2015년과 2022년 개정교육과정에 따른 정보교육 관련 연구 동향 분석
Analysis of research trends related to information education according to the 2015 and the 2022 revised curriculum
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초록
정보교육은 최근 10년 동안 많은 변화를 겪고 있으며 그 중에서도 교육과정개정이 2015년과 2022년 두 번이 있었다. 본 연구에서는 2017년과 2022-2023년 기간의 정보교육관련 학술지 191편을 수집하여 연구 유형을 분류하고 두 시기의 연구 동향을 메타분석 한다. 분석 결과, 학술지는 모두 6가지 유형으로 분류됐으며 교육 프로그램을 적용한 효과를 분석하는 유형 39.8%, 교육 모델·교육 과정·교육 프로그램 개발에 대한 유형 20.9%, 실태·요인·인식 조사에 대한 유형 20.9%로 상위 3개 연구 유형으로 나타났다. 기간별로 2017년 연구의 특징은 창의력 사고력 중심의 연구가 두드러졌고 2022-2022년 연구에서는 인공지능 소양 중심의 연구가 많은 것으로 나타났다. 또한 정보교육의 연구 경향은 그 시기에 발표되는 교육정책이나 사회적 분위기 등에 영향을 받는 것으로 보이며 인공지능 관련 정책과 이슈는 계속 만들어지고 있으므로 당분간 관련 연구는 이어질 것으로 예측된다.
Abstract
Information education has been experiencing many changes over the past 10 years, and among them, there were two curriculum revisions, in 2015 and 2022. In this study, we collect 191 academic journals related to information education from 2017 and 2022-2023, classify research types, and conduct a meta-analysis on research trends in the two periods. As a result of the analysis, all academic journals were classified into 6 types: 39.8% were those that analyzed the effects of applying educational programs, 20.9% were those that were about the development of educational models, curriculum, and educational programs, and 20.9% were those that were about surveys of actual conditions, factors, and perceptions. appeared as the top three research types. By period, the characteristics of the 2017 research were prominent in research focusing on creativity and thinking skills, while the 2022-2022 research showed a lot of research focusing on artificial intelligence knowledge. In addition, research trends in information education appear to be influenced by educational policies and social atmosphere announced at that time, and since policies and issues related to artificial intelligence continue to be created, related research is expected to continue for the time being.
참고문헌 (19)
- Ministry of Education, "General Commentary on the 2015 Revised Curriculum", ~ (2016)
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