DOI QR코드

DOI QR Code

이해중심 SW기초교육 프로그램의 컴퓨팅사고 효과성 검증 연구

A Study on the Verification of Computational Thinking Effectiveness of Understanding-Oriented SW Basic Education Program

  • 오경선 (건국대학교 상허교양대학) ;
  • 권정인 (상명대학교 계당교양대학)
  • Oh, Kyung-Sun (Sang-Huh College, Konkuk University) ;
  • Kwon, Jung-In (College of Kyedang General Education, Sangmyung University)
  • 투고 : 2019.07.10
  • 심사 : 2019.10.20
  • 발행 : 2019.10.28

초록

많은 대학교가 4차 산업혁명이라는 시대적 흐름에 따라 컴퓨팅사고로 문제해결력을 지닌 인재양성을 위해 SW교육을 활발히 진행하고 있다. 본 연구는 비전공대상의 컴퓨팅사고 향상을 위한 이해중심의 SW교육과정이 필요하다고 보았으며 이를 실현하는 구체적 개입으로 이해중심의 SW기초교육을 소개하고 그 효과성을 확인하고자 하였다. 이러한 목적을 달성하기 위해 백워드설계모형을 적용한 활동중심 컴퓨팅사고 교육과 프로그래밍교육을 하나의 이해중심의 SW기초교육 프로세스로 설계하였다. 이후 15주 수업에 적용하고, 3차례에 걸쳐 검사를 실시하여 비전공자들에 대한 컴퓨팅사고의 정의적인 측면을 분석하였다. 연구 결과 활동중심의 SW기초교육의 컴퓨팅사고효능감과 컴퓨팅사고인식에 있어서 긍정적인 효과를 검증하였다. 본 연구는 특정대학의 일부 학생들을 대상으로 실시하여 연구결과를 일반화하는데 다소 무리가 있으나, 교육 현장에서 백워드설계모형을 적용한 이해중심의 SW기초교육이 컴퓨팅사고를 향상시킬 수 있는 효율적인 방법의 하나로 적용될 수 있을 것으로 기대한다.

In order to cultivate talented people who have problem solving ability due to computational thinking according to the trend of the fourth industrial revolution, each university is actively promoting software education. This study suggests that understanding-oriented SW curriculum is needed for non-majors students to improve computational thinking. In order to achieve the purpose of the study, this study designed the basic education program based on the understanding of the SW with the backward design model. The SW Basic Education Program was applied to 15 weeks of instruction and conducted three surveys. The positive effects of the understanding-oriented SW basic education on the computational thinking efficacy and the computer perception were verified. In addition, it was found that the understanding-oriented computational thinking and programming education are effective when they are linked to one process. It is expected that understanding-based SW based education, which uses the backward design model, can be applied as one of the efficient ways to improve computational thinking in the education field.

