초등 예비교원의 AIED 역량 및 성취기준 개발
Development of AIED competencies and achievement standards for pre-primary teachers in elementary school
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초록
본 연구는 초등 인공지능 교육을 담당하게 될 예비교사의 전문성을 신장시키기 위한 AIED(Artificial Intelligence in Education) 역량 및 성취기준을 개발하는 것을 목적으로 하고 있다. 이를 위해 국내 선행연구 10편을 바탕으로 초안을 도출하였으며 총 8명의 전문가 집단을 대상으로 델파이 조사를 시행하였다. 1차 델파이 조사에서는 역량군과 역량 지표들에 대해 관련성, 적절성, 필요성을 평정하여 전체적인 체계와 내용을 수정, 보완하였다. 2차 델파이 조사에서는 재배열된 역량과 그에 따른 하위 성취기준을 제시하여 최종 AIED 역량 및 성취기준을 도출하였다. 델파이 조사를 통해 최종 추출된 AIED 역량은 AI 이해 및 활용 역량, AI 도구와 플랫폼 활용 역량, AI 윤리 역량, AI 활용 교육 전문성 역량 등 총 4개의 역량군과 16개의 하위 역량 지표이며, 역량 지표에 따라 60개의 AIED 성취기준이 지식, 기능, 태도의 특성으로 서술되었다. 본 연구의 결과로 제시된 역량 및 성취기준은 예비 초등교원들의 인공지능 교육 전문성 향상을 위한 교육과정을 편성하고 수행하는데 토대를 제시한다는 점에서 의미가 있다.
Abstract
The purpose of this study is to develop AIED(Artificial Intelligence in Education) competencies and achievement standards to enhance the professionalism of prospective teachers who will be in charge of AI education in elementary school. To this end, a draft was drawn based on 10 previous studies in Korea, and a Delphi survey was conducted targeting a total of 8 expert groups. In the first Delphi survey, the overall system and contents were revised and supplemented by evaluating the relevance, appropriateness, and necessity of the competency group and sub-competency. In the second Delphi survey, the final AIED competencies and achievement standards were derived by presenting the rearranged competencies and the corresponding sub-achievement standards. The AIED competencies finally extracted through the Delphi survey are a total of 4 competency groups and 16 sub-competency, and 60 AIED achievement standards were described as the characteristics of knowledge, skills, and attitudes according to the competency. The competencies and achievement standards presented as a result of this study are meaningful in that they provide the basis for organizing and implementing a curriculum to improve the artificial intelligence education expertise of prospective elementary school teachers.
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