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Development of Instructional Strategies for Prompt-Based Programming to Cultivate AI Literacy
No full text학위논문(석사) -- 서울대학교 대학원 : 사범대학 AI융합교육학과, 2024. 8. 조영환.디지털 대전환 시대의 도래와 함께 인공지능(AI) 기술이 사회 전반에 급 속도로 확산되고 있다. 특히 최근 AI 기술의 발전 양상은 기존의 분류, 회귀 분석 중심의 예측 모델에서 한 걸음 더 나아가 텍스트, 이미지, 음성 등 다 양한 형태의 콘텐츠를 생성할 수 있는 생성형 AI로 진화하고 있다. 이러한 생성형 AI의 등장은 예술, 의료, 법률, 교육 등 거의 모든 분야에 광범위한 영향을 미치고 있으며, 특히 프로그래밍 분야에서는 코드 생성형 AI의 등장 으로 소프트웨어 개발 방식에 근본적인 변화를 가져오는 중이다. 이러한 기술적 변화와 맞물려 교육 분야에서도 인공지능 리터러시의 중 요성이 크게 부각되고 있다. 인공지능 리터러시는 단순히 인공지능 기술에 대한 이해를 넘어, 인공지능과 효과적으로 소통하고 협력하며 이를 활용하여 창의적으로 문제를 해결할 수 있는 능력을 포함한다. 특히 코드 생성형 AI의 등장은 프로그래밍 교육의 패러다임을 크게 변화시키고 있어, 이에 대응할 수 있는 새로운 교육 방식의 필요성이 강조되고 있다. 이에 본 연구의 목적은 인공지능의 작동 원리를 이해하고, 인공지능과 협 력하고 소통하며, 인공지능을 활용해 창의적으로 문제를 해결할 수 있는 인 공지능 리터러시 함양을 위한 프롬프트 기반 프로그래밍 수업 전략과 상세 지침을 개발하는 것이다. 개발된 수업 전략과 상세지침에 대해서는 전문가 검토를 통해 내적 타당화 과정을 거쳤으며, 현장 적용을 통해 효과성을 검증 하고 개선 방법을 도출하였다. 본 연구에서 제시하는 구체적인 연구 문제는 다음과 같다. 첫째, 인공지능 리터러시 함양을 위한 프롬프트 기반 프로그래 밍 수업 전략은 어떻게 구성되는가? 둘째, 인공지능 리터러시 함양을 위한 프롬프트 기반 프로그래밍 수업 전략은 내적으로 타당한가? 셋째, 인공지능 리터러시 함양을 위한 프롬프트 기반 프로그래밍 수업 전략의 효과와 개선 점은 무엇인가? 위 연구 문제를 해결하고자 연구 방법으로는 Richey 와 Klein(2007)이 제 시한 설계·개발 연구 방법론을 채택하였다. 이에 따라 연구는 크게 세 단계 로 진행되었다. 첫째, 선행 문헌 검토 및 경험적 탐색을 통해 초기 수업 전 략과 상세지침을 개발하였다. 둘째, 전문가 4인을 대상으로 전문가 검토를 진행하여 수업 전략과 상세지침의 내적 타당성을 확보하였다. 마지막으로 고 등학교 2학년 학생 20명과 교사 1인을 대상으로 수업 전략과 상세지침을 적 용하여 설계된 수업을 진행하고, 학습자와 교수자의 반응을 확인하여 효과와 개선점을 알아보았다. 수업 전략 개발을 위해서는 SW 수업 모델 중 시연 중심 모델에 해당하 는 DMM(Demonstration-Modeling, Making) 모형을 채택하였다. 이는 교사 의 시연, 학습자의 모방, 학습자의 독립적인 제작 단계로 구성되어 있어 프 로그래밍 학습에 적합한 구조를 제공한다. 이를 바탕으로 본 연구에서는 수 업 전략을 도입, 프로그래밍 전, 프로그래밍 중, 프로그래밍 후 의 4개 범주 로 구성하고, 6개의 수업 전략과 23개의 상세지침을 도출하였다. 단계 별 수 업 전략과 상세지침은 해설과 예시를 포함하여 교사들이 실제 수업에서 구 체적으로 활용할 수 있도록 하였다. 도입 단계에서는 프롬프트 기반 프로그래밍의 목적과 활동을 안내하고, 학습 동기를 촉진하는 전략을 제시하며 4가지 상세지침으로 구성하였다. 프 로그래밍 전 단계에서는 교사가 프롬프트 기반 프로그래밍 시범을 보이고, 표준 모델을 제시하는 수업 전략을 도출하였고, 효과적인 프롬프트 작성 방 법 비교, 학생 간 토론 등의 6가지 상세지침을 포함하였다. 프로그래밍 중 단계는 학습자의 프롬프트 프로그래밍 모방, 개별적 실습 진행, 실생활 문제 해결의 세 가지 전략으로 구성되었으며 각각은 3개, 4개, 3개의 상세 지침을 포함한다. 이 단계에서는 학습자가 직접 프롬프트를 작성 하고, 코드 생성형 AI와 상호작용 하며 문제를 해결하는 과정이 이루어진다. 프로그래밍 후 단계에는 학습 과정 성찰, 동료 피드백, 교수자의 종합, 향 후 계획 수립 등의 활동을 포함하는 전략을 도출하였고 3개의 상세지침으로 구성하였다. 이러한 체계적인 수업 전략의 구성을 통해 학습자들이 단계적으 로 프롬프트 기반 프로그래밍 능력을 향상하도록 하였고, 궁극적으로는 인공 지능 리터러시를 함양할 수 있도록 설계하였다.With the advent of the digital transformation era, Artificial Intelligence (AI) technology is rapidly spreading throughout society. Recent developments in AI technology have evolved from traditional prediction models centered on classification and regression analysis to generative AI capable of producing various forms of content such as text, images, and voice. The emergence of generative AI is having a widespread impact on almost all fields, including art, medicine, law, and education. In particular, the advent of code-generating AI in the programming field is bringing about fundamental changes in software development methods.
