컴퓨터-인공지능의 역사 학습의 의의와 교수학습방안1) = The Significance and Teaching & Learning Methods of ‘History of Computer-Artificial Intelligence’ Learning

다국어 초록 (Multilingual Abstract)

In a situation where the industrial application of artificial intelligence technology is currently underway under the name of the ‘4th Industrial Revolution’, this paper aims to present the significance of activities to learn the history of computers and artificial intelligence and how teaching and learning methods can be designed. To this end, the history of computer and artificial intelligence technology was first outlined in two chapters, and the important turning points where technological progress occurred and the historical circumstances that served as the background for such advancements were exam ined. Next, the question o f ‘why t o teach’, that i s, the s ignificance of a ctivities to l earn t he history of computers and artificial intelligence, was discussed in relation to previous studies that sought educational methods for the history of science and technology and the history of changes in specific subjects. Thus, finally, a 4th period history curriculum consisting of 3rd period ‘line of development’ learning and 1st period re-enactment learning based on the premise of cross-curricular teaching and learning activities was organized, and examples of teaching and learning materials for ‘line of development’ learning and re-enactment learning were presented. In this process, ‘line of development’ learning was used to outline the entire history of computer-artificial intelligence, and re-enactment learning was used to individualize learning experiences mediated by career paths.
The essence of social and historical education lies in reflecting on the entire reality, including the material demands, rather than responding to the material demands of reality. In a reality where the ‘4th Industrial Revolution’ is expected to go beyond simply influencing the prospects of individual jobs, it is judged that chronological learning on the social context of scientific and technological achievements such as the history of computer-artificial intelligence can have a close relationship with such essential aspects beyond securing background knowledge. This is especially true in that it more systematically implements the awareness of scientific issues pursued by STS education. In that case, learning about the history of computer-artificial intelligence will also secure the meaning of allowing students, who are the masters of the future society and potential citizens, to reflect on the process or context in which the reality surrounding their daily lives was formed.