• Proceedings of the Korean Society of Computer Information Conference
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• 2017.01a
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• pp.123-124
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• 2017

본 논문에서는 컴퓨터 프로그래밍을 접해보지 않은 IT비전공자를 위한 5W1H 6하 원칙 개발도구를 제시하며, 이하 '5W1H 프로그래밍 모델'이라 칭한다. 이 개발도구는 육하원칙 개념을 적용하여 사용자가 프로그래밍 언어를 배워 코드를 작성할 필요 없이 '누가, 언제, 어디서, 무엇을, 어떻게'의 6하 원칙적인 행동양식으로 간단한 선택만을 통해 간단하게 프로그램 로직을 작성하여 대상 시스템을 동작시키는 네이티브 코드로 변환해줌으로서 프로그래밍 언어를 배우지 않은 사용자들도 시스템 개발을 할 수 있게 된다. 본 논문에서 제안하는 개념은 대부분에 시스템에 적용할 수 있으며 본 논문에서는 아두이노 스케치의 슈퍼루프에 적용하여 실험하였다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2015.01a
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• pp.295-296
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• 2015

본 연구에서는 컴퓨터 프로그래밍 정규 수업과 병행하여 운영된 수준별 맞춤형 프로그램에 참여한 학습자들의 프로그래밍 능력 향상을 평가하고자 한다. 수준별 맞춤형 프로그램으로 수준별 전공스터디와 피어 튜터링 프로그램을 운영하고, 참여 학생들이 별도 학습을 통해 얼마나 실력 향상이 되었는지 평가하기 위해 프로그램 참여자들과 비참여자들의 상대적인 성적 변화를 분석한다. 나아가 참여 학생들이 졸업 후의 취업률과 취업 분야 그리고 고용상태도 분석함으로써 학생들의 실력 향상이 원하는 분야로의 취업에 얼마나 기여했는지도 분석해본다.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.01a
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• pp.195-196
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• 2018

컴퓨터 프로그래밍 수업에 적용되는 다양한 평가 방법들은 학습자들의 학습 동기 부여에 각각 영향을 미치는 정도가 다를 것이다. 본 연구자는 담당하고 있는 컴퓨터 프로그래밍 수업의 학습자들을 대상으로 성적에 직접 반영되는 퀴즈와 성적에 직접 반영되지는 않지만 퀴즈 점수에 따라 총점에 인센티브를 부여하는 보너스 퀴즈를 각각 여러 회 실시해보고 어느 방법이 학습자들의 학습 동기 부여에 더 효과적인지를 분석해보았다.

• Proceedings of the Korea Information Processing Society Conference
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• 2007.11a
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• pp.627-629
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• 2007

최근 상황 중심 프로그래밍(Aspect-Oriented Programming)에 관한 연구가 활발해져서 분산 및 병렬 시스템의 설계를 더 효과적으로 할 수 있게 되었다. 이 논문에서는 상황 중심 프로그래밍을 활용하여 분산 시스템의 전통적인 이슈 중의 하나인 결함 내성 시스템을 구축해보고자 한다.

• The Journal of Korean Association of Computer Education
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• v.16 no.4
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• pp.13-21
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• 2013

Recently, programming education is being actively performed in education field with development of educational programming language and teaching and learning methods for elementary students. However, programming education have limit to apply to the overall computer science curriculum, because it is performed by more than 5th grade and focused on the utilization of programming tools than problem-solving process. It is necessary to expand the range of students and educational content considered with problem-solving process for encouraging programming education in computer science. In this study, we suggest the easy-to-use programming tool for lower grade(1st grade) and robot programming task based on improvement of student's thinking ability. We use Tangible User Interface(TUI) for elementary student's(1st grade) convenience of programming and developed the robot programming task for improvement of logical thinking. As a result of this experiment, tangible programming tool can be used easily in elementary students(1st grade) and developed robot programming task is effective in improvement of logical thinking.

• The Journal of Korean Association of Computer Education
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• v.16 no.6
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• pp.111-120
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• 2013

Programming novices have various difficulties when they learn C language for the first time. Novices have a large burden for understanding of a C language grammar, and have a tendency to focus on the grammar rather than problem solving. Moreover, it requires programming domains to arouse student's interest for software development. This paper presents a programming environment for C languages education focusing on a problem solving. To this end, this paper defines Tiny-VPL that is a simple visual programming language for NXT robot programming and presents robot programming environment using Tiny-VPL. This paper also presents an environment for NXT robot programming using Mini-C language which is a subset of C language. For the purpose of helping to understand the C syntax and semantics, the visual and interactive conversion system of Tiny-VPL to Mini-C is provided. Our programming environment can arouse student's interest through robot programming and can be used effectively for C language education focusing on problem solving with graphical and interactive conversion of the visual language Tiny-VPL to the textual language Mini-C.

• The Journal of Korean Association of Computer Education
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• v.12 no.3
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• pp.11-22
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• 2009

Scratch, one of the educational programming languages, provides a media-rich programming environment and easy interface to users. It supports Korean language and is utilized usefully in programming classes in elementary and middle schools. However, programming causes cognitive loads to young students. Because the programming process is a complex problem solving procedure that requires logical and abstract thinking abilities. Therefore, we developed a problem based scratch programming teaching and learning model to enhance intrinsic motivation of learners and to maximize the effects of using the scratch, educational programming language. The developed problem based teaching and learning model considered elementary students' characteristics. It was implemented in fifth grade elementary school classes and the educational effects of the model was analysed. The developed model was helpful in enhancing students' problem solving potential and logical thinking abilities.

• Journal of the Korea Society of Computer and Information
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• v.17 no.11
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• pp.53-61
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• 2012

Kodu made by MS is a new 3D visual programming language made specifically for creating games. This language is based on creativity, problem-solving methods, and storytelling. So, it is very suitable for game programming education for kids. In this paper, we designed learning method to develop games based on elementary school students' creative thinking. The instruction was given to 27 6-grade elementary school students in 30 hours. And we applied the learning method in class. Also, we analyzed the changes in the learners' creative thinking and the learning effects of game programming.

• Journal of The Korean Association of Information Education
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• v.5 no.2
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• pp.230-239
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• 2001

Programming education is an important part of the ICT education field, and helps to increase the ability of analyzing, logical thinking, and solving procedural problems. Unfortunately, there is very little chance to learn computer programming nowadays. In addition, students have to install the translating program of the programming language they wish to study. In this paper, we describe the system we designed and implemented on the Internet, which can offer the setting to make programs to run on the WWW. Students can make, edit and run programs on the WWW though they did not set up the language translator program on their local computers.

• The Journal of Korean Association of Computer Education
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• v.17 no.1
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• pp.25-33
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• 2014

Robot assisted programming education has been highlighted because it enhances the involvement of students. Robots are combined with mechanical and program elements. However, in after school Robotics classes, almost all is education for the mechanical elements of robots. On the other hand, education for robot programming is a starting stage. It is difficult for students to programming with sensors. Therefore, in this paper, I researched the relationships between elements from sensors to output devices. And I applied it to Robotics education. As a result, the students can understand robot because they studied the relationships between data from sensors and output devices. We proved it by the survey after the relationship education.