Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
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An Analysis and Definition of Software Education Learning Elements for Pre_service Elementary Teacher

예비 교사들의 소프트웨어 교육의 학습 요소 정의 및 효과 분석

  • Kim, Kapsu (Dept. of Computer Education, Seoul National University of Education)
  • 김갑수 (서울교육대학교 컴퓨터교육과)
  • Received : 2019.06.18
  • Accepted : 2019.06.24
  • Published : 2019.06.30
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Abstract

In the 2015 revision curriculum, software education must be conducted for 17 hours in elementary school fifth or sixth grade. Pre_service elementary teachers should be able to teach software. In this study, learning factors according to the achievement criteria for software education will be defined for pre-service elementary teachers. Pre-service teachers were taught by learning elements. As a result, the pre_service teachers were able to create teaching and evaluation materials for each learning element. It was also found that the pre-service teachers improved their ability to teach software education in elementary school based on these materials.

2015년 개정 교육과정에서 초등학교 5학년 또는 6학년에서 소프트웨어 교육을 17시간 필수적으로 실시하여야 한다. 따라서 초등 예비교사들이 소프트웨어 교육을 할 수 있어야 한다. 본 연구에서는 초등 예비교사들이 소프트웨어 교육을 할 수 있는 성취기준별로 학습 요소들을 정의한다. 학습 요소별로 예비교사들에게 수업을 실시하였다. 그 결과는 학습 요소별로 교수 학습 및 평가 자료를 만들 수 있었다. 또한 예비교사들이 이들 자료를 기반으로 초등학교에서 소프트웨어 교육을 지도 할 수 있는 능력이 향상되었다는 것을 알 수 있었다.

Keywords

References

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  1. 초등 예비 교사들을 위한 소프트웨어 교육에 대한 온라인 교육 효과 분석 vol.24, pp.6, 2019, https://doi.org/10.14352/jkaie.2020.24.6.643