Journal of The Korean Association of Information Education (정보교육학회논문지)

Korea Association of Information Education (한국정보교육학회)
권호 표지
DOI QR코드

DOI QR Code

A Study on the meaning of Social Constructionist Approaches to Coding Education

코딩 교육에서 사회적 구성의 의미에 관한 고찰

  • 김홍래 (춘천교육대학교 컴퓨터교육과)
  • Received : 2021.02.09
  • Accepted : 2021.02.15
  • Published : 2021.02.26
Download PDF
⟨ Previous Next ⟩

Abstract

This study attempted to explore the theoretical background of the method of teaching coding at a time when interest in software and artificial intelligence education in schools is expanding. Coding education in the school field appears in a wide variety of forms. How to teach in the practical scene of coding education in schools is a very important task. For this, the concept of social constructivism for coding education and Papert's approach to constructionism were explored. The meaning of the composition of social knowledge was analyzed through Papert's analogy of 'objects to think with'. Five social constructionist approaches to coding education were analyzed, and based on this, a learning strategy for coding education was suggested. It includes making, tinkering, cooperation and sharing, scaffolding and agency in learning, and the use of tangible media. It is hoped that the exploration of social constructionism in coding education and related research will be helpful to the educational method in the school field.

본 연구는 학교에서 SW와 인공지능 교육에 대한 관심이 확대되는 시점에서 코딩을 가르치는 방법의 이론적 배경을 탐구하고자 하였다. 학교 현장의 코딩 교육은 매우 다양한 형태로 나타난다. 학교의 코딩 교육의 실제적 장면에서 어떻게 가르칠 것인가는 매우 중요한 과제이다. 이를 위하여 코딩 교육을 위한 사회적 구성주의의 개념과 페퍼트의 구성주의 접근 방식을 탐구하였다. 페퍼트의 '생각하게 하는 사물'의 비유를 통하여 사회적 지식의 구성의 의미를 분석하였다. 코딩 교육을 위한 사회적 구성주의적 접근 모형 5가지를 분석하였으며, 이를 바탕으로 코딩 교육을 위한 학습 전략을 제시하였다. 그것은 만들기, 팅커링하기, 협력과 공유하기, 스캐폴딩과 학습의 주도성, 실체적 객체의 활용 등이다. 코딩 교육에 관한 사회적 구성주의에 대한 탐구와 관련 연구가 학교 현장의 교육에 도움이 되기를 기대한다.

Keywords

References

  1. Sylvia Libow Martinez & Gary S. Stager (2019). Invent to Learn: Making, Tinkering, and Engineering in the classroom 2nd Edition. Modern Knowledge Press.
  2. Hong, Jin-Kon (2002). A Study on the Meaning of 'Social Construction' in Mathematics Education. The Mathematical Education. 41(3), 6-34.
  3. Jae Hoon, Lim (2001). A study on the epistemology of mathematics education. Journal of Educational Research in Mathematics, 11(2), 291-305.
  4. Young Jon Kim (2020). Application of Social Constructivism in Medical Education. Korean Medical Education Review, 22(2), 85-92.
  5. Webb, Norman L., Depth-of-Knowledge Levels for Four Content Areas(March 28, 2002).
  6. Mitchel Resnick (2018). Lifelong Kindergarten: Cultivating Creativity through projects. Passion, Peers, and Play. Smilegate Foundation.
  7. Kim, Hye Jeong, Suh, Hee Jeon (2020). A Study on the Principles of Makerspace Design for Early Childhood Education: Focusing on PTD and Affordance. The Korea Society for Children's Media, 19(1). 203-230.
  8. Moran Tsur (2017). Scratch Microworlds: Introducing Novices to Scratch Using an Interest-Based, Open-Ended, Scaffolded Experience. Master of Science at MIT.
  9. Yasmin B. Kafai & Quinn Burke(2014). Connected Code. MIT.
  10. Jane Krauss and Kiki Prottsman(2017). Computational Thinking and Coding for Every Student. Corwin.
  11. Seongg-Won Kim, Youngjun Lee (2016), The Effects of Robot Programming on the Attitudes toward Robot of Pre-service Teachers. The Journal of Korean Association of computer Education, 19(6), pp.91-103 https://doi.org/10.32431/KACE.2016.19.6.009
  12. Won Sug Shin (2020). An Analysis of Teachers' TPACK on Robotics in Education. Korea Academy Industrial cooperation Society, 21(6), 196-203.
  13. Hyungshin Choi, Jeongmin Lee (2020). The Effects of Educational Robot-based SW Convergence Education on Primary Students' Computational Thinking, Collaborative and Communication Skills. Journal of The Korean Association of Information Education, 24(2), 131-138 https://doi.org/10.14352/jkaie.2020.24.2.131
  14. Seo, Y., & Lee, Y. (2010). A subject integration robot programming instruction model to enhance the creativity of information gifted students. The Journal of Korean Association of Computer Education, 13(1), 19-26 https://doi.org/10.32431/KACE.2010.13.1.003
  15. Joo Yeun Kim, Hyosun Park, Kyu Yon Lim (2015). The effects of scaffolding types on problem solving ability and achievement in problem solving learning with creative thinking method. The Journal of Educational Information and Media, 21(1), pp.111-136.
  16. Heidi Williams (2017). No Fear Coding. International Society for Technology in Education.
  17. Seymour Papert(1991). Mindstorms: Children, Computers, And Powerful Ideas. Basic Books. Inc. 2nd Edition.
  18. Juyeon Park (2019). Evaluation of Computational Thinking through Code Analysis of Elementary School Students' Scratch Projects. Journal of The Korean Association of Information Education 23(3), 207-217. https://doi.org/10.14352/jkaie.2019.23.3.207
  19. Jiyeon Hong, Yungsik Kim(2019). Development and Application of Unplugged Activity-centered Robot for Improving Creative Problem Solving Ability. Journal of The Korean Association of Information Education, 23(5), 441-449. https://doi.org/10.14352/jkaie.2019.23.5.441
  20. Karen A. Brennan.(2013). Best of Both Worlds: Issues of Structure and Agency in computational Creation, in and out of School. MIT.
  21. Barefoot, C. A. S. (2014). Computational Thinking. Retrieved from http://barefootcas.org.uk/barefootprimary-computing-resources/concepts/computational-thinking
  22. K-12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org.
  23. Harvard Graduate School of Education. Creative Compting curriculum. http://creativecomputing.gse.harvard.edu/guide/curriculum.html.
  24. Marina Umaschi Bers(2017). Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom. Routledge.
  25. Sherry Turkle(2005). The Second Self: Computers and the Human Spirit. MIT Press.