• The Journal of the Korea Contents Association
• /
• v.18 no.12
• /
• pp.238-250
• /
• 2018

The 2015 revised curriculum includes 'informatics' course including the process of building software aiming at cultivating creative and convergent ability. This study analyzes the competencies pursued in the revised curriculum and defines computational thinking as the main competency. The subjects of the study were the first grade of a middle school in the first semester of the 2018 school year. Of the 95 collected data, 83 data were used for analysis and the significance was confirmed by the paired t-test. Also, computational concept, computational practice and computational perspectives were confirmed through artifact-based interviews. As a result of statistical analysis, critical thinking, creativity, algorithmic thinking, and problem-solving significantly increased among sub-variables of computational thinking. Statistical results and interview results were analyzed to provide implications for design and implementation of software education in 'informatics' course.

• Journal of the Korean Society of Earth Science Education
• /
• v.12 no.2
• /
• pp.131-140
• /
• 2019

In this study, a block-base coding that could develop computing thinking was applied to Earth science teaching and learning to identify how the perception of computational thinking and scientific attitude was changed as part of creativity education. Based on the results of the study, the conclusions are as follows: First, an Earth science education program was developed using a block-based coding for elementary school students. The 12-hour program was designed for inquiry activities to encourage students to engage in various thinking by providing them with activity-oriented problems. Second, the Earth science education program using a block-based coding showed significant results in confidence in the use of a computer program, integrated learning with a computer, computational thinking, and problem-solving factors with computational thinking. Third, the Earth science education program using block-based coding showed significant differences in the categories of curiosity, criticism, cooperation, persistence, and creativity. It could be judged that it was effective for students in the process of questioning and trying to solve the problem themselves.

• Journal of Creative Information Culture
• /
• v.6 no.2
• /
• pp.77-88
• /
• 2020

The purpose of this study is to statistically analyze the correlation between CS Unplugged education and the computational thinking of gifted and talented students. In this study, qualitative research was conducted for 17 students in 5th grade gifted class at an elementary school in the city of Yongin. Students participated in 10 hours of CS unplugged classes. Student questionnaire, class journals, student activity sheets, and student interview records were collected and qualitatively analyzed. In order to supplement the qualitative data, computational thinking ability tests were also administered. The results of the study are as follows. First, CS unplugged education plays an effective role in improving CT of gifted and talented students. Second, it was not every sub-area of CT that CS unplugged education brought statistically significant improvements in. Third, CS unplugged education is suitable to be presented as the first step of the SW curriculum for gifted and talented students.

• Journal of Creative Information Culture
• /
• v.7 no.4
• /
• pp.207-215
• /
• 2021

As computational thinking has been noted as an important competency worldwide, SW education was introduced in the 2015 revised curriculum, and SW education has been applied to the curriculum from 2018. However, in a poor educational environment, the educationally underprivileged class is in the blind spot of SW education and is not receiving systematic SW education. Therefore, this study analyzed the effect of conducting a non-face-to-face SW online education program for 267 underprivileged elementary school students in education at a time when non-face-to-face online education was being conducted through the COVID-19 mass infectious disease. As a result of conducting the computational thinking ability test, which abstraction, problem decomposition, algorithm, automation, and data processing, before and after education, the overall score of computational thinking and the score of all five factors were statistically significantly increased(p<0.001). Among the five factors, there was the highest score improvement in data processing score. These results suggest that the non-face-to-face SW online education program is effective in improving the computational thinking ability of elementary school students from the educational underprivileged class.

• Journal of Creative Information Culture
• /
• v.6 no.3
• /
• pp.179-187
• /
• 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 Digital Convergence
• /
• v.16 no.5
• /
• pp.65-73
• /
• 2018

The objective of this study is to suggest the contents of education for software for Undergraduates who are not majoring in IT to cultivate creative and convergent people to prepare for the 4th Industrial Revolution. In the background, this study investigated the relationship between design thinking and computing thinking factors and examined the direction of software education to develop creative problem solving abilities. Two specialist questionnaires and focus group interviews were used to derive two levels of content elements for design thinking based computing thinking. According to the results of the analysis, This research is based on the process of design thinking, focusing on diffuse thinking at the first level, and the whole contents are composed. The process of producing a prototype was used to derive the computational thinking contents necessary for problem solving. This study focuses on convergent thinking at the second level and draws out the contents of computing thought to embody the first level contents of various ideas and stories into computing. It is expected that this study will be used as basic data to develop the content and method of education as SW education for non - major subject in university.

