• Journal of Practical Engineering Education
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• v.10 no.1
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• pp.35-39
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• 2018

More and more universities are enforcing SW education for non-major undergraduates. However, they are experiencing difficulties in educating non-major students to understand computational thinking processes. In this paper, we did not use the mathematical operation problem to solve this problem. And we proposed a basic problem-solving process teaching method based on computational thinking using simple physical devices. In the proposed educational method, we teach a LED circuit using an Arduino board as an example. And it explains the problem-solving process with computational thinking. Through this, students learn core computational thinking processes such as abstraction, problem decomposition, pattern recognition and algorithms. By applying the proposed methodology, students can gain the concept and necessity of computational thinking processes without difficulty in understanding and analyzing the given problem.

• Journal of the Korean earth science society
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• v.42 no.3
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• pp.344-364
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• 2021

The study explored how two elementary school teachers perceived computational thinking, reflected them into curriculum revision, and taught them in the classroom during longitudinal professional developed program (PDP) for nine months. Computational thinking is a new direction in educational policy-making including science education; therefore we planned to investigate participating teachers' perception of computational thinking to provide their fundamental understandings. Nine meetings, lasting about two hours each, were held with the participating teachers and they developed 11 lesson plans for one unit each, as they formed new understandings about computational thinking. Data were collected through PDP program while two teachers started perceiving computational thinking, revising their curriculum, and implementing it into their class for nine months. The results were as follows; first, elementary school teachers' perception of computational thinking was that the definition of scientific literacy as the purpose of science education was extended, i.e., it refers to scientific literacy to prepare students to be creative problem solvers. Second, STEAM (science, technology, engineering, arts, and mathematics) lessons were divided into two stages; concept formation stage where scientific thinking is emphasized, and concept application, where computational thinking is emphasized. Thirdly, computational thinking is a cognitive thinking process, and ICT (informational and communications technology) is a functional tool. Fourth, computational thinking components appear repeatedly and may not be sequential. Finally, STEAM education can be improved by utilizing computational thinking. Based on this study, we imply that STEAM education can be activated by computational thinking when teachers are equipped with competencies of understanding and implementing computational thinking within the systematic PDPs, which is very essential for newly policies.

• The Journal of Korean Association of Computer Education
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• v.22 no.3
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• pp.1-13
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• 2019

This purpose of this study is to develop and apply the physical computing lessons based on the software guidelines from the Ministry of Education (2015). In this study, I research how computational thinking occurs in class by applying the physical computing lessons to elementary students based on computational practices. The physical computing lessons and analytic methods for computational thinking in this study can be used as a sample and case-study to develop the lessons in the educational field.

• Journal of Digital Convergence
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• v.17 no.10
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• pp.23-35
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• 2019

In order to cultivate talented people who have problem solving ability due to computational thinking according to the trend of the fourth industrial revolution, each university is actively promoting software education. This study suggests that understanding-oriented SW curriculum is needed for non-majors students to improve computational thinking. In order to achieve the purpose of the study, this study designed the basic education program based on the understanding of the SW with the backward design model. The SW Basic Education Program was applied to 15 weeks of instruction and conducted three surveys. The positive effects of the understanding-oriented SW basic education on the computational thinking efficacy and the computer perception were verified. In addition, it was found that the understanding-oriented computational thinking and programming education are effective when they are linked to one process. It is expected that understanding-based SW based education, which uses the backward design model, can be applied as one of the efficient ways to improve computational thinking in the education field.

• The Journal of Korean Association of Computer Education
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• v.16 no.5
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• pp.9-16
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• 2013

Computational thinking is an ability to resolve problems that may be applied to the various real world problems and is regarded as the core of computer science. Computational thinking may be improved through experiences of analyzing problems and of selecting, applying, and modeling strategies appropriate for problem-solving. In order to enhance computational thinking of learners, it is important to provide experiences of solving various problems. This study designed puzzle based learning in order to educate learners principles of problem solving, let them have experiences of interest and insight, and provide them with problem solving experiences. The puzzle questions used for learning were classified into six types - constraints, optimization, probability, statistics, pattern recognition, and strategies. These questions were applied to Informatics gifted elementary students and, after their education, their computational thinking and problem solving inventory significantly improved.