In line with these technological changes, the importance of AI literacy is being greatly emphasized in the field of education. AI literacy goes beyond simply understanding AI technology to include the ability to effectively communicate and collaborate with AI and use it to creatively solve problems. The emergence of code-generating AI, in particular, is significantly changing the paradigm of programming education, emphasizing the need for new educational methods to respond to this change.
The purpose of this study is to develop prompt-based programming instructional strategies and detailed guidelines for cultivating AI literacy that enables understanding of AI operating principles, collaboration and communication with AI, and creative problem-solving using AI. The developed instructional strategies and detailed guidelines underwent internal validation through expert review, and their effectiveness was verified through field application, leading to the derivation of improvement methods. The specific research questions addressed in this study are as follows: First, how are prompt-based programming instructional strategies for cultivating AI literacy structured? Second, are the prompt-based programming instructional strategies for cultivating AI literacy internally valid? Third, what are the effects and areas for improvement of the prompt-based programming instructional strategies for cultivating AI literacy?
To address these research questions, the design and development research methodology proposed by Richey and Klein (2007) was adopted. Accordingly, the research was conducted in three main stages. First, initial instructional strategies and detailed guidelines were developed through a review of previous literature and empirical exploration. Second, expert review was conducted with four experts to ensure the internal validity of the instructional strategies and detailed guidelines. Lastly, the instructional strategies and detailed guidelines were applied to 20 second-year high school students and one teacher to conduct the designed lessons, and the reactions of learners and instructors were examined to identify effects and areas for improvement.
For the development of instructional strategies, the DMM (Demonstration-Modeling, Making) model, which is a demonstration-centered model among SW instructional models, was adopted. This model provides a structure suitable for programming learning, consisting of teacher demonstration, learner imitation, and learner independent production stages. Based on this, this study organized the instructional strategies into four categories: introduction, pre-programming, during programming, and post-programming, deriving 6 instructional strategies and 23 detailed guidelines. The instructional strategies and detailed guidelines for each stage included explanations and examples to allow teachers to use them specifically in actual classes.
The introduction stage consists of four detailed guidelines that present strategies for guiding the purpose and activities of prompt-based programming and promoting learning motivation. The pre-programming stage derived instructional strategies for the teacher to demonstrate prompt-based programming and present a standard model, including six detailed guidelines such as comparing effective prompt writing methods and discussions among students.
