Browse > Article
http://dx.doi.org/10.14352/jkaie.2015.19.1.57

Effects of Storytelling Based Software Education on Computational Thinking  

Park, Jungho (Ga-su Elementary School)
Publication Information
Journal of The Korean Association of Information Education / v.19, no.1, 2015 , pp. 57-68 More about this Journal
Abstract
Since the entering SW-centered society in which people make the best use of SW in order to express their own personal ideas or to solve problems, the significance of SW education has been emphasized. It is generally known that storytelling provides motivational and contextual environments. This study conducted an experimental research to find out how Aesop's fables-applied SW educational program would influence computational thinking. Of these students who had participated in an SW educational camp on every Saturday for a total of 6 weeks, the experimental group learned on basic concepts of Scratch programming as working on Aesop's fables and they were led to diverse SW activities such as stories, games, simulations arts, and others. After that, the study carried out a comparison research in relation to the groups' SW concepts, SW implementation and attitudes toward SW education. The result shows that the experimental group came up with higher levels of SW concepts, implementation and positive attitude toward SW education.
Keywords
Storytelling; Software Education; Aesop's Fables; Computational Thinking; Scratch;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Allan, W., Coulter, B., Denner, J., Erickson, J., Lee, I., Malyn-Smith, J., Martin, F. (2010). Computational thinking for youth. White Paper for the ITEST Small Working Group on Computational Thinking(CT).
2 Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community?. ACM Inroads, 2(1), 48-54.   DOI
3 Baser, M. (2013). Attitude, Gender and Achievement in Computer Programming. Online Submission, 14(2), 248-255.
4 Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Proceedings of the 2012 annual meeting of the American Educational Research Association, Vancouver, Canada.
5 Bundy, A. (2007). Computational thinking is pervasive. Journal of Scientific and Practical Computing, 1(2), 67-69.
6 CSTA (2011). CSTA Computer Science Standards Revised 2011, The CSTA Standards Task Force.
7 Cuny, J., Snyder, L., & Wing, J. M. (2010). Demystif ying computational thinking for non-computer scien tists. Unpublished manuscript in progress, referenced in http://www.cs.cmu.edu/-CompThink/resources/TheLinkWing.pdf
8 Curzon, P., Dorling, M., Ng, T., Selby, C., & Woollard, J. (2014). Developing computational thinking in the classroom: a framework.
9 Department for Education (2014). The national curriculum in England, Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
10 Fields, D. A., Searle, K. A., Kafai, Y. B., & Min, H. S. (2012). Debuggems to assess student learning in e-textiles. In Proceedings of the 43rd SIGCSE Technical Symposium on Computer Science Education. New York, NY: ACM Press.
11 Kazakoff, E. R., Sullivan, A., & Bers, M. U. (2013). The effect of a classroom-based intensive robotics and programming workshop on sequencing ability in early childhood. Early Childhood Education Journal, 41(4), 245-255.   DOI
12 Kelleher, C., & Pausch, R. (2005). Lowering the barriers to programming: A taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys(CSUR), 37(2), 83-137.   DOI
13 Kim, K. Y., Song, J. B. & Lee, T. W. (2009). Effect of Digital Storytelling based Programming Education on Motivation and Achievement of Students in Elementary school. Journal of Korea Society of Computer and Information, 14(1), 47-55.
14 Lee, J. I, Sung, Y. H (2011). Development of Robot Programming Education System for Children based on Storytelling. Journal of Korean Information Education, 15(2), 295-305.
15 Malyn-Smith, J., Coulter, B., Denner, J., Lee, I., Stiles, J. & Werner, L. (2010). Computational Thinking in K-12: Defining the Space. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010(pp.3479-3484). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
16 Michael, K. Y. (2001). The Effect of a Computer Simulation Activity Versus a Hands-on Activity on Product Creativity. Journal of Technology Education, 13, 31-43.
17 Park, J. H. (2014). A Study on Digital Storytelling Based Programming Education. Journal of the Korea Society of Computer and Information, 19(5), 119-128.   DOI
18 SPRI (2014). Software Centered Society: The Meaning and Direction of Reaction, SPRi Issue Report 2014-003.
19 Werner, L., Denner, J., Campe, S., & Kawamoto, D. C. (2012, February). The fairy performance assessment: Measuring computational thinking in middle school. In Proceedings of the 43rd ACM technical symposium on Computer Science Education (pp. 215-220). ACM.
20 Wiebe, E. N., Williams, L., Yang, K., & Miller, C. (2003). Computer Science Attitude Survey, (Report No.: NCSU CSC TR-2003-1) Dept. of Computer Science, NC State University, Raleigh, NC.
21 Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35.   DOI