예비 교사의 SW교육 교수효능감과 AI교육에 대한 인식 조사 : SW에듀톤 참가자를 중심으로 = A Study on Preliminary Teachers’ SW Education Teaching Efficacy and Perception of AI Education: Focused on SW Edu-thon Participants

국문 초록 (Abstract)

본 연구는 예비 교사의 SW교육 교수효능감과 AI교육에 대한 인식에 관한 것이다. 연구 대상은 2020년도 SW에듀톤에 참가한 교육대학교 학생(이하 교대생)과 사범대학교 학생(이하 사대생)으로, 이들에게 온라인 설문조사를 예선캠프와 부트캠프에 나누어 실시하였으며 각각의 캠프에 참가한 예비 교사의 인식을 분석하여 추후 양질의 SW에듀톤 운영에 도움이 되도록 제언을 하고자 한다. SW에듀톤은 예비 교사가 참여하는 SW교육 수업설계대회로 예비 교사의 SW교육에 대한 관심도와 창의적 역량을 제고하고, 창의적인 SW교육 학습 지도안을 발굴하고 확산하며, 추후 학교 현장에서 멘토 교사들과 지속적으로 네트워킹하며 SW교육을 선도하는 역할을 수행하게끔 하려는 목적을 갖고 있다. SW교육 교수효능감은 SW교육 학습자의 학습에 교사가 긍정적인 영향을 미칠 수 있을 것이라는 교사 자신의 능력에 대한 기대나 믿음이며, 이를 측정하기 위해 이소율, 이영준이 개발한 SE-TEBI 문항을 예비 교사의 상황에 맞게 개정하여 적용하였다. SW에듀톤 예선캠프에 참가한 예비 교사들은 모두 높은 수준의 SW교육 교수효능감을 보였으며 특히 남성의 경우 여성에 비해 개인 효능이 더 높은 것으로 나타났다. 사대생의 경우 교대생보다 교수효능감이 높은 것으로 밝혀졌는데, 전공별 SW교육 교수효능감을 분석하였을 때 컴퓨터교육 전공생이 그 외 과목의 전공생들보다 SW교육 교수효능감이 높았는데, 이는 전원 컴퓨터교육을 전공한 사대생들의 특성이 반영되었기 때문이라고 미루어 짐작할 수 있다. 부트캠프 참가자의 경우 예선캠프 참가자에 비하여 SW교육 교수효능감이 더 높은 것으로 밝혀졌다. 예선캠프와 마찬가지로 남성이 여성보다, 사대생이 교대생보다, 컴퓨터교육 전공자가 비전공자보다 더 높은 교수효능감을 보였다. AI교육은 국가 수준의 교육 목표상 초등은 놀이·체험, 중등은 실습, 고등학교는 알고리즘 적용 중심의 AI교육으로 편성되어 있으며, AI의 이해, AI의 원리와 활용, AI의 사회적 영향을 주축으로 삼아 교육 내용 요소가 정립되어 있다. AI교육에 대한 인식을 측정하고자 류미영, 한선관이 개발한 문항을 활용하였으며, SE-TEBI와 마찬가지로 SW에듀톤의 실정에 맞게 문항을 일부 수정하였다. SW에듀톤 예선캠프에 참가한 예비 교사들은 AI와 데이터 기술에 높은 관심을 보였으며, AI교육이 필요하다는 데에도 높은 수준의 동의를 보였다. 한편, AI가 초등 교사의 역할을 대체할 수 있을 것이라는 명제에는 부정적으로 응답한 예비 교사가 더 많았다. 남성이 여성보다 AI에 더 많은 관심을 가지고 있으며, AI의 긍정적인 영향을 상대적으로 더 높게 사고, 더 나아가 초등 교사의 역할도 AI에 대체될 수 있다고 믿는 것으로 나타났다. 이러한 차이는 전공별 분석에서도 두드러지는데, 컴퓨터교육을 전공한 예비 교사들이 AI와 데이터 기술에 더 높은 관심을 보였으며, AI가 사회에 이로운 점을 불러올 것이라는 데 더욱 동의하고, 학교에서 AI를 가르쳐야 할 필요성을 더 느끼는 것으로 나타났다. 그 외에 AI교육에 대한 인식에 있어 SW에듀톤 대회 참가 경험과 대학 입학 전 SW교육 경험이 변인으로 작용하였다. 부트캠프 참가자들은 예선캠프 참가자들보다 AI와 데이터 기술에 더 많은 관심을 보였으며, 이를 배우고 싶다는 의견을 강하게 내비쳤다. 예선캠프에서는 대학에 따라 유의미한 차이가 보이지는 않았지만 부트캠프에서는 사대생이 교대생보다 AI에 더 많은 관심을 보인다는 결과가 나왔다. 본 연구는 매해 개최되는 SW에듀톤 중 딱 한 해에 시행된 설문이고, 온라인으로 응답을 받았기에 설문에 응하지 않았다는 참가자들도 있어서 상관관계 또는 인과관계를 정확히 파악하기가 어렵다는 단점이 있다. 그럼에도 불구하고, 선별된 학생들인 부트캠프 참가자들이 예선캠프 참가자들에 비해 SW교육 교수효능감이 높고, AI에 더 많은 관심을 가지며 AI교육의 필요성을 절감하고 있다는 유의미한 결과를 도출하였다. 추후 개최될 SW에듀톤이 이러한 참가자들의 특성을 고려하고 수요를 반영하여 개최되기를 바란다.