The during programming stage consists of three strategies: learner imitation of prompt programming, individual practice, and solving real-life problems, each including 3, 4, and 3 detailed guidelines respectively. In this stage, learners directly write prompts and solve problems through interaction with ChatGPT.
The post-programming stage derived strategies including activities such as reflecting on the learning process, peer feedback, instructor synthesis, and future planning, consisting of three detailed guidelines. Through this systematic composition of instructional strategies, learners were designed to gradually improve their prompt-based programming skills and ultimately cultivate AI literacy.
To ensure the validity of the developed instructional strategies, expert validation was conducted twice. The expert group consisted of two educational technology experts and two computer education experts who evaluated the overall validity, explanatory power, usefulness, universality, and comprehensibility of the instructional strategies, as well as the validity of each strategy and detailed guideline. After reflecting the results of the first validation, a second validation was conducted on the modified strategies, resulting in high scores and inter-expert agreement in all evaluation areas, thus securing internal validity.
To verify the effectiveness of the instructional strategies, a four-session programming class was conducted with 20 second-year students from S High School in Seoul. The class was designed around the 'Data Analysis and Visualization' unit and consisted of prompt-based programming activities using ChatGPT. AI literacy pre-and post-tests were conducted before and after the class, with the test instrument composed of three areas: 'Understanding of AI', 'Communication and Collaboration with AI', and 'Problem Solving using AI', evaluated through descriptive and project-type questions. Comparison of pre-and post-test results showed statistically significant effects in the three areas of AI literacy. Particularly large improvements were observed in the areas of 'Communication and Collaboration with AI' and 'Problem Solving using AI'. This suggests that learners were able to develop practical competencies through direct interaction with code-generating AI in solving programming problems.
The effectiveness of the class was also confirmed in the qualitative analysis results. Learners showed increased understanding of AI operating principles through the class and recognized the importance of prompt writing skills. They also gained confidence in solving complex programming problems through collaboration with AI. The instructor also positively evaluated the usefulness and effectiveness of the instructional strategies, emphasizing the possibility of individualized support according to learner levels. However, it was also noted that providing context for complex problem-solving was cumbersome, and learners had difficulty finding and correcting errors in AI-generated code. Some high-level learners expressed concern about reduced direct coding experience due to reliance on AI, indicating areas for improvement. Based on these results, it was confirmed that additional and step-by-step training to improve prompt writing skills, education to enhance code debugging skills, and differentiated AI utilization strategies according to learner levels are needed.
