• Proceedings of the Korean Society of Computer Information Conference
• /
• 2018.01a
• /
• pp.113-116
• /
• 2018

본 연구에서는 컴퓨팅 사고력 평가 도구 중 자기보고식 설문과 지필형 검사지인 비버 챌린지 간의 상관관계를 분석하고자 하였다. 두 평가 도구를 사용한 결과 간의 상관관계는 통계적으로 유의하지 않았다. 따라서 객관적인 측정을 위하여 자기보고식 설문에 대한 수정 및 보완이 필요하며, 비버 챌린지의 점수에 영향을 주는 난이도에 대한 고찰이 필요하다. 덧붙여 산출물 평가와 자기보고식 설문, 지필형 검사지 간의 상관관계를 분석할 필요가 있다.

• Journal of The Korean Association of Information Education
• /
• v.23 no.6
• /
• pp.607-619
• /
• 2019

As software education was introduced through the 2015 revised curriculum, various research activities have been carried out to improve the computational thinking of learners beyond the existing ICT literacy and software utilization education. With this change, the purpose of this study is to examine the research trends of various research activities related to computational thinking which is emphasized in software education. To this end, we extracted the key words from 190 papers related to computational thinking subject published from January 2014 to September 2019, and conducted frequency analysis, word cloud, connection centrality, and topic modeling analysis on the words. As a result of the topical modeling analysis, we found that the main studies so far have included studies on 'computational thinking education program', 'computational thinking education for pre-service teacher education', 'robot utilization education for computational thinking', 'assessment of computational thinking', and 'computational thinking connected education'. Through this research method, it was possible to grasp the research trend related to computational thinking that has been conducted mainly up to now, and it is possible to know which part of computational thinking education is more important to researchers.

• Proceedings of The KACE
• /
• 2017.08a
• /
• pp.241-243
• /
• 2017

2015 개정 교육과정 총론에서는 Bloom의 교육목표분류에 기반하여 지식, 기능, 태도 영역에서 균형 있는 수업과 평가를 하도록 강조하고 있으며, 국외에서도 컴퓨팅 교육에서 지식, 기능, 태도 등에서 균형있는 접근을 하기 위한 노력을 기울이고 있는바, 현재 제안되고 있는 대부분의 수업 및 평가가 지식 측면을 중심으로 구성되어 있는 점을 보완하기 위하여 본 연구에서는 컴퓨팅 사고력에 대한 국외의 동향과 2015 개정 교육과정 총론에 비추어 소프트웨어 교육의 지식, 기능, 태도적 측면의 의미와 다룰 수 있는 내용을 고찰하였다.

• The Journal of Korean Association of Computer Education
• /
• v.23 no.3
• /
• pp.41-47
• /
• 2020

Computational Thinking(CT) is drawing attention as a core competency required for future talent in the 21st century. Software education for improving CT ability at home and abroad is in full swing. Among them, problem-solving programming education helps to improve CT ability. The CT-TDPS learning model follows the decomposition, abstraction thinking process, which modularizes complex problems, and the Agile development method, which is an iterative and incremental programming method to implement it. In this study, we tried to confirm the improvement of CT ability by applying CT-TDPS learning model to problem solving programming education using Scratch. As a result of the study, it was confirmed that in the problem solving programming education using the CT-TDPS learning model, it improved in all aspects of computing concept, computing performance, and computing perspective, which are sub-factors of CT ability. In addition, it was confirmed that there was a significant difference in the experimental group as a result of the t-test on the Dr.Scratch automatic evaluation result.

• Proceedings of The KACE
• /
• 2017.08a
• /
• pp.3-5
• /
• 2017

본 연구의 목적은 컴퓨팅 사고력과 관련된 연구들을 연구주제, 연구대상, 적용교과를 기준으로 하여 분석함으로써 앞으로 컴퓨팅 사고력과 관련된 연구의 방향을 제시하는데 있다. 이를 위해 컴퓨팅 사고력 관련 연구 중에서 KCI 등재지 총 38편을 선정하였다. 연구주제별로 분석한 결과, CT 교육의 실천방안을 모색하는 연구들이 주를 이루었으며 이에 반해 CT 평가를 위한 도구 개발과 관련된 연구는 미미하였다. 연구대상별로 분석한 결과, 초등학생을 대상으로 한 연구가 가장 높은 비율을 차지했으며, 그 중에서도 초등학교 5학년 이상을 대상으로 한 연구가 많았다. 적용교과별로 분석한 결과, 정보교과가 가장 높게 나타났는데, 이는 초등학교의 정보교육이 정규교육과정보다 교과 외의 방법으로 진행되고 있기 때문이었다. 세 가지 결과를 바탕으로 CT 평가와 관련된 연구, 초등학교 저학년과 유아를 대상으로 한 연구가 더욱 활발하게 이루어져야하며 초등학교 전 학년을 위한 필수교과로서의 정보교육에 관한 논의가 필요하다고 결론지었다. 이를 위해 초등학생을 위한 정규교육과정 외의 정보교육의 현황을 조사 및 검토할 필요가 있음을 제언하였다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
• /
• 2018.05a
• /
• pp.327-331
• /
• 2018