다국어 초록 (Multilingual Abstract)

This study is about preliminary teachers’ SW education teaching efficacy and perception of AI education. The subjects of the study were students from the University of Education and students from the College of Education who participated in the 2020 SW Edu-thon. I analyzed the teaching efficacy and perception in order to make suggestions for high-quality SW Edu-thon in the future. SW Edu-thon is the SW education design contest of preliminary teachers. SW education teaching efficacy is the teacher's expectations or beliefs about the teacher's own ability to have a positive effect on the learning of SW education learners. All of the SW Edu-thon preliminary camp participants showed high level of SW education teaching efficacy. Men's individual efficacy was higher than that of women's. In the case of college students, it was found that the teaching efficacy was higher than that of university students. When analyzing the SW education teaching efficacy by major, computer education major students showed higher SW education teaching efficacy than students majoring in other subjects. In the case of boot camp participants, it was found that SW education teaching efficacy was higher than that of preliminary camp participants. As in the preliminary camp, males showed higher teaching efficacy than females, college students than university students, and computer education majors than non-computer education majors. In the case of AI education, preliminary teachers who participated in the SW Edu-thon preliminary camp showed high interest in AI and data technology, and showed high level of agreement on the need for AI education. On the other hand, there were more preliminary teachers who responded negatively to the proposition that AI could replace the role of elementary school teachers. It was found that men are more interested in AI than women, think AI will bring postive impacts than negative effects relatively higher, and believe that the role of elementary school teachers can be replaced by AI. These differences are also noticeable in the analysis by major, where those who majored in computer education showed higher interest in AI and data technology, agreed more that AI will bring benefits to society, and the need to teach AI in schools. Boot camp participants showed more interest in AI and data technology than the preliminary camp participants, and strongly expressed their desire to learn AI more. Although there was no significant difference by university in the preliminary camp, the result that the college students showed more interest in AI than the university students in the boot camp is also noteworthy. It can be seen that the boot camp participants, who are selected students, showed higher level of efficacy in SW education than the preliminary camp participants, and they are more interested in AI and want to learn more. It is hoped that the SW Edu-thon in the future will be held considering status and satisfying the need of these participants.