This study presented instructional strategies and detailed guidelines centered on learners' practical experiences and interactions in AI literacy education. This shows that learners can cultivate literacy through direct communication and collaboration with AI, moving away from traditional delivery-centered education. It also highlighted the importance of prompt engineering skills and integrated them into the curriculum, emphasizing the importance of prompt writing skills as a core competency needed in the future AI era. By presenting specific ways to educationally utilize code-generating AI, it showed the possibility of educational innovation responding to rapidly changing technological environments and can contribute to the development of AI-utilizing educational methods in various subjects in the future.I. 서론 9
1. 연구의 필요성 및 목적 9
2. 연구문제 11
3. 용어 정의 12
II. 이론적 배경 13
1. 인공지능 리터러시 13
가. 인공지능 리터러시의 정의 13
나. 인공지능 리터러시 함양 교육 13
다. 인공지능 리터러시 검사 14
2. 생성형 인공지능 16
가. 생성형 인공지능의 정의 16
나. 코드 생성형 인공지능 16
다. 프로그래밍 교육에서의 코드 생성형 인공지능 17
3. 프롬프트 기반 프로그래밍 16
4. 프로그래밍 수업 모형 19
가. 직접 교수법 19
나. 시연 중심 모델 (DMM) 19
III. 연구방법 21
1. 연구 참여자 21
가. 전문가 검토 참여자 21
나. 효과성 평가 참여자 22
2. 연구절차 22
가. 전체 연구절차 21
나. 현장적용을 위한 수업절차 27
3. 연구도구 33
4. 자료수집 및 분석 37
가. 내적 타당화: 전문가 검토 37
나. 외적 타당화: 수업 효과성 평가 37
IV. 연구결과 39
1. 인공지능 리터러시 함양을 위한 프롬프트 기반 프로그래밍 수업
전략 39
2. 수업 전략의 내적 타당성 48
가. 1차 전문가 검토 결과 45
나. 2차 전문가 검토 결과 55
3. 수업 전략의 효과성 및 개선사항 54
가. 사전 사후 검사 결과 54
나. 면담 결과 55
V. 논의 및 결론 62
1. 논의 62
가. 생성형 AI 활용을 통한 인공지능 리터러시 향상 62
나. 프로그래밍 교육의 패러다임 전환 63
다. 한계점과 개선 방안 63
2. 결론 64
3. 후속 연구 제언 65
참고문헌 67
부 록 72
Abstract 107석
19세기 초 靑海의 티베트 승려 밸망 빤디타의 『갸뵈호르속기로규』 역주
No full text학위논문(석사) -- 서울대학교 대학원 : 인문대학 동양사학과, 2024. 8. 구범진.초록
티베트어로 암도로 지칭되는 靑海 일대는 중국, 몽골, 티베트 등 여러 세력이 맞닿아 있으며 몽골과 티베트 교류의 중심이 된 지역이었다. 특히 17세기 이래 오이라드계 유목 세력인 靑海 호쇼드가 이 지역을 장악하고 18세기 이후에는 淸朝가 세력을 확장하면서 靑海의 티베트 불교 사원들에 대한 후원이 확대되었다. 이에 따라 靑海에서는 티베트 불교가 크게 번창하였고, 티베트어로 된 여러 역사서가 탄생하였다. 이러한 저작들은 겔룩파로 대표되는 티베트 불교에 기반하여 쓰였으며 동시에 靑海 고유의 관점을 담고 있었다. 『갸뵈호르속기로규』는 이러한 18세기 이후 靑海 티베트 역사 서술의 대표적인 저작이다.
『갸뵈호르속기로규』는 밸망 빤디타로도 불리는 밸망 꾄촉 걜챈(1764-1853)이 19세기 초에 저술한 역사서이다. 『갸뵈호르속기로규』는 인도, 중국, 티베트, 몽골의 간략한 역사로 번역될 수 있다. 저자 밸망 빤디타는 이 책 안에서 티베트 불교 세계관의 기원인 인도의 신화에서부터 시작하여 중국, 티베트, 몽골로 이어지는 세속 군주들의 역사를 포괄적으로 서술하는 한편 그가 활동하던 靑海 지역의 당대 호쇼드 지배층의 역사와 일화에 대해서도 상세하게 기록하였다.
밸망 빤디타는 靑海 지역의 주요 티베트 불교 사원인 라브랑寺에서 주로 활동하였다. 라브랑寺는 창건과 발전 과정에서 靑海 호쇼드 세력과 깊은 연관을 맺고 있었다. 그러나 라브랑寺의 주요 시주였던 靑海 호쇼드는 18세기 후반 이후 靑海의 정세가 혼란해지며 점차 쇠락해가고 있었다. 밸망 빤디타는 혼란의 원인을 靑海 호쇼드 시주층이 正統인 겔룩파 불교를 따르지 않고 라브랑寺 등에 대한 후원을 소홀히 한 데에서 찾고, 이들이 다시 겔룩파의 후원자로 돌아와야 함을 강조하였다.
밸망 빤디타는 『갸뵈호르속기로규』에서 기존 티베트 역사 서술의 전통을 계승하여 당대까지의 세계사를 충실히 서술하는 한편 이를 통해 불교에 기반한 정치의 중요성을 강조하였다. 이는 다양한 집단과 가치관이 공존하던 19세기 초의 靑海 지역에서 그가 제시한 靑海의 혼란에 대한 방안이었다.
淸代 靑海 지역의 티베트 불교 문화권은 당대 淸朝와 티베트 불교 세계에서 매우 중요한 지역이었으나, 이 시기의 중요한 역사서인 『갸뵈호르속기로규』는 그동안 충분히 주목받아오지 못했다. 본 譯註가 淸代史와 티베트 불교 세계에 대한 이해를 한층 깊게 할 수 있기를 희망한다.
