• Proceedings of The KACE
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• 2018.08a
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• pp.159-162
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• 2018

지식 정보 사회로 불리는 급변하는 사회 속에서 새로운 문제 상황들은 정보와 지식을 단순히 습득하는 것만으로는 교육의 한계가 있다. 제4차 산업혁명시대에 필수역량인 컴퓨팅 사고력을 향상시킬 수 있는 방법으로 실제 생활과 관련된 앱 인벤터를 활용함으로써 학습자에게 흥미를 유발하고, 프로그래밍을 통해 문제를 해결할 수 있다. 이에 생활문제와 쉽게 융합가능한 앱 인벤터를 활용한 중등 정보영재 학생들의 교육과정을 통해 컴퓨팅 사고력을 신장시킬 수 있는 교육 프로그램을 개발하여 중등 정보영재 교육의 다양화에 좋은 영향을 미칠 것으로 기대한다.

• Journal of The Korean Association of Information Education
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• v.20 no.3
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• pp.235-242
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• 2016

Physical computing is utilizing principles of computing in the process of expressing one's ideas creatively and implementing them into tangible objects by combining hardware and software. Recent deployment of open source hardware and 3D printers increased the accessibility of physical computing. However, incorporating these into educational practices requires teachers' interest and competencies. This study aims to share the perceived opportunities of developing physical computing based lessons and challenges from teachers' experiences while primary teachers participated in learning fundamentals of physical computing and developing lessons. The findings of this study provide implications to the teachers who are interested in adopting physical computing into classes and in designing teacher training programs.

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

• The Journal of Korean Association of Computer Education
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• v.20 no.6
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• pp.27-36
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• 2017

Today, a computational thinking course is being introduced in elementary, secondary and higher education curriculums. It is important to encourage a creative talent built on convergence of computational thinking and various major fields. However, proper analysis and evaluation of computational thinking assessment tools in higher education are currently not sufficient. In this study, we developed a rubric to evaluate computational thinking skills in university class from two perspectives: conceptual learning and practical programming training. Moreover, learning achievement and relevance between theory and practice were assessed. The proposed rubric is based on Computational Thinking Practices for assessing the higher education curriculum, and it is defined as a two-level structure which consists of four categories and eight items. The proposed rubric has been applied to a liberal art class in university, and the results were discussed to make future improvements.

• Journal of The Korean Association of Information Education
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• v.23 no.2
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• pp.131-139
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• 2019

From 2019, software education has become a required subject for all elementary school students. However, many teachers are still unfamiliar with how the classes should be instructed. So this paper presented the meaning, detailed competencies and achievement standard in order to help in the collection, analysis and representation of data among the computational thinking that are key to software education. And it also suggested the applicability of the classes. The full course of the paper is summarized as follows. First, existing studies have summarized the meaning, detail and achievement standard of data related competencies. Based on this, a preliminary investigation was instructed. Pilot study carried out both FGI and closed questions at the same time. This was done in response to the survey's questionnaire reflecting the opinions of experts. Second, the results of the questionnaire generated as a result of the above were verified for validity, stability, and reliability among the PhD, PhD courses, software education teachers, and software education workers. Third, I developed and applied the five lessons as a class objective as 'Choosing collection method-Select the collection method according to the problem situation.', 'Searching for meaning of data-Understand what the analyzed data mean..', 'Using various expression methods-Use a variety of expression tools.' using the backward design model to integrate education, class, and assessment. As a result, the detailed competencies of data collection, analysis, and representation and achievement standard were presented. This may help in setting specific and specific criteria for what direction classes are recommended when planning data-related classes in elementary schools.

• Journal of Technology Innovation
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• v.23 no.2
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• pp.33-54
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• 2015

Supercomputing performance demand forecasting at the national level is an important information to the researchers in fields of the computational science field, the specialized agencies which establish and operate R&D infrastructure, and the government agencies which establish science and technology infrastructure. This study derived the factors affecting the scientific and technological capability through the analysis of supercomputing performance prediction research, and it proposed a hybrid forecasting model of applying the super-computer technology trends. In the cross-sectional analysis, multiple regression analysis was performed using factors with GDP, GERD, the number of researchers, and the number of SCI papers that could affect the supercomputing performance. In addition, the supercomputing performance was predicted by multiplying in the cross-section analysis with technical progress rate of time period which was calculated by time series analysis using performance(Rmax) of Top500 data. Korea's performance scale of supercomputing in 2016 was predicted using the proposed forecasting model based on data of the top500 supercomputer and supercomputing performance demand in Korea was predicted using a cross-sectional analysis and technical progress rate. The results of this study showed that the supercomputing performance is expected to require 15~30PF when it uses the current trend, and is expected to require 20~40PF when it uses the trend of the targeting national-level. These two results showed significant differences between the forecasting value(9.6PF) of regression analysis and the forecasting value(2.5PF) of cross-sectional analysis.

• Journal of Practical Engineering Education
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• v.14 no.1
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• pp.75-83
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• 2022

Most of the courses that teach the Python programming language are liberal arts courses that all students in general universities must complete. Through this, non-major students who have learned the basic programming process based on computational thinking are strengthening their convergence capabilities to apply SW in various major fields. In the previous research results, various evaluation methods for understanding the concept of computational thinking and writing code were suggested. However, there are no examples of evaluation problems, so it is difficult to apply them in actual course operation. Accordingly, in this paper, a Python basic programming curriculum that can be applied as a liberal arts subject for non-majors is proposed according to the ADDIE model. In addition, the case of evaluation problems for each Python element according to the proposed detailed curriculum was divided into 1st and 2nd phases and suggested. Finally, the validity of the proposed evaluation problem was analyzed based on the evaluation scores of non-major students calculated in the course to which this evaluation problem case was applied. It was confirmed that the proposed evaluation problem case was applied as a real-time online non-face-to-face evaluation method to effectively evaluate the programming competency of non-major students.

• Proceedings of the Korean Institute of Information and Commucation Sciences Conference
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• 2022.10a
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• pp.185-187
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• 2022

Because of the rapid change in the educational paradigm in the Fourth Industrial Revolution Era, Artificial Intelligence (AI) Education is becoming increasingly important today. The 2022 Revised Curriculum focuses on AI Education that can cultivate the fundamental skills and competencies needed in the future society. The following are the directions presented in this study for improving computational thinking and mathematical thinking in AI Education in elementary and secondary schools. First, studying teaching principles that allow students to understand AI concepts and principles and develop their ability to solve real-life problems is necessary in terms of computational thinking skills education. Second, an educational program is required for students to acquire algorithms using formulas and learn principles in the process of computers thinking like humans as part of their mathematical thinking ability to understand AI. A study on expectations through the analysis of competent learning effects that may arise from the relationship between instructors and learners was proposed as a future research project.

• 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.

• Journal of Convergence for Information Technology
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• v.11 no.10
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• pp.151-158
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• 2021

The purpose of this paper is to examine the concept of computational thinking in an easy-to-understand way for non-computer majors. First, It is necessary to expand from the problem-solving perspective to the perspective of problem discovery and creation ability, and establish it as a thinking ability that can cultivate human-like thinking, that is, creative thinking. Second, the concept of computational thinking can be viewed not only in the cognitive aspect but also in the emotional motive and attitude aspect. Third, systematic design of teaching methods is needed based on the expansion of the concept to computational thinking that helps learners to improve their reflective ability. It is expected that the results of this study will serve as basic research for various attempts in terms of the purpose and teaching method of computational thinking education in the future.