목차 (Table of Contents)

• 국 문 초 록 ······································································· ⅰ
• 목 차 ··············································································· ⅲ
• 표 목 차 ··········································································· ⅵ
• 그 림 목 차 ······································································· ⅷ
• Ⅰ. 서론 ···································································· 1
• 1. 연구의 필요성 및 목적 ····················································· 1
• 2. 연구 문제 ····································································· 4
• 3. 용어의 정의 ·································································· 5
• 가. SW교육 교수효능감 ··················································· 5
• 나. AI교육 ·································································· 6
• 다. SW에듀톤 ······························································ 7
• 4. 연구의 제한점 ······························································ 7
• Ⅱ. 관련 연구 ····························································· 9
• 1. SW교육 교수효능감 ························································· 9
• 가. SW교육 ··································································· 9
• 나. 교수효능감 ······························································ 13
• 다. SW교육 교수효능감 ··················································· 15
• 2. AI교육 ······································································· 16
• 가. AI ······································································· 16
• 나. AI교육 ·································································· 17
• 3. SW에듀톤 ··································································· 20
• 가. SW에듀톤 ······························································· 20
• 나. 예선캠프 ······························································· 21
• 다. 부트캠프 ······························································· 22
• Ⅲ. 연구 방법 ····························································· 24
• 1. 연구 대상 ···································································· 24
• 가. 예선캠프 ································································ 24
• 나. 부트캠프 ································································ 30
• 2. 연구 도구 ···································································· 33
• 가. SW교육 교수효능감 ··················································· 33
• 나. AI교육에 대한 인식 ··················································· 37
• 3. 연구 절차 ···································································· 39
• Ⅳ. 연구 결과 ····························································· 41
• 1. SW교육 교수효능감 ······················································· 41
• 가. 예선캠프 ································································ 41
• 1) SW교육 교수효능감 ················································ 41
• 2) 성별에 따른 SW교육 교수효능감 ································· 43
• 3) 대학에 따른 SW교육 교수효능감 ································· 44
• 4) 학년에 따른 SW교육 교수효능감 ································· 46
• 5) 전공에 따른 SW교육 교수효능감 ································· 49
• 6) SW에듀톤 참가 경험에 따른 SW교육 교수효능감 ············· 51
• 7) 대학 재학 중 SW교육 경험에 따른 SW교육 교수효능감 ····· 52
• 나. 부트캠프 ································································ 54
• 1) SW교육 교수효능감 ················································ 54
• 2) 성별에 따른 SW교육 교수효능감 ································· 56
• 3) 대학에 따른 SW교육 교수효능감 ································· 57
• 4) 전공에 따른 SW교육 교수효능감 ································· 58
• 5) SW에듀톤 참가 경험에 따른 SW교육 교수효능감 ············· 59
• 다. 캠프별 인식 비교 ······················································ 59
• 2. AI교육 ······································································· 61
• 가. 예선캠프 ································································ 61
• 1) AI교육에 대한 인식 ················································ 61
• 2) 성별에 따른 AI교육에 대한 인식 ································· 62
• 3) 대학에 따른 AI교육에 대한 인식 ··································63
• 4) 학년에 따른 AI교육에 대한 인식 ································· 64
• 5) 전공에 따른 AI교육에 대한 인식 ································· 65
• 6) SW에듀톤 참가 경험에 따른 AI교육에 대한 인식 ············· 65
• 7) 대학 재학 중 SW교육 경험에 따른 AI교육에 대한 인식 ····· 66
• 8) 대학 입학 전 SW교육 경험에 따른 AI교육에 대한 인식 ····· 68
• 나. 부트캠프 ································································ 69
• 1) AI교육에 대한 인식 ················································ 69
• 2) 대학에 따른 AI교육에 대한 인식 ································· 70
• 다. 캠프별 인식 비교 ······················································ 70
• Ⅴ. 결론 및 제언 ························································· 72
• 1. 결론 ·········································································· 72
• 2. 제언 ·········································································· 73
• 참 고 문 헌 ······································································· 76
• 부 록 ······································································· 81
• ABSTRACT ····································································· 85