies were established by grades 3-4, 5-6, and middle school student development stages and content levels. 2 areas and 4 core concepts of artificial intelligence education, 15 areas and 35 core concepts of science education were selected. Second, based on the analyzed and extracted content system, teaching and learning cases were presented under the theme of ‘planet’. Third, to verify the validity of the content system and teaching/learning cases, expert Delphi was conducted and opinions were collected. As a result, the field composition of AI-SCIENCE convergence education met the conditions of content validity in terms of suitability and importance. Conclusions By analyzing and extracting the content system related to the knowledge and understanding of AI-SCIENCE convergence education, it is possible to facilitate the connection, integration, and convergence of the learning content in the AI field with science in terms of subject characteristics. In addition, subjects other than science subjects will also be able to utilize the presented content system in connection with the content system of each subject.
Objectives The purpose of this study is to propose a content system for systematic linkage, integration, and convergence of artificial intelligenc and science subjects and teaching/learning cases based on the content system. Methods First, a draft of the content system was devised by analyzing and extracting content elements for each area of artificial intelligence and science subjects for AI-SCIENCE convergence education through literature research. Second, the validity of the AI-SCIENCE convergence education content system was verified through expert Delphi. Third, based on the derived content system, teaching/learning cases for AI-SCIENCE convergence education were proposed. Fourth, the validity of the teaching and learning case for AI-SCIENCE convergence education was verified through expert Delphi. Fifth, the implications of the Delphi test results were derived and the AI-SCIENCE convergence education content system-based teaching/learning case was systematized. Results First, as the knowledge of AI-SCIENCE convergence education, learning hierarchies were established by grades 3-4, 5-6, and middle school student development stages and content levels. 2 areas and 4 core concepts of artificial intelligence education, 15 areas and 35 core concepts of science education were selected. Second, based on the analyzed and extracted content system, teaching and learning cases were presented under the theme of ‘planet’. Third, to verify the validity of the content system and teaching/learning cases, expert Delphi was conducted and opinions were collected. As a result, the field composition of AI-SCIENCE convergence education met the conditions of content validity in terms of suitability and importance. Conclusions By analyzing and extracting the content system related to the knowledge and understanding of AI-SCIENCE convergence education, it is possible to facilitate the connection, integration, and convergence of the learning content in the AI field with science in terms of subject characteristics. In addition, subjects other than science subjects will also be able to utilize the presented content system in connection with the content system of each subject.
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