The purpose of this study was to design a competence teaching-learning model that could help college students improve their computational thinking among core competences in SW education. A competence teaching-learning model, UDDPAAP (Unplugged-Demonstration-Decomposition-Pattern Recognition-Abstraction-Algorithm-Programming), was designed by analyzing competences of learners with no experience in software coding, by reconstructing DMM, DDD, and DPAA among the five existing SW-based teaching-learning models, and by analyzing unplugged activity and the Bebras challenge computational thinking scale carefully. The unplugged activity partially adapted to instruction for college students and some items chosen from the Bebras challenge computational thinking scale were applied to the existing teaching-learning model. To determine the effects of the study, pretest was conducted in freshmen for computational thinking and self-confidence on the basis of the experience in SW and computer information literacy education, and posttest following instruction applying the UDDPAAP teaching-learning model. The students provided with SW education based on the UDDPAAP teaching-learning model saw their computational thinking competence improved.

• Proceedings of The KACE
• /
• 2018.01a
• /
• pp.107-110
• /
• 2018

본 연구에서는 컴퓨팅 사고력 평가도구로써 비버 챌린지 문항을 활용하기 위하여 문항반응이론을 통해 비버 챌린지 문항을 분석하고, 비버 챌린지에서 기존에 제시하는 난이도와 문항반응이론을 통한 난이도 간의 상관관계를 분석하였다. 분석 결과 비버 챌린지는 쉽고 변별력이 높은 검사로 나타났으나, 비버 챌린지에서 제시하는 난이도와 문항반응이론을 통한 난이도 간의 상관관계는 없었다. 난이도에 따라 가점과 감점이 이루어지는 비버 챌린지 채점 기준을 고려할 때 정확한 컴퓨팅 사고력 측정을 위해서는 난이도에 대한 수정 및 보완이 필요하다.

• The Journal of Korean Association of Computer Education
• /
• v.20 no.2
• /
• pp.1-11
• /
• 2017

The demands of computer science education for non-majors in higher education is increasing but relevant evaluation tools for the students' computational artifacts are lack. This research aims to develop a scoring rubric to assess student's computational artifacts in non-major programming course at Computational Thinking point of view. The rubric was developed based on 'CT Practice Design Pattern' as a framework. The rubric consists of 'domain, skills, evaluation, evaluating resources, and scales'. Domains are 'Design of abstract model', 'Design and application of creative artifacts', and 'Analysis of the artifacts'. Experts reviewed the rubric to ensure contents validity. The rubric is resulted in reliable for consistency. This rubric can be revised and applied to application environment accordingly.

• Education of Primary School Mathematics
• /
• v.22 no.4
• /
• pp.239-259
• /
• 2019

The 2015 revised mathematics curriculum specified software education as a mandatory curriculum amid a trend in which the software environment was extended to daily life due to the fourth industrial revolution. It also calls for a paradigm shift in lessons that incorporate learning and evaluation by specifying a process-oriented assessment. This study focused on addition and subtraction classes based on computational thinking skills that integrate mathematics learning and evaluation. Two fourth grade classes of elementary schools in Seoul were selected to conduct a pre- and post- test of metacognition and mathematics achievement through quantitative research. Also, a mixed study was conducted to analyze students' activities and opinions in parallel. The results of the study confirmed that the computational thinking-based classes, which incorporate mathematics learning and evaluation, had a positive effect on the metacognition of elementary school students and the improvement of their achievement scores. In addition to those identified in this study, further studies on other factors are proposed.

• KIPS Transactions on Software and Data Engineering
• /
• v.6 no.7
• /
• pp.353-360
• /
• 2017

In this study, a software education program based on blended learning using scratch was designed for pre-service elementary teachers' software education. Software education program was applied to experimental group and control group within the university of education using Scratch programming for 12 weeks. Blended learning using online lectures was applied to experimental group. The pre-service teachers' recognition about software education and self-evaluation of computational thinking were performed. Then, we analyzed the effect of the developed education program on the recognition of software education and computational thinking. As a result, the level of post-recognition of software education in the experimental group was significantly higher than that of the pre-recognition. In the self-evaluation of computational thinking, the experimental group was significantly higher than the control group. Therefore, it can be seen that the software education program based on blended learning can help improve the learner's computational thinking.