• Journal of The Korean Association of Information Education
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• v.15 no.2
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• pp.201-208
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• 2011

By result of statistics, over half of teachers college students recognized the computer science education is not important for elementary education as well as is having difficulties of learning in their real lectures. To solve these problems, this study proposed new edutainment learning program using unplugged computing. Firstly, we developed the learning content in computer science having edutainment attribute with unplugged computing and the teaching-learning methods. We also applied to college students in computer education that programs in two lectures and tested the efficiency of that program. As a result of test, the students have improved the self-lead learning and has a high level of academic achievement. Moreover, we found their perceptions were changed positively and felt the computer science as a worthy subject.

• The Journal of the Institute of Internet, Broadcasting and Communication
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• v.19 no.5
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• pp.157-162
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• 2019

Recently, the awareness of S/W education, which was confined to the profession, is changing due to the changing industrial environment based on ICT technology World main countries invest competitively in S/W education and the target age group is getting lower Among them, the unplugged coding method using the robot platform is known as one of the most effective S/W training methods targeting the elementary age by the intuitive coding method and the robot platform feedback. However, the unplugged coding method using the robot platform has a disadvantage that it can not configure various interfaces for complicated coding due to limitations of H/W. In this paper, we have proposed an unplugged coding system which can input various commands for robot control by IR remote control as an interface and minute signals using robot sensor.

• Journal of Creative Information Culture
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• v.6 no.2
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• pp.65-75
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• 2020

The necessaries of Flowchart learning for software education have been discussed but most studies were conducted on learning methods. In this study, Unplugged Flowchart Learning programs for fifth grade students were developed and taught, and their effectiveness were analyzed. The programs were made of 8 themes(16 periods) based on the learner's levels. The effectiveness of the programs were qualitatively analyzed based on classwork sheets, as well as observation and interview. Computational Thinking tests were pre-tested and post-tested for qualitative analyses. This study found that all sub-areas of CT of the students who took the Unplugged flowchart learning program were significantly improved as well as the overall scores of CT. In particular, students' improvements in the area of abstraction and automation was notable. Various interactions between teacher-learners and learners-learners were observed during class, and were found to have positive effects on changes in learners' attitudes and perceptions.

• Review of Korean Society for Internet Information
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• v.20 no.1
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• pp.41-44
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• 2019

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2021.10a
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• pp.482-485
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• 2021

In this study, the effect of the workbook-based unplugged activity program on the improvement of computational thinking skills of elementary school students in 3rd and 4th grade was statistically analyzed. The study was conducted with 18 students in the 3rd and 4th grades of G Elementary School located in Chungcheongnam-do, and after conducting a computational thinking ability test in advance, an unplugged program based on the workbook was conducted in a total of 6 sessions with 9 members of the experimental group. After that, a post-mortem examination was conducted to analyze the degree of improvement in computational thinking ability. As a result of the analysis, it was confirmed that the workbook-based unplugged program improved the computational thinking skills of elementary school students in 3rd and 4th grade and had a positive effect.

• Journal of The Korean Association of Information Education
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• v.13 no.1
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• pp.23-30
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• 2009

In this study, we proposed a pre-service teacher training program that assists efficiently the conceptual comprehension and teaching skill development of computer science education. The program is integrated with Protype Theory and Example Theory based on cognitive psychology. And also the real teaching activities based on Unplugged Learning are provided for conceptual comprehension of computer science education as well as for learning computer science. This program was applied to 31 pre-service teachers for one semester. The results show that this program is very effective for pre-service teacher training of computer science education.

• Journal of The Korean Association of Information Education
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• v.23 no.1
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• pp.9-18
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• 2019

In this study, the contents of the Software Education area included in the Practical Art textbooks of the elementary school were analyzed based on the achievement standards of the Software Education in the 2015 revised curriculum for exploring the characteristics of the Software Education and the direction to go. According to the results of the analysis, the five achievement standards presented by the Ministry of Education were assigned to 17 or 18 times according to the textbooks. Unplugged activities related to Algorithm and unplugged activities related to Computer Science were included in textbooks. Contents of [6P04-09] and [6P04-10] standards were shown differently according to textbooks.Based on the results, it is suggested that Subsequent studies with quantitative and qualitative analysis for six kinds of textbooks should be continue.

• Journal of The Korean Association of Information Education
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• v.23 no.6
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• pp.655-663
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• 2019

Recent interest in software education has naturally led to interest in computer science. Computer science is the study of theory and principle of computer and computational systems. This knowledge and concept of computer science is fundamental to software education. Recently, "Computer Science (CS) Unplugged", which is an educational method for introducing students to concepts of computer science without using a computer, has been widely used in classes around the world. CS Unplugged is a method for learning the basic principles of computer science through diverse playing activities. The problem, however, is that these CS unplugged activities take place in class without an analysis of how closely they relate to the core subjects learned in real computer science. Therefore, in this study, we will study on the comparison between the core contents of computer science and the core contents of computer science contained in the various activities of CS Unplugged.

• Journal of the Korea Society of Computer and Information
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• v.18 no.4
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• pp.183-190
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• 2013

Many researchers in the 21st century has found that robot education is effective to develop the learners' creativity and problem-solving ability. However, the robot education can only be applied to the students whose computer skills are high. Also it can be taught in the well-prepared computer classroom. Students have to learn machine language to control their robots, and robots are controlled by different types of software. Therefore this study has constructed command-based programming blocks to do a robot programming without computers. It also presents a prototype of the programming process and a technological method to combine the command and the programming blocks. We used the blocks which are similar with something in flow chart: to support intuition, and to help students transfer what they learned. And types of blocks and details are described for the Robot Programing Education. Combination of command blocks is made by RS-485 connection method and, it is designed to intercommunicate with connected blocks. It also presents a prototypes: of the programming process using designed command blocks, and of the possibility of Unplugged Robot Education System.

• 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.