키워드

참고문헌

  1. Education department. (2019). 2015 Revised National Curriculum Retrieved. http://www.ncic.re.kr/nation.dwn.ogf.inventoryList.do?orgAttNo=10000078
  2. J. S. Sung & H. C. Kim. (2015). Analysis on the international comparison of computer education in schools. The Journal of Korean association of computer education, 18(1), 45-54. http://www.koreascience.or.kr/article/JAKO201509365223298.pub https://doi.org/10.32431/KACE.2015.18.1.005
  3. K. S. Noh & S. J. Ahh & K. S. Oh. (2019). Computational Thinking. seoul : Ehan.
  4. S. J. Ahh & K. S. Oh. (2015). A study on the relationship between difficulty in learning to program and Computational Thinking. The journal of korean association of computer education, 18(5), 55-62. https://doi.org/10.32431/KACE.2015.18.5.006
  5. C. S. Na, H. Joo, J. J. Lee & D. S. Kim. (2018). Inducing Computational Thinking in Korean SW Education: Synthesizing Standardized Mean Changes through Meta-analysis. The Journal of Educational Technology, 34(3), 775-815. DOI : 10.17232/KSET.34.3.775
  6. Y. N. Lim & H. J. Hwang. (2018). An Analysis of the Characteristics of Curriculum Development Practices by "Understanding by Design": Focusing on the "Identifying Desired Results" Phase of Backward Design. Korean Association For Learner-Centered Curriculum And Instruction. 18(20), 243-268. DOI : 10.22251/jlcci.2018.18.20.243
  7. H. S. Kang. & J. E. Yi. (2010). In Search of the Applicability of Backward Design to Elementary Classroom. The Journal of Elementary Education). 23(2), 383-409. http://db.koreascholar.com/Article?code=347519
  8. McTighe, J. & Wiggins, G. (2004). Understanding by design: Professional development workbook. Alexandria, VA : Association for Supervision and Curriculum Development. DOI : 10.14483/calj.v19n1.11490
  9. Wing. J. M. (2008). Computational Thinking and Thinking About Computing. Philosophical Transactions of the Royal Society. 366(1881), 3717-3725. DOI : 10.1109/ipdps.2008.4536091
  10. K. S. Oh. (2016). A study on the contents of computational thinking for programming education. Ph.D. dissertation, Sungkyunkwan University, Seoul.
  11. K. S. Oh, E. K. Su & H. J. Chung. (2018). A study on development of educational contents about combining computational thinking with design thinking. Journal of Digital Convergence, 16(5), 65-73. DOI : 10.14400/JDC.2018.16.5.065
  12. S. Y. Pi. (2016). A Study on Coding Education of Non-Computer Majors for IT Convergence Education. Journal of Digital Convergence, 14(10), 1-8. DOI : 10.14400/JDC.2016.14.10.1
  13. Y. H. Shin, H. J. Jung & E. K. Suh. (2019). Effect of Coding Education Program based on Design Thinking for Non-engineering students. Korean Association For Learner-Centered Curriculum And Instruction, 19(10), 351-373. DOI : 10.22251/jlcci.2019.19.10.351
  14. K. S. No. (2014). SPSS & AMOS 21. Seoul: Hanbit.
  15. H. J. No. (2014). Principal component analysis & factor analysis. Seoul: Hanol.
  16. K-12 Computer Science Framework Steering Committee. (2016). K-12 Computer Science Framework(2016). NY : CSTA. DOI : 10.1007/s10639-016-9493-x
  17. Alan Bundy(2007). Computational Thinking is Pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69. https://core.ac.uk/download/pdf/28961399.pdf
  18. M. Tedre & P. J. Denning. (2016). The long quest for computational thinking. Proceedings of the 16th Koli Calling Conference. (pp. 120-129). New York, NY : Computing Education Research. DOI : 10.1145/2999541.2999542
  19. H. S. Choi. (2018). Domestic Literature Review on Computational Thinking Development through Software Programming Education. Journal of Educational Technology, 34(3), 743-774. DOI : 10.17232/KSET.34.3.743
  20. H. H. Cho & J. Y. Kim. (2019). A Meta-Analysis of the Effects of Backward Design-Based Instruction. The Journal of Curriculum Studies, 37(1), 57-84. DOI : 10.5230/jgc.2019.19.e7
  21. P. Denning. (2017). Remaining trouble spots with computational thinking. Communications of the ACM, 60(6), 33-39. DOI : 10.1145/2998438
  22. S. R. Derus & A. Z. M. Ali. (2012). Difficulties in learning programming Views of students. Proceedings of the International Conference(pp.74-78). Singapore : ICIE. DOI : 10.13140/2.1.1055.7441
  23. Y. H. Lee & D. H. Gu. (2015). A Study on Instructional Design of Software Curriculum Using Backward Design Model. Journal of The Korean Association of information Education, 19(4), 409-418. DOI : 10.14352/jkaie.2015.19.4.409
  24. W. W. Park & S. Y. Son & H. S. Park & H. S. Park. (2010). A proposal on determining appropriate sample size considering statistical conclusion validity. Seoul Journal of Industrial Relations, 21, 51-85. http://hdl.handle.net/10371/144993
  25. Korea Foundation for the Advancement of Science and Creativity. (2016). A Study on Surveying the Actual Conditions and Evaluating the Effectiveness of SW Education in Elementary and Secondary Schools. Seoul : KFASC. http://www.ndsl.kr/ndsl/search/detail/report/reportSearchResultDetail.do?cn=TRKO201600014678
  26. J. G. Jeong & J. N. Baek & S. S. Kim. (2009). The Development of Adoption Criterion about Multiple Intelligence Theory for Special Class Teachers. The Journal of Special Education : Theory and Practice, 10(1), 1-21. DOI : 10.19049/JSPED.10.1.01
  27. G. D. Kim & K. S. Park. (2018). Educational Strategy for Practical Convergence using Module Curriculum in University. Journal of the Korea Convergence Society, 9(7), 205-211. http://www.earticle.net/Article/A333820 https://doi.org/10.15207/JKCS.2018.9.7.205
  28. J. H. Ku. (2017). Designing an App Inventor Curriculum for Computational Thinking based Non-majors Software Education. Journal of Convergence for Information Technology, 7(1), 61-66. http://www.earticle.net/Article/A296598 https://doi.org/10.22156/CS4SMB.2017.7.1.061