• 한국정보교육학회:학술대회논문집
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• 2005.08a
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• pp.69-77
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• 2005

본 연구는 초등학생들의 논리적 사고력을 신장시키기 위해 지식 기반 프로그램인 선언적 프로그램을 통해 교육현장에서도 적용할 수 있는 프로그래밍 교육을 제언하고자 한다. 학생들에게 논리적 사고 중에서도 협의의 논리적 사고 즉, 기호적 사고, 분석적 사고, 추론적 사고, 종합적 사고를 분석적 방법을 통해 실제 프로그래밍을 해 봄으로써 연역적 사고 또는 귀납적 사고를 보다 효과적이고 체계적인 프로그래밍을 할 수 있도록 지도함으로써 제 8차 교육과정에서의 컴퓨터 교육과정의 일부분으로서의 프로그래밍의 마인드를 제시하였다. 따라서 본 연구는 선언적 프로그램을 통해서 초등학교 학생들의 논리적 사고력 신장를 위하여 프로그래밍 교수학습의 방법적인 측면을 제시하고자 한다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.13 no.7
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• pp.1467-1474
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• 2009

What matters in the society of knowledge and information is not that they just know certain facts, but that when faced with new situations, they should be able to develop novel ideas, apply them and do the problems or the tasks confronting them. This cannot be achieved through learning of mere knowledge. Computer programming lessons have shown positive effects on general thinking ability, metacognitive aspects, and logical thinking. The ACM has suggested that 8th grade students at the first level (second year students of middle school) be educated in programming languages such as LOGO to raise their ability to think logically. Previous studies have confirmed educational programming languages such as LOGO and BASIC, which are currently used, are helpful in improving the ability to think logically and to solve problems. However these languages lack connectivity with later learning. Little research has been done on 'Dolittle', an educational programming language, newly developed, using object-oriented notions. Few studies have been made of the effects of 'Dolittle' on the ability to think logically. The following results were obtained. The research didn't lead to a statistically significant improvement of the students' cognitive development level. However, proportional logic and combinational logic, among the six subcategories of logic, improved through the introduction of 'Dolittle' programming lessons. This leads to the conclusion that in the processing of solving the problems given, the students learned by themselves and improved their ability to think logically.

• Journal of The Korean Association For Science Education
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• v.21 no.4
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• pp.677-688
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• 2001

The purposes of this study are to investigate the school science high achievers' achievements in enrichment physics, logical thinking level, and to analyze the relationship between logical thinking level and the achievement in enrichment physics of high achievers in science. The subjects were 357th and 8th graders who achieved highly in school science. To assess their achievements in enrichment physics, we developed a new test consisting of descriptive problems which were based on middle school curriculum. Those problems require one or two steps of thinking process, not simple knowledge of science. To assess logical thinking level, we used the instrument called GALT(Group Assessment of Logical Thinking) developed by Roadranka et al. The results showed that the school science high achievers' average achievement in enrichment physics was low, 56.3 out of 150, which indicated that they had not done much of enrichment learning beyond middle school science curriculum. Just only 54% of the school science high achievers are in formal logical thinking level. From the analysis of relationship between their logical thinking level and the achievement in enrichment physics, the value of the correlation coefficient was 0.174, which means that they are not almost correlated. Therefore, it is not desirable to judge science gifted children just from achievement in school science or enrichment physics, so both(logical thinking and the achievement in enrichment physics) tests should be taken for selecting gifted student.

• 한국정보교육학회:학술대회논문집
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• 2008.01a
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• pp.67-72
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• 2008

지식기반 사회에서는 새로운 지식을 만들어 낼 수 있는 능력과 융통성, 문제해결력, 논리적 사고력 등을 가진 인재를 필요로 하고 있다. 알고리즘 교육은 학생들의 정보마인드와 정보적 사고, 논리적 사고능력의 신장을 위하여 반드시 필요하며, 이는 다변화 되어가는 사회에서 다양한 문제를 해결해 나가는 능력을 키우는 데 큰 역할을 할 것이다. 이에 본 논문은 논리적 사고력 신장을 위한 생활 속의 알고리즘 교육 방법을 모색하여 제안하고자 한다.

• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.189-199
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• 2011

The purpose of this study is to verify the effects of the advance organizer in programming class on elementary school students' logical thinking ability and self-efficacy. We developed our teaching-learning materials of programming for this purpose, Further, they are applied to the elementary school, and their effects are analyzed. Fourth grade students in elementary school were selected for the experiments of this study, For comparison, they were divided into a control group who taught by a traditional programming teaching method and an experimental group who taught by our advance organizer programming class. As a result, through before-and-after t-verifications performed on the experimental group and the control group respectively, we found statically significant differences between the two groups, and the effectiveness of our new programming teaching method was proved in both learner's self-efficacy and logical thinking ability.

• Journal of The Korean Association of Information Education
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• v.15 no.3
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• pp.387-397
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• 2011

In order to analyze the change of student's logical thinking, in this study, we were develop the educational materials. This educational materials were used in algorithm class through educational programming language Scratch. Algorithms of education materials were selected by analysis of foreign ACM and domestic middle school curriculum. The developed educational materials were applied to 4th grade students of elementary school. In order to analyze the change of student's logical thinking, we were used GALT short version. Total logic and Combinational reasoning, in the experimental group students, were growing significantly.

• The Journal of Korean Association of Computer Education
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• v.16 no.3
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• pp.13-22
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• 2013

Digital technology brought about many changes which has changed the life of modern people. Adolescents need programming learning to increase a competitiveness what will lead the future. Recently though an interest about programming learning has raised, there are many trouble to take programming learning. In this paper, we planed and implemented a program that elementary students can learn programming using Kodu easily and excitingly. According to comparison of pre-to-post tests about logical thinking using GALT, correlational reasoning and total of experimental group were growing significantly. Also, elementary students had positive cognition in learning interest about programming.

• 한국정보교육학회:학술대회논문집
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• 2007.08a
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• pp.201-206
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• 2007

현재 컴퓨터 교육은 흥미와 실용위주의 컴퓨터 활용교육과 컴퓨터 소양교육에 치우쳐 있어 컴퓨터의 작동원리 등의 컴퓨터 과학을 이해하기에는 부족함이 많다. 특히 컴퓨터과학 분야 중 문제해결력, 논리적 사고력을 향상시키기 위한 프로그래밍 기초 교육은 보다 강조해야 한다. 본 연구에서는 객체지향형 교육용프로그래밍언어 두리틀을 초등학생들에게 프로그래밍을 지도할 수 있는 최적의 언어로 선정하고 다른 프로그래밍 언어와 비교 분석해 보았다. 그리고 자기 자신의 학습상황을 감독 관리하는 능력인 메타인지 수준에 따라 학습자를 분류한 후, 두리틀 프로그래밍 학습 후 논리적 사고와 그 하위논리의 효과, 그리고 메타인지 수준에 따른 논리적 사고와 그 하위 논리별로 미치는 영향을 분석하였다.

• 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.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.13-21
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• 2013

Recently, programming education is being actively performed in education field with development of educational programming language and teaching and learning methods for elementary students. However, programming education have limit to apply to the overall computer science curriculum, because it is performed by more than 5th grade and focused on the utilization of programming tools than problem-solving process. It is necessary to expand the range of students and educational content considered with problem-solving process for encouraging programming education in computer science. In this study, we suggest the easy-to-use programming tool for lower grade(1st grade) and robot programming task based on improvement of student's thinking ability. We use Tangible User Interface(TUI) for elementary student's(1st grade) convenience of programming and developed the robot programming task for improvement of logical thinking. As a result of this experiment, tangible programming tool can be used easily in elementary students(1st grade) and developed robot programming task is effective in improvement of logical thinking.