• Proceedings of the Korean Society of Computer Information Conference
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• 2014.07a
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• pp.155-156
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• 2014

본 연구의 목적은 21세기 학습자가 반드시 갖추어야 할 컴퓨팅 사고력 향상을 위하여 컴퓨팅 사고력의 핵심 요소인 추상화에 집중할 수 있는 퍼즐 기반 학습을 설계하고자 한 데 있다. 이를 위하여 컴퓨팅 개념과 원리를 포함하는 퍼즐 문항을 개발하고 컴퓨팅 사고력의 문제 해결 요소 9가지를 기반으로 퍼즐 해결에 접근할 수 있는 수업을 설계하였다. 또한 교수학습을 위한 전략으로 학습자에게 성취감을 부여하는 성공의 경험, 다양한 난이도를 가진 퍼즐 문항 구성, 정답대신 해결 과정에 집중하는 교사태도를 제시하였다. 퍼즐 기반 학습은 학습자의 컴퓨팅 사고력 향상을 통해 앞으로 직면할 다양하고 복잡한 문제를 효과적이고 효율적인 해결하도록 할 것이다.

• The Journal of Korean Association of Computer Education
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• v.23 no.2
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• pp.31-39
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• 2020

As the importance of software education is emphasized, various educations for improve the computational thinking of elementary school students are being provided. However, there are many limitations that apply to the school at preceding studies. because they were invented for specific environment or students. Therefore, in this study, software education was conducted by constructing teaching-learning activities in consideration of the characteristics of students such as teaching aids and level of computational thinking ability, which can influence students based on the contents of textbooks. Through the comparison about computational thinking improvements, this study tried to suggest the direction of effective software education method. As a result, there are differences in computational thinking improvements according to the student's level and used teaching aids. Specifically, visual programming and unplugged type teaching-learning activities were more effective in teaching aids, and according to the level of students, students with low level of computing thinking in pre-inspection showed relatively high improvement. This tendency suggests that it is necessary to consider various learning factors in designing teaching-learning activities in elementary software education.

• Proceedings of the Korean Society of Computer Information Conference
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• 2020.07a
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• pp.641-642
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• 2020

최근 교육서비스 시장은 학습자의 수준을 고려한 수준별 교육으로 나아가고 있다. 이때 학습자 수준의 진단을 위하여 다양한 방법의 진단평가가 연구되고 있으며 평가 기준의 언어적 모호함을 해결하기 위해 퍼지 이론을 도입한 평가 방법 역시 하나의 방법으로 대두되고 있다. 본 논문에서는 컴퓨팅 사고력 교육 역시 수준별 교육으로 나아가기 위해 컴퓨팅 사고력 학습을 계층화 하고, 학습자가 학습 시작전 퍼지 추론을 바탕으로 한 진단 평가를 실시하여 학습자 수준에 맞는 교육 커리큘럼의 진입점을 찾아 맞춤형 컴퓨팅 교육을 제공할 수 있도록 하는 퍼지 평가 시스템을 연구·개발한다.

• Journal of The Korean Association of Information Education
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• v.22 no.1
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• pp.1-8
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• 2018

The informatics education pursues to improve computational thinking ability. The purpose of this study is to explore the instructional methods for the informatics education of the 2015 revised curriculum to be effectively operated at the school. To do this, we investigate the characteristics of information curriculum in 2015 curriculum and teaching and learning methods of informatics education. Through this, it is expected that it will be able to gain a viewpoint on teaching methods of informatics education curriculum and can help the direction of teaching and learning research of informatics education.

• Journal of KIISE
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• v.43 no.7
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• pp.751-762
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• 2016

This paper presents an overview of the emerging field of quantum machine learning which promises an innovative expedited performance of current classical machine learning algorithms by applying quantum theory. The approaches and technical details of recently developed quantum machine learning algorithms that have been able to substantially accelerate existing classical machine learning algorithms are presented. In addition, the quantum annealing algorithm behind the first commercial quantum computer is also discussed.

