• The Journal of Korean Association of Computer Education
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• v.18 no.3
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• pp.105-114
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• 2015

A SW competency based on computational thinking is considered as one of the core competencies in the future society. However, the concept of computational thinking is difficult to be introduced to the class because of the lack of appropriate educational program and the shortage of proper understandings of students and teachers. Thus, we have applied computational thinking based STEAM program and analyzed its effectiveness to explore the educational possibilities of computational thinking. The 49 samples were selected, 23 for the experimental group, and 26 for the control group. Pre-post tests for integrated thinking abilities and computational thinking were done to explore the CT-STEAM program's effectiveness. As a result, the components of integrated thinking abilities, science preference and self-directed learning abilities were enhanced after CT-STEAM instruction. In addition, computational thinking assessment score was statistically significant. We expect new STEAM programs using various computing tools to be developed in the future.

• Journal of the Korean Society of Earth Science Education
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• v.10 no.1
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• pp.17-25
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• 2017

The purpose of this study is to investigate the impact of logical thinking when applying STEAM program for middle school students. Therefore, you're creative, framework governing the conditions and be present, creative design of the emotional experience of class under the procedures of the program from a program by previous studies. STEAM improve program is entirely logical thinking to determine that 47 2nd grade in middle school student radio sampling four weeks, six round of poetry classes. Awareness stage after the program STEAM improved but there was little change in logical thinking and appears to be effective, particularly in conservation, combined logic.(p<0.05)

• Journal of The Korean Association of Information Education
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• v.26 no.5
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• pp.295-305
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• 2022

In the modern artificial intelligence society, the goal of education is to cultivate convergent talents who can adapt well to and lead the artificial intelligence society. The core competency required of convergent future talents is to be able to understand and create software well. In this respect, algorithmic education is very important. Therefore, in this study, an algorithm education program was developed to improve convergent thinking ability. The effectiveness was verified through the paired samples t-test by conducting a pre-post test of convergent thinking ability, and it was found that students' convergent thinking ability was significantly improved in the areas of algorithm knowledge and function.

• Proceedings of The KACE
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• 2018.08a
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• pp.99-102
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• 2018

제4차 산업혁명 시대에 접어들면서 창의융합형 인재에 대한 관심이 고조되고 있다. 특히 과학, 수학, 정보 교육 진흥법의 제정 및 시행과 함께 컴퓨팅 사고력을 바탕으로 실세계의 문제를 창의적이고 융합적으로 해결할 수 있는 사고력의 중요성이 커지고 있다. 따라서 본 연구에서는 과학고 학생들의 다양한 융합적 문제 해결 능력을 신장시킬 수 있는 컴퓨팅 사고력 기반의 소프트웨어 융합교육 프로그램을 개발하고, 그 효과를 탐색하고자 한다. 본 연구의 결과는 학교 현장에서의 융합 교육을 위한 이해와 지식을 얻기 위한 기초자료로서 활용되고, 향후 체계적인 실험연구의 방향을 제시하는데 기여할 것이다.

• Journal of The Korean Association of Information Education
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• v.24 no.2
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• pp.131-138
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• 2020

The aim of software education is to increase students' Computational Thinking(CT) skills that they can compose problems and provide solutions which can be carried out effectively by information-processing systems. Furthermore, if problem solving situations can provide students with meaningful problem solving opportunities in authentic social contexts, then software education would be more valuable. This study pursued educational robot-based SW convergence education where 4th grade primary students have access to tangible outputs and can engage in authentic problem solving situations working with peers by using robots and programming. In addition, this study investigated the effectiveness of the classes in terms of computational thinking skills and social capabilities(collaborative skills and communication skills). The current study provides educational robot-based SW convergence education cases of a primary school and discusses the effectiveness of the classes in terms of students' computational thinking skills and social capabilities.

• Journal of Creative Information Culture
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• v.6 no.3
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• pp.179-187
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• 2020

This study was conducted to verify the effect of convergence education applying computing thinking ability of elementary school students on problem solving ability and interest. The subjects of this study were 23 students in 3rd grade elementary school and 15 students in 6th grade, totaling 38 subjects. As a research method, problem-solving ability and interest were measured through questionnaires, and data were analyzed through T-test to see the pre-post differences of the experimental group. As a result of the study, first, it was found that convergence education applying computing thinking ability had a positive effect on problem solving ability. Second, it was found that convergence education applying computational thinking has a partial effect on the degree of interest by subject. Looking at the details, interest in software education and physical activity was high, but interest in eating habits was relatively low. From the above results, it can be seen that convergence education based on computational thinking contributes to drawing students' problem solving ability, and interest.