주요어 : 청해(靑海), 암도, 티베트 불교, 티베트 역사서, 갸뵈호르속기로규(rgya bod hor sog gi lo rgyus), 호쇼드, 오이라드
학 번 : 2015-20076Abstract
A Brief History of India, China, Tibet and Mongolia :
an Annotated Translation of the 19th century Tibetan Chronicle Rgya bod hor sog gi lo rgyus into Korean
Daeyeon Yook
Department of Asian History
Seoul National University
The Qinghai region, referred to as "Amdo" in Tibetan, was a center for cultural exchange between China, Mongolia and Tibet. in the 17th and 18th century, Khoshuds and the Qing dynasty have been patronizing Tibetan Buddhist temples in Amdo. Tibetan buddhism flourished in Amdo, and many historical literatures were composed in Tibetan. These works were based on Tibetan Buddhism as represented in Central Tibet, but they also contained a distinctive Amdo perspective. Rgya bod hor sog gi lo rgyus is one of the most representative works of Amdo Tibetan historical literatures from the 18th century onwards.
Rgya bod hor sog gi lo rgyus is a historical text written in the early 19th century by Belmang Könchok Gyelchan (1764-1853), also known as Belmang Pandita. The title of the book can be roughly translated as "A Brief History of India, China, Tibet, and Mongolia". In this book, Belmang Pandita provides a comprehensive history of secular rulers from India, China, Tibet, and Mongolia, while also detailing the history and anecdotes of the Khoshud rulers of his time in the Amdo region.
Belmang Pandita was primarily active in Labrang Monastery, on of the major Tibetan Buddhist temples in the Amdo region. The Labrang Monastery had been closely linked to the Qinghai Khoshuds in its founding and development, but the Qinghai Khoshuds had been in decline since the late 18th century, as the political situation in Amdo became turbulent. Belmang Pandita attributed the cause of the turmoil to the fact that the Qinghai Khoshud patrons did not follow orthodox Gelukpa Buddhism and neglected to support the Labrang Monastery, and emphasized the need for them to return as patrons of Gelukpa.
In Rgya bod hor sog gi lo rgyus, Balmang Pandita follows the tradition of Tibetan historical narratives, faithfully recounting world history up to the present day, while emphasizing the importance of Buddhism-based governance. This was his solution to the turmoil of the Amdo region in the early 19th century, where diverse groups and beliefs coexisted.
The Tibetan Buddhist culture of the Amdo region during the Qing dynasty was a very important part of the Qing dynasty and the Tibetan Buddhist world at the time, but it has not received the attention it deserves. It is hoped that the translation of Rgya bod hor sog gi lo rgyus further deepens our understanding of the history of the Qing dynasty and the Tibetan Buddhist world.
keywords : Amdo, Qinghai, Tibetan Buddhism, Tibetan Historical Literature, Rgya bod hor sog gi lo rgyus, Khoshud, Oirad
Student Number : 2015-20076譯註 목차 1
I. 해제 2
1. 『갸뵈호르속기로규』와 저자 밸망 빤디타 2
2. 저술의 배경 7
3. 주제와 의의 13
일러두기 29
II. 본문 : 『갸뵈호르속기로규』의 譯註 31
서문 31
1. 1부 : 總論 32
2. 2부 : 時事 68
결론 : 티베트 법의 역사와 불교 정치의 필요성 196
III. 티베트문 원문 傳寫 201
부록 1 : 靑海 지역 주요 지명 지도 331
부록 2 : 靑海 호쇼드의 주요 계보도 332
참고문헌 337
Abstract 353석
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Outdoor Scene Extrapolation with Hierarchical Generative Cellular Automata
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Is Low Polydispersity Always Beneficial? Exploring the Impact of Size Polydispersity on the Microstructure and Rheological Properties of Graphene Oxide
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Gradual Solvent Quality Changes Induce Abrupt Changes in Interfacial Layer, Dispersion Structure, and Physical Properties of Polymer Nanocomposites
No full textThe polymer interfacial layer, formed by the polymer adsorption onto the surface of nanoparticles (NPs) due to polymer-NP interactions, is well-known to determine the particle dispersion and resulting physical properties of polymer nanocomposites (PNCs). Given that PNC processing generally occurs in the presence of solvents, understanding the influence of solvent quality on the effective polymer-NP interaction is crucial for controlling the microstructure and properties of PNCs. However, the inherent solubility parameter of solvents imposes limitations on systematic analyses based on gradual solvent quality changes. Here, we systematically investigate the role of solvent quality on PNC by using solvent mixtures. We found that the microstructure and physical properties of PNCs varied with the solubility parameter difference between polymer and solvent mixture, suggesting a critical difference of 5 MPa1/2. These changes are attributed to the structure, rather than the dynamics, of the interfacial layer, which originates from the polymer-particle effective interaction. This study emphasizes the critical role of solvent quality in achieving desired PNC properties and offers insights for optimizing process solvents in various applications of polymer-NP suspensions.N