• Proceedings of The KACE
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• 2017.08a
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• pp.235-239
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• 2017

학습자는 교육의 3요소인 교육자, 학습자, 교육내용의 하나로 학습자 특성과 이가 학업성취에 미치는 영향을 이해하는 것이 중요하다. 컴퓨터 비전공자를 대상으로 하는 컴퓨팅 교육이 점점 활발해지고 있다. 비전공자 컴퓨팅 교육이라는 맥락에서 학습자 특성과 학업성취의 관계를 이해할 필요가 있다. 본 연구는 비전공자 컴퓨팅 교육에서 학습자 특성과 학업성취의 관계를 실증적으로 이해하기 위해 실행되었다. 학습자 특성을 이전경험/사전지식, 인지적 요인, 심리적 요인의 3가지로 분류하였고, 연구대상을 3그룹으로 설정, 다양한 하위 요소 데이터를 수집하였다. 그 결과, 대상 1의 경우 학습스타일(순차적: 부적상관, 통합적: 정적상관), 대상 2는 자기 효능감(사후), 대상 3은 수학 사전지식, 컴퓨팅과 전공의 연계성 인식, 정보적 사고에 대한 인식이 학업성취와 유의미한 상관관계가 있었다. 하지만 상관성이 모두 0.5이하로 크지 않고, 자기 효능감과 전공 연계성 인식의 경우 대상에 따라 결과가 상이하였다. 향후 연구에서 다루지 않은 변수에 대한 연구와 상관관계가 밝혀진 변수만을 대상으로 인과성을 확인하는 연구가 필요하다. 또한 현상학적 관점으로 학습자 특성을 고찰할 필요가 있다.

• Proceedings of The KACE
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• 2018.01a
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• pp.147-150
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• 2018

본 연구에서는 2015 개정 교육과정에 의해 새롭게 도입될 피지컬 컴퓨팅의 개념과 교육적 효과 그리고 학습 환경의 중요성을 이해하고, 피지컬 컴퓨팅 학습 환경에 대한 현장 초중등 교사들의 인식을 조사하고 분석하였다. 이를 바탕으로 초중등 학교에서 피지컬 컴퓨팅의 효과적인 학습을 위한 피지컬 컴퓨팅 학습 환경의 기준을 제안하였다.

• Journal of the Korea Institute of Information and Communication Engineering
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• v.14 no.9
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• pp.2031-2039
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• 2010

This article first defines the concept of ubiquitous learning, and then examine ways to design the educational environment for e-Learning and u-Learning. Next, identifies some disadvantages before seeking possible solutions. Finally, the article explores visions of how ubiquitous learning might look in the future. With the advent of information, communication and computer technologies, the needs and demands for ubiquitous learning are largely emerging, enabling students to easily access everything they want anytime, anywhere. In particular, the advance of high-speed broadband networks such as DMB, WiBro and WCDMA and the proliferation of portable digital devices including DMB, PDA and high-performance mobile phones will encourage the widespread adoption of u-Learning.

• Journal of Creative Information Culture
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• v.7 no.2
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• pp.69-77
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• 2021

In the past, computer programming was a course taken by students of computing domain majors. With the advent of the fourth industrial revolution, students in all major fields are taking it as the general required course. However, students have difficulties in learning new subject such as unfamiliar computational problem solving approach and general purposed programming language, which can lead to negative phenomena such as learning effectiveness, confidence, and decreased interest. In this paper, the causes of difficulties experienced by non-majors students while learning programming language are analyzed and identified through qualitative and quantitative research on questionnaires, journals, and achievements. Thus, we suggest that designing an educational plan that minimizes difficulties.

• Journal of The Korean Association of Information Education
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• v.21 no.6
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• pp.657-664
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• 2017

This study investigates the effect of play-based software education instruction strategy for improving computational thinking as a method of software education. The play-based instruction strategy is a teaching-learning strategy in which the presented code is navigated through play, and the functions are revised and newly reconstructed. We designed an education program with the play-based instruction strategy and applied the program to elementary students. In order to verify the effectiveness of the research, we examined the competence of computing thinking concept and computing thinking practice. As a result, the computing thinking concept and computational thinking practice were that the proposed teaching-learning model is higher than the direct teaching method.