• Journal of Convergence for Information Technology
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• v.11 no.1
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• pp.167-174
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• 2021

The purpose of this study is to examine the effect of computational thinking course on learning flow and collaborative self-efficacy of university students and to explore the effectiveness of computational thinking course as liberal arts education. For this study, 177 freshmen at a university in Chungnam Province were surveyed learning flow and collaborative self-efficiency. The collected data were analyzed with Stata IC 14 for ��2 test and t-test. The results of this study are as follows. First, the learning flow of students who took computational thinking course were significantly higher(t=3.837 p<.001) compared to those who did not. Second, the collective self-efficiency of students who took computational thinking course were significantly higher(t=2.277 p<.01) compared to those who did not. Therefore the results show that computational course has positive effects on learning flow and collaborative self-efficiency of university students. Based on these findings, discussions and implications were presented on the importance and effectiveness of computational thinking course.

• The Journal of the Korea Contents Association
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• v.20 no.11
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• pp.1-14
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• 2020

This study investigated the effects of SW-efficacy on computational thinking STEAM literacy and the dual mediation effects of interest and student engagement in the relationship between SW-efficacy, computational thinking and STEAM literacy in robot-utilized SW convergence education. For achieving this purpose, robot-utilized SW convergence education targeting 146 middle schools students were carried out, post-survey regarding SW-efficacy, computational thinking, STEAM literacy, interest, and learning engagement were conducted. Collected data were analyzed by SPSS macro process for analysis of the dual mediation effect. Results were as follows: first, SW-efficacy had a significant effect on computational thinking and STEAM literacy. Second, interest did not mediate the relationship between SW efficacy, computational thinking and STEAM literacy, while student engagement mediated it. Third, SW efficacy had a significant effect on computational thinking and STEAM literacy dual-mediating effect of interest and student engagement. These results imply the roles of SW efficacy, interest and student engagement to improve computational thinking and STEAM literacy in robot-utilized SW education and provide implications with regard to robot-utilized SW education and instructional directions.

• Proceedings of the Korean Society of Computer Information Conference
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• 2024.01a
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• pp.5-12
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• 2024

챗GPT 등 인공지능이 일상생활에서 점차 그 활용이 확대되고 있는 시기에 교육현장에서는 인공지능 융합 교육에 대한 관심이 더욱 증대되고 있다. 이에 본 논문에서는 인공지능을 융합한 피지컬 컴퓨팅 프로그래밍 교육 방법을 제안하고 초등학생의 컴퓨팅 사고력에 미치는 영향을 분석하였다. 분석 결과 인공지능을 융합한 피지컬 컴퓨팅 프로그래밍 교육이 인공지능을 융합하지 않은 피지컬 컴퓨팅 프로그래밍 교육에 비해 초등학생의 컴퓨팅 사고력 신장에 더욱 긍정적인 효과를 나타내었음을 통계적으로 확인할 수 있었다. 본 연구의 결과를 바탕으로 보다 다양한 인공지능을 융합한 소프트웨어 교육 방법과 관련된 다양한 논의와 연구가 더욱 활발히 이루어지기를 기대한다.

• Journal of Digital Convergence
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• v.15 no.7
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• pp.1-12
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• 2017

The purpose of the study was to develop a teaching strategy using metacognition and to investigate its effects on enhancing students' creative problem solving skills (i.e. creative thinking skills and critical thinking skills), metacognitive skills. With reference to previous studies, the researcher developed self-questionnaire to enhance metacognition. To achieve this aim, a learning strategy enhancing metacognition was developed and applied to design a creative problem solving instruction program. The strategy was implemented to university students over 9 weeks. The same test was used in two groups. To analyze the data statistically, ANCOVA was used. Results indicated that the experimental group presented statistically meaningful improvement in creative thinking skills, especially identifying a problem, making hypothesis, and controlling of variables(p<.05). Also, the strategy contributed to improve critical thinking skills, especially in inquiry process of recognizing problems, making hypothesis(p<.05). In addition, this strategy also helped students' metacognitive skills(p<.05). It was effective to improve thinking skills. It will contribute to improve convergence thinking skills.