Understanding the role of soluble proteins and exosomes in non-invasive urine-based diagnosis of preeclampsia
No full textPreeclampsia is a hypertensive disorder of pregnancy that can lead to stillbirth and preterm birth if not treated promptly. Currently, the diagnosis of preeclampsia relies on clinical symptoms such as hypertension and proteinuria, along with invasive blood tests. Here, we investigate the role of soluble proteins and exosomes in noninvasive diagnosing preeclampsia non-invasively using maternal urine and urine-derived exosomes. We quantified the levels of particles and the presence of TSG101 and CD63 in urine and urinary exosomes via the biologically intact exosome separation technology (BEST) platform. Then, we obtained higher levels of soluble proteins such as fms-like tyrosine kinase-1 (sFlt-1) and placental growth factor (PlGF) from urine as it was than urinary exosomes. Compared to commercial blood tests, the sensitivity of the sFlt-1/PlGF ratio was found to be 4.0 times higher in urine tests and 1.5 times higher in tests utilizing urine-derived exosomes. Our findings offer promising possibilities for the early and non-invasive identification of high-risk individuals at risk of preeclampsia, allowing for comprehensive preventive management.Y
Semi-quantitative metalloproteinase-8 rapid test for the prediction of adverse pregnancy outcomes in patients with preterm premature rupture of membranes
No full textObjective: We aimed to determine whether the semi-quantitative metalloproteinase-8 (MMP-8) bedside test is a worthwhile indicator in reflecting the severity of of intra-amniotic inflammation (IAI) and in predicting adverse pregnancy outcomes. Study Design: This retrospective cohort study comprised 76 singleton-pregnant women admitted to the Seoul National University Bundang Hospital with a diagnosis of preterm premature rupture of membranes (preterm PROM) between 20 weeks 0 days and 33 weeks 6 days of gestation who underwent trans-abdominal amniocentesis to confirm intra-amniotic infection by positive results for aerobic/anaerobic bacteria, fungi, and genital mycoplasma and evaluate lung maturity. The semi-quantitative MMP-8 rapid test kit employs a colourimetric assay to quantify MMP-8 levels in amniotic fluid (AF), expressing results from 0 to 100 percent. Participants were divided into three groups: group 1, including negative MMP-8 test with colour scale of 0 % (negative, n = 17); group 2, including positive MMP-8 test with colour scale < 51 % (weak positive, n = 21); and group 3, including positive MMP-8 test with colour scale of 51 %-100 % (strong positive, n = 38). Results: Approximately 78 % (59/76) of the participants showed a positive MMP-8 test result; all culture-proven AF samples (33.3 % [25/75]) yielded positive MMP-8 test, categorizing these patients into either group 2 or group 3. A significant trend was observed where the rate of positive culture-proven samples increased with the progression from group 1 (negative) to group 3 (strong positive). Both white blood cell counts in AF and maternal serum C-reactive protein levels were found to escalate with the progression of test results from negative to strong positive. This progression was associated with an increased risk of spontaneous preterm birth within 48 h, 7 days, and 14 days from amniocentesis and within 34 weeks of gestation. Conclusion: The more the test results progress from negative to strong positive, the shorter the interval from amniocentesis to delivery becomes, and the higher the risk of intra-amniotic infection, spontaneous preterm delivery, and other perinatal complications. This relationship highlights the critical value of the semi-quantitative MMP-8 rapid test in predicting adverse pregnancy outcomes in patients with preterm PROM.N
Advances in the direct electro-conversion of captured CO<sub>2</sub> into valuable products
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