• Journal of Creative Information Culture
• /
• v.7 no.4
• /
• pp.243-255
• /
• 2021

The purpose of this study is to investigate the effect of software education based on physical computing on the CT ability of elementary school students. To this end, previous studies related to physical computing software education and software education in the 2015 revised curriculum were analyzed. In addition, COBL was selected among many physical computing tools on the market in consideration of the level and characteristics of learners in the school to conduct the study, and 'Professor Lee Jae-ho's AI Maker Coding with COBL' was used as the textbook. This study was conducted for 10 sessions on 135 students in 6 classes in 6th grade of H Elementary School located in Pyeongtaek, Gyeong gi-do. The results of this study are as follows. First, it was confirmed that physical computing software education linked to real life was effective in improving the CT ability of elementary school students. Second, the change in competency of CT ability by sector improved evenly from 8 to 30 points in the pre-score and post-score of computing thinking ability. Third, in this study, it was confirmed that 87% of students were very positive as a result of a survey of satisfaction with classes after real-life physical computing software education. We hope that follow-up studies will help select various regions across cities and rural areas, and prove that real-life physical computing software education for various learner members, including large and small schools, will help elementary school students improve their CT ability.

• Journal of Digital Contents Society
• /
• v.18 no.5
• /
• pp.995-1000
• /
• 2017

The purpose of this study is to analyze the educational effect on creativity and solving-problem ability based on hackathon of elementary SW education. We divided into control and experimental groups with activities of physical computing or robots. The control groups conducted by traditional project based learning collaboratively and the experimental group in hackathon. The outcomes from students were evaluated to by elementary teachers with questionnaire and analyzed to the creativity and solving-problem ability of physical computing or robot productions. As a result, a group of hackathon showed significant positive results in the accuracy on creativity and solving-problem skills statistically. We concluded that the free atmosphere of hackathon for communication and consultation have been attributed to various ideas of students.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2017.07a
• /
• pp.376-377
• /
• 2017

이 연구는 초등 교사를 대상으로 한 효율적인 연수 프로그램 구성의 출발점 자료를 확보하고자, 초등 교사 200명을 대상으로 SW 교육 영역(SW 문화, SW 창의, SW활용)의 소양 정도를 파악하고 영역 간의 관계를 분석하였다. 연구의 결과, SW 문화소양의 충족, 특히 SW 윤리 소양의 충족이 SW 창의교육 영역(컴퓨팅 사고력과 SW 제작 소양)에 큰 기여를 하는 것으로 확인되었다. 따라서 SW 교사 연수 효율성 제고를 위해 SW 윤리 영역이 컴퓨팅 사고력 영역 및 SW 제작 영역에 관한 교육 내용과 연계성 있는 배치와 시간 운영이 필요하겠다.

• Proceedings of the Korean Society of Computer Information Conference
• /
• 2014.07a
• /
• pp.169-170
• /
• 2014

본 논문에서는 초등학생에게 스크래치 프로그램을 처치하여 과학교육을 위한 컴퓨팅 사고력 도입에 관한 수업을 설계 제안하고자 한다. 과학교육의 반성에 시작된 컴퓨팅 사고력 도입을 위해 4학년 과학교육과정을 분석하였으며, 스크래치 프로그램을 처음 접하는 학생들이 쉽게 애니메이션 결과물을 도출할 수 있도록 식물의 한살이 단원을 재구성하여 적용하였다. 추후에 컴퓨팅 사고력을 바탕으로 한 스크래치 프로그램 적용이 초등학생의 창의성 함양과 과학 학습정서에 어떤 영향을 주는지에 대한 후속연구를 진행하고자 한다.