• Journal of The Korean Association For Science Education
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• v.36 no.2
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• pp.325-335
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• 2016

Software (SW) education is guided by the government to operate not only computer subject matter but also related subject matter. SW education is highlighted in the 2015 Revised Curriculum and Guide for Operating SW Education. SW education is related with science education. For example, education on algorithms employing SW and activities using sensors/output control can be an effective strategy for scientific inquiry. The method can also be applied in developing Computational Thinking (CT) in students. In this study, we designed lessons to solve everyday scientific problems using Educational Programming Language (EPL) SW and physical computing materials and applied them to high school students. We conducted surveys that were modified from questionnaires of Internet application capability and based on the standard of accomplishment of SW education as well as elements of CT to find out the change in perceptions on programming and CT of students. We also conducted a survey on students' attitude toward science learning after an SW inquiry activity. In the results, perceptions on programming and CT of students were improved through lessons using unplugged activity, EPL SW, and physical computing. In addition, scores for interest, self-directed learning ability, and task commitment were high.

• Journal of The Korean Association of Information Education
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• v.21 no.2
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• pp.209-217
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• 2017

Recently SW education has been emphasized in Korea, but many students do not have many opportunities to learn computer science. In this paper, I organized a computer science show to enhance interest and understanding of computer science. The computer science show consisted of understanding binary systems, send a text message, parity bit magic, finding a number card, and collecting colors (orange games). I applied the computer science show to elementary school students and looked at the results. Most of the students who participated in computer science shows did not have an "participation experience of computer science shows". As result of surveys, many students answered "I am interesting about computer science shows," "I am interested in computer science," and "I would recommend it to my friends nearby." Through research, I learned that computer science shows are a way for elementary students to draw interest in computer science and to create curiosity and interest in computer science. I found from research that computer science shows are a way to reduce students' learning burdens and to increase interest in computer science.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.12
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• pp.1578-1587
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• 2019

Software education enhances creative thinking and critical thinking for students living in the era of the Fourth Industrial Revolution, and helps them choose jobs in software-related industries. This study is an example of software education applied to the vulnerable students of the child welfare center to narrow the software gap and achieve the equity in education. This education was conducted in Unplugged activity, Entry coding, and Physical computing classes for 170 students from 20 institutions in South Chungcheong Province, North Chungcheong Province, and Daejeon city in Korea. The curriculum utilized a total of four types of student and teacher level materials, with a total of 10 hours of classes per child welfare center. In addition, the surveys of the students and institutions confirmed that this education influenced their interest in software education and their desire for continuous software education.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.23 no.12
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• pp.1693-1699
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• 2019

The recent software education in middle schools is focused on physical computing, unplugged learning and pilot training. However, they are struggling in many ways, including cost, inducement of interest, motivation, and concentration. Also, the lack of systematic classroom design could make negative effect to students' understanding of classes or academic performance. In this paper, we intend to study the method of algorithm education using Chatbot system, which will increase efficiency of software education, with less burdensome in terms of cost, and also could be able to used as an assist tool in various classes. In class scenarios that require the understanding of coding mechanisms such as function application, algorithm design, and program coding, students can learn by themselves through the Chatbot system, which has a positive effect on student learning.

• Journal of The Korean Association of Information Education
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• v.24 no.5
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• pp.443-451
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• 2020

In elementary school software education, a programming process is experienced through a simple problem solving process. And even this experience emphasizes that the problem-solving process is a CS Unplugged activity. However, CS Unplugged has a disadvantage in that it only learns the principles of computing, and the learner cannot experience real problem solving. In this study, a learning program using artificial intelligence robots was developed with the goal of cultivating the ability to solve problems encountered in the real life of elementary school students. Students could solve complex problems in real life from the point of view of artificial intelligence through the developed program, and increase their interest and understanding of artificial intelligence education through robot control.

• Journal of the Korea Society of Computer and Information
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• v.25 no.10
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• pp.261-268
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• 2020

In this paper, we propose an effective software education model for youths with disability. This software education model consists of a four-step process. In the first step, it draws the education curriculum of the software education for different types of disabled youths based on the results of comparative analysis of software education field in special education curriculum. In the second step, it suggests achievement standards for effective software education for the disabled students by classifying students with intellectual disabilities and visual, hearing, and physical disabilities without any multiple disabilities. In the third step, the study developed a modular textbook comprised of unplugged activities using coding robot Albert, physical computing, and block/text coding with the reflection of the characteristic of each type of disability. In the fourth step, it applied the textbook to the school field and educated disabled students focusing on experience to allow them to think logically and by stages about different problems they face in daily lives. In addition, by analyzing the results of youths' performance evaluation and surveys, it was shown that 82.3% of developmental disabilities, 78.8% of visual impairments, 90.9% of hearing impairments, and 78.8% of physically disabilities achieved achievements above the "medium" level. These results prove that the software education model for youths with disabilities proposed in this paper is very effective in improving computational chinking of youths with disabilities.

• Journal of The Korean Association of Information Education
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• v.24 no.4
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• pp.279-289
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• 2020

The purpose of this study is to apply the training program for teachers to strengthen the competence of artificial intelligence education in primary and secondary school teachers and to analyze its effectiveness and analyze teachers' demands for artificial intelligence education to provide basic research data. The referenced training program was designed based on the ADDIE model by selecting the educational contents based on the five core elements of AI, and teachers from the G Metropolitan Office of Education and the AI Education Research Association collaborated to develop the program. The effectiveness of the developed program and questionnaire of teacher needs analysis for AI teaching were examined for content validity. As a result of the training conducted by applying the developed program, satisfaction with each curriculum of the training and the possibility of application to the field were highly evaluated. It was found that teachers consider the need of teaching unplugged activities for AI education and basic AI experiences in elementary school level, and AI education contents including block programming languages and physical computing activities are needed to teach in middle school level.