텍스트 마이닝을 통한 데이터 리터러시 관점에서의 2022 개정 정보 교육과정 분석
Analysis of the 2022 Revised Informatics Curriculum from a Data Literacy Perspective through Text Mining
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초록
일상 생활에서 데이터와의 상호작용이 증가함에 따라, 데이터 리터러시는 필수적인 역량으로 간주되고 있다. 이는 개인들이 자신의 데이터를 활용하고, 데이터 기반의 결정을 내리는 데 중요한 역할을 한다. 2022년 개정된 교육과정에서는 이러한 중요성을 반영하여 데이터 관련 내용이 강화되었다. 특히, 초등학교 실과 교육과정과 중등 정보 교육과정에 이 내용이 포함되었다. 이 연구는 2022년 개정 교육과정에서 '데이터'라는 용어가 어떤 맥락과 의미로 사용되었는지 텍스트 마이닝 기법으로 분석하였다. 분석 결과, 해당 교육과정에서는 문제 해결적 측면에서의 데이터 리터러시가 전반적으로 반영되어 있음을 확인할 수 있었다. 하지만 초등학교에서는 데이터 리터러시적 측면이 중학교와 고등학교에 비해 상대적으로 적은 비중으로 다루어지고 있음을 볼 수 있었다. 이러한 분석은 데이터 리터러시적 측면에서 교육의 방향성을 설정하는데 도움이 될 것으로 기대한다.
Abstract
As interactions with data increase in everyday life, data literacy is becoming an essential skill. This plays a crucial role in individuals utilizing their data and making data-based decisions. The 2022 revised curriculum has been enhanced to reflect this importance, including data-related content in both the elementary school practical course curriculum and the secondary informatics education curriculum. This study analyzed the context and meaning of the term 'data' in the 2022 revised curriculum using text mining techniques. The analysis showed that the curriculum broadly reflects data literacy from a problem-solving perspective. However, it was noted that in elementary schools, data literacy is relatively less emphasized compared to middle and high schools. This analysis is expected to help set the direction for education in terms of aspects of data literacy.
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