• Journal of The Korean Association of Information Education
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• v.14 no.2
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• pp.199-207
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• 2010

This paper is proposed to present elementary algorithmic thinking-based Squeak E-toy programming problems for flowchart-based programming educations without programming languages in elementary programming educations. Furthermore, this paper proves the validity and effects of developed Squeak E-toy programming problems through measurement analyses of metacognition and GALT logical thinking ability experiments by comparing with the language-based traditional programming education.

• 한국정보교육학회:학술대회논문집
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• 2010.01a
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• pp.277-281
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• 2010

스크래치는 교육용 프로그래밍 언어 중 하나로 풍부한 멀티미디어 프로그래밍 환경과 쉽고 흥미로운 사용자 인터페이스를 제공한다. 또한 한국어를 지원하고 있어 초등학교 학습자들의 프로그래밍 교육에 유용하게 활용될 수 있다. 본 연구에서는 스크래치 프로그래밍을 초등학교 4학년 학생들에게 적용하여 자신에게 주어진 문제 상황을 이해하고 창의적 요소를 익히면서 문제를 해결해 나가게 된다. 이를 위해 스크래치에서 초등학생에게 적용할 수 있는 교육요소를 추출하고 관련 주제로 통합하여 실제 현장에서 사용이 가능한 스크래치 프로그래밍 교육 자료를 개발하고자 한다.

• The KIPS Transactions:PartA
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• v.17A no.6
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• pp.289-296
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• 2010

So far, previous works with respect to evaluating program contents have concentrated on the implementation of general educational content evaluation. In terms of the efforts required to solve problems, however, there are a few evaluation methods on educational programming language contents. Therefore, we propose new evaluation criteria for educational programming language contents. The detailed research contents can be summarized as follows. First, we analyze existing works and propose naval evaluation criteria for educational programming language contents. Second, the new evaluation criteria is verified by teachers who use Visual Basic educational contents via questionaries. Also, a program content is experimented via the evaluation criteria. Finally, it is expected that our proposed evaluation criteria for educational programming language contents can be used to evaluate newly developed educational programming language contents and to design its evaluation plans.

• Journal of Digital Contents Society
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• v.19 no.5
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• pp.891-898
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• 2018

Although programming language is a core education area of software that is becoming increasingly important in the age of the fourth industrial revolution, as it requires logical thinking skills, it is recognized as a difficult subject even for SW major students. This difficulty occasionally causes SW major students to lose interest and confidence in their major during the introductory course of a programming language; making them change their majors, or give up their studies. In this study, we designed an instructional model using Scratch for educating C language which is a typical programming introductory language. To do this, we analyzed the concepts that can be trained by Scratch among the programming concepts supported by C language, and developed the examples of Scratch for exercising the concepts. The instructional model supports the progress model of learning first the programming concepts through Scratch and then expand the learning content into C language. We also conducted an experiment on the SW major freshman students of a local private university to verify the effectiveness of the model.

• Journal of The Korean Association of Information Education
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• v.25 no.6
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• pp.987-994
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• 2021

Computational Thinking is an analytical thinking ability that is necessary for everyone and everywhere. The existing Computational Thinking development education provided in Practical textbooks leads to block-based programming languages from unplugged activities. Many unplugged activities focus on practicing sequential order, which may lack the learning of abstractions or automation concepts. In block-based programming languages, concepts such as coordinate planes, which are not introduced in elementary school curriculum, appear, making students feel burdened by the block-based programming language itself. In this study, a curriculum was designed for elementary student's computational thinking through game-based programming language education. The results and their effectiveness were analyzed through the beaver challenge. As a result of analyzing the pre-test and post-test scores, it was confirmed that students' computational thinking skills improved.

• Journal of The Korean Association of Information Education
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• v.24 no.1
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• pp.79-86
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• 2020

This study investigates the contents of programming education in elementary information education textbooks in Busan and Zhejiang. Two textbooks identify the contents of elementary school information education textbooks on setting goals of programming education, selecting educational programming languages, and selecting and developing contents of programming education. Textbooks in the two regions are designed to select programming languages for elementary school levels and to select creative learning topics to help learners learn programming in the process of solving problems themselves. The textbooks identified in this study are designed so that learners can learn programming naturally in the process of solving problems.

• The Journal of the Korea Contents Association
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• v.11 no.1
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• pp.458-468
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• 2011

Students meet with many problems during programming education in computer education. In part of computer education, computer programming education have been researched. And the research have said that computer programming education have helped to increasing of students' creativity during find answer of problem through flexible thought. Especially, elementary school students, who learn to programming language for the first time, feel difficulty, when they learn computer programming. But the use of EPL reduce difficulties. So Students can focus on the thinking. Therefore, in this paper, a draft was produced and applied to observe the creative elements increasing of elementary school students. Than modify and supplement the draft through improvements to a draft obtained by applying. Also, made the educational material that can be used directly in the field.

• Journal of The Korean Association of Information Education
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• v.23 no.4
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• pp.355-362
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• 2019

Elementary students are studying software training to teach coding education using text-based languages such as Python. In general, these higher-level languages support learning activities in combination with a kits for physical computing or various programming languages, in contrast to block-coding programming languages. In this study, we conducted a coding project based on computational thinking using the ARCS model to overcome the difficulties of text-based language. The results of the experiment show that students are generally confident and interested in programming. Especially, the understanding of repetition, function, and object was high in the change of computational thinking power, so this trend is believed to be due to the use of text-based languages and the Python module.

• The Journal of Korean Association of Computer Education
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• v.13 no.3
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• pp.13-23
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• 2010

The revised 7th education course of information implies that students use variety of information devices to solve the common problems and it also includes the programming education for improving problem-solving abilities. Not only improving problem-solving abilities but also developing thinking skill is expected in programming education. However, traditional programming education is teacher-oriented and focused on language syntax. Accordingly, students have heavy cognitive load and it decrease students' interest of programming. Therefore, in this paper, a instructional method of programming using educational robot is proposed to improve interest of elementary students in concretive operation stage for effectiveness of programming education. Additionally, results of experiments show that proposed robot programming instructional method can be applied in elementary education.

• Journal of The Korean Association of Information Education
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• v.12 no.3
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• pp.323-332
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• 2008

This paper propose to use a new educational programming language, Scratch, to help students' programming study. For this purpose, a course has been developed which consists of (1) strategies to motivate students and (2) Creative Problem Solving (CPS) teaching model to improve their problem solving abilities. We experimented the course with sixth-grade elementary students for 4 weeks and we could observe that the Scratch programming learning helps motivating students and improving their problem solving abilities. Based on this observation, we believe that Scratch programming can be an alternative for current programming education in elementary schools.