• KIPS Transactions on Software and Data Engineering
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• v.10 no.11
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• pp.529-534
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• 2021

Computing thinking is regarded as one of the important skills required in the 21st century, and many countries have introduced and implemented computing thinking training courses. Among computational thinking education methods, educational game-based methods increase student participation and motivation, and increase access to computational thinking. Autothinking is an educational game developed for the purpose of providing computational thinking education to learners. It is an adaptive system that dynamically provides feedback to learners and automatically adjusts the difficulty according to the learner's computational thinking ability. However, because the game was designed based on rules, it cannot intelligently consider the computational thinking of learners or give feedback. In this study, game data collected through Autothikning is introduced, and game score prediction that reflects computational thinking is performed in order to increase the adaptability of the game by using it. To solve this problem, a comparative study was conducted on linear regression, decision tree, random forest, and support vector machine algorithms, which are most commonly used in regression problems. As a result of the study, the linear regression method showed the best performance in predicting game scores.

• Journal of Science Education
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• v.43 no.3
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• pp.329-341
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• 2019

The purpose of this study is to investigate the effects of instructional strategies using the process of procedural thinking in elementary science classes on students' computational thinking and creative problem solving ability. For this purpose, instructional strategies using the process of procedural thinking for science class were developed and applied. The objects of this study were 6th graders from an experimental class (29 students) and a comparative class (29 students) at S elementary school in Gimpo City. The results of the study are as follows: First, as a result of examining the difference in the computational thinking ability between experimental group and comparative group, the experimental group scored higher than the comparative group, but there was no statistically significant difference. Second, the creative problem solving ability of the experimental group after applying this program was higher, and statistically significant differences were observed (p < .05).

• Journal of The Korean Association of Information Education
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• v.21 no.3
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• pp.343-350
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• 2017

This current study employs multi-year design-based research to design and implement a course in teacher education in Korea. Specifically this paper reports our first attempt to work with 3 primary in-service teachers majoring in computer education. We have incorporated design thinking (DT) into the course design and investigated how primary teachers appreciate the role of DT and recognize the connection between teaching computational thinking and DT. This qualitative study reports the course design, its progression, reflections, and learning outcomes.

• Proceedings of the Korean Society of Computer Information Conference
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• 2018.07a
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• pp.303-304
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• 2018

본 논문에서는 Unity게임엔진을 이용하여 만든 유아용 코딩게임의 사례와 결과물을 보인다. 대학에서 초, 중학교로 낮아져 가는 소프트웨어 교육의 연령대의 흐름에 맞춰 유아용 게임을 제작했다. 아이들에게 친근한 자동차게임의 모양으로 문제를 논리적으로 푸는 방법을 찾는 컴퓨팅적 사고를 하게끔 도와 스스로 문제를 해결하게 하고, 성취감을 얻게 해준다. 또 문제에 대한 정해진 답이 없고 자신만의 의견을 낼 수 있기 때문에 호기심과, 창의력의 증폭을 기대할 수 있다. 기본적으로 맵을 이용해 스토리 진행이 이루어지는 코딩게임의 알고리즘을 사용했으며, Unity2D 엔진을 이용해 유아용 블록코딩게임과 키보드게임을 제작했다. 자동차 모양의 객체를 목적지에 도달하게 할 방법을 아이들 스스로 생각하는 컴퓨팅적 사고를 돕는다.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2018.10a
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• pp.225-227
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• 2018

Computational thinking is generally defined as the mental skills that facilitate the design of automated processes. Computational Thinking is being considered as a critical skill for students in the 21st century. It involves many skills, but programming abilities seem to be a core aspect since they foster the development of a new way of thinking that is key to the solution of problems that require a combination of human mental power and computing power capacity. In this paper, we explore how computational thinking conception are changing. We also explore how to identify the psychological and behavioral nature of learners through SW education.