• Journal of The Korean Association of Information Education
• /
• v.23 no.4
• /
• pp.283-292
• /
• 2019

In this study, an unplugged education method which focuses on the data visualization training was applied to third grade students of an elementary school and analyzed its impact on enhancing their computational thinking. The analysis was conducted on 60 elementary school teachers and 124 third grade students and the unplugged education program based on the data visualization procedure was developed. The education program developed was carried out with 24 third grade students for 36 hours over six days. The effect of the program applied was analyzed through the pre-to-post comparison performed with perceptive strength test and creativity test in order to examine the enhancement in computational thinking. According to the analysis result, the unplugged education method which focuses on the data visualization training has significant effect on the 'computational perception' and 'creativity' of third grade students.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.209-210
• /
• 2017

본 연구에서는 초등에서 알고리즘 교육의 방법으로 사용되는 언플러그드 활동에 순서도를 활용하는 방안을 제안한다. 소프트웨어 교육의 기본적인 방향은 컴퓨팅 사고력을 기반으로 문제를 해결하는 역량을 기르고자 하는 것[1]이지만, 현재는 교육용 프로그래밍 언어의 학습에 치우쳐 있거나 알고리즘 교육이 제대로 이루어지고 있지 않다. 언플러그드 활동에 순서도를 활용함으로써 알고리즘 영역의 교육을 강화하고 균형 잡힌 컴퓨팅 사고력 함양에 도움이 될 것이다.

• Journal of Creative Information Culture
• /
• v.6 no.2
• /
• pp.89-99
• /
• 2020

The purpose of this study is to statistically analyze the correlation between unplugged activities using SW educational board games and computational thinking ability of elementary school students, and then find a method of SW education through the results. The study was conducted with 40 students in the 5th grade at an Elementary School in Incheon. Students participated at unplugged activities using a board game for SW education with 12 hours of teacher guidance and 10 hours of free activities. After that, a post-test was conducted to analyze the degree of improvement in computational thinking ability. As the results, it was confirmed that the comprehensive computational thinking ability was improved, and that the four areas of the sub-domains of computational thinking ability were improved to a significant level. These results suggest that providing a basic SW education experience by utilizing a board game for SW education helps to improve students' computational thinking ability.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.159-165
• /
• 2021

Through the fourth industrial revolution and coronavirus pandemic situation, the necessity and importance of SW education are being emphasized more. However, it is difficult to achieve the effect of improving students' computational thinking skills by just 17th hour, which is organized in the 2015 revised curriculum. Moreover, due to the coronavirus pandemic situation that has continued since last year, there are environmental restrictions on the equal SW education for students at the educational site. In this study, the unplugged class using a completion robot was designed to reflect the current situation at the educational site and experience of SW education was provided to the 6th graders of J elementary school. Through the application of a class, we checked whether the unplugged class using robots affect students' perception of SW education and the use of computational thinking skills. As a result, the unplugged class using a completion robot showed that students used computational thinking to solve given problems and had a positive impact on changes in perception of SW education.

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

• Journal of The Korean Association of Information Education
• /
• v.22 no.4
• /
• pp.409-417
• /
• 2018

There are unplugged computer science activities for elementary school students to learn the concept of the Internet. However, these activities are not enough to teach the concept of the Web because they focus on teaching how the Internet works. Since the Web is the core technology of the Third Industrial Revolution, it needs to be understood as a basic common sense. In this paper, we developed an unplugged activity to understand the PageRank algorithm which is closely related to the web. The experimental results show that our unplugged activities behave similarly to the PageRank algorithm.

• Journal of The Korean Association of Information Education
• /
• v.17 no.2
• /
• pp.147-156
• /
• 2013

Computer Science has been developed thru the study of information processing, the study of what can be automated, the study of computation, and the study of information processes both natural and artificial. As developing the computer science, the aspect of informatics education was changed. Recently we focus on computational thinking education. In this paper, I review the progress of informatics education and research the applying of unplugged computing as a method of computational thinking education. I also research the considerations about applying of unplugged computing in aspects of teacher preparation, educational content, and teaching resources. As result I found that teachers change their perceptions about computer education, understand the computer science contents, and understand the promotion of students thinking skills in point of view at teacher preparation, that teachers can set the levels of abstraction and can enrich and integrate of contents, and that teacher can manage class time and educational resources preparation in point of view at educational resources.

• Journal of the Korean Society of Earth Science Education
• /
• v.14 no.2
• /
• pp.80-94
• /
• 2021

In this study, teaching-learning activities were developed based on computational thinking (CT) in high school Earth Science I Solid Earth domain. And their effects and implications were examined. To this end, 8 sessions unplugged activities based on problem solving were developed, and applied it to 65 high school students. As a results, significant changes have been were confirmed in both student's perception about CT and CT. After that, based on student's responses to self-reports and interview, the affecting factors for perception about CT and CT in the earth science problem solving process were investigated. In addition, implication that should be considered in terms of design and progress of teaching-learning based on CT were derived. Based on these results, the necessity and operation of teaching-learning activities was suggested for developing CT through various subjects including earth science.

• 한국정보교육학회:학술대회논문집
• /
• 2021.08a
• /
• pp.419-424
• /
• 2021

The purpose of this study is to understand the educational context including the actual learning process and learner perception using the embodied metaphor in AI education. To this end, a class was designed to utilize the embodied metaphor-based unplugged activity through a qualitative approach. Matrix analysis technique was used to analyze the data collected throughout the course of the class to analyze the experiences and perceptions according to the characteristics of the learner, and the learning context. The results of the study were: First, there was a difference according to the learner's prior experience in the effect on the representative knowledge and the subsequent practice process. Next, the embodied metaphor-based unplugged activity showed soft landing effects on practice and text coding. Finally, the organic integration of unplugged and plugged-in classes helped learners understand the potential of computational thinking.

• Journal of The Korean Association of Information Education
• /
• v.24 no.2
• /
• pp.167-176
• /
• 2020

In this study, We made Computing Stories as a part of the new method of SW education. Also, we have developed unplugged activities using coding stories. We analyzed changes in learning motivation and academic achievement in the core concepts of CT by applying classes to elementary school students. For the development of coding stories, we conducted a questionnaire analysis of 11 expert groups to derive the core concepts of computational Thinking. Using the core concept of Computational Thinking, we developed a coding stories and unplugged activities linked with coding stories. It was confirmed that the score of the core concept of CT before and after class increased from 54.44 to 83.10 and the learning motive was also improved from the average score of 103.48 to 110.44. The results showed that the Coding Stories were effective in the students' Computational thinking achievement and